Charting Media & Learning in Europe 2013 FINAL

.
Charting Media and Learning in Europe

2013
Deliverable number
D 4.3
Dissemination level
PU
Delivery date
Status
Final
Main authors: Ine Vos, Dirk Terryn
Author(s)
Contributing Authors: Atanas Boshkov,

Nicoleta Fotiade, Efi Grousouzakou,
Ludmil Kovachev, Nadezhda Kamburova,
Jri Lssenko, Petra Newrly, Sofia
Papadimitriou, Sally Reynolds, Georg
Sedlbauer,
Ursula
Simmetsberger,
Xanthippi
Tokmakidou,
Betty
Tsakarestou
This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Document Information
Project
Project Title:
MEDEAnet
Project Start date:
01/01/2012
Programme/Action
Lifelong Learning Programme
Contract Number
518938 LLP 1 2011 1 BE KA3 KA3NW
Document
Deliverable Number
D4.3
Contractual Delivery Date
31/10/2014
Delivery Date
31/5/2014
Author(s)
Main author: Ine Vos & Dirk Terryn

Contributing Authors: Atanas Boshkov, Nicoleta Fotiade,
Efi Grousouzakou, Ludmil Kovachev, Nadezhda
Kamburova, Jri Lssenko, Petra Newrly, Sofia
Papadimitriou, Sally Reynolds, Georg Sedlbauer, Ursula
Simmetsberger,
Xanthippi
Tokmakidou,
Betty
Tsakarestou
Work package
Knowledge Building & Exchange
Task
Work package Leader
CANON Cultuurcel
Work package Participants
all partners
Dissemination Level
Public (www.medeanet.eu/report)
Nature
Report
Version / Revision
1.0
Draft/Final
Final
Number of pages
156
File Name
MEDEAnet_3rd_report_20140603
Contents
1
Executive summary ................................................................................................................................................. 5
Introduction ............................................................................................................................................................... 7
Overview of different partner countries ...................................................................................................... 14

3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6
Introduction ................................................................................................................................................................ 14
Policy and practice in place ................................................................................................................................. 16
Media and learning in curriculum design ...................................................................................................... 23
Training in production and use of educational media ............................................................................. 28
Trends and developments with regard to policy ....................................................................................... 32
Conclusions and recommendations ................................................................................................................. 33
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
Introduction ................................................................................................................................................................ 35
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
Introduction ................................................................................................................................................................ 53
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.4.6
Introduction ................................................................................................................................................................ 73
3.5.1
3.5.2
3.5.3
3.5.4
3.5.5
3.5.6
Introduction ................................................................................................................................................................ 91
Training in production and use of educational media .......................................................................... 100
Trends and developments with regard to policy .................................................................................... 105
Conclusions and recommendations .............................................................................................................. 106
3.6.1
3.6.2
3.6.3
3.6.4
3.6.5
Introduction ............................................................................................................................................................. 108

Policy and practice in place .............................................................................................................................. 109
Media and learning in curriculum design ................................................................................................... 115
Trends and developments with regard to policy .................................................................................... 128
3.6.6
3.7.1
3.7.2
3.7.3
3.7.4
3.7.5
3.7.6
Introduction ............................................................................................................................................................. 133

Policy and Practice in Place .............................................................................................................................. 135
Media and Learning in Curriculum Design ................................................................................................ 140
Trends and Developments with regard to policy .................................................................................... 150
General conclusions and recommendations .............................................................................................154
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1 Executive summary
This is the third in a series of three reports which together aim to chart the media and
learning landscape in Europe. As explained already in the earlier reports they are part of
a process of familiarisation which is at the heart of successful European network building.
This network building process is being by led the MEDEAnet1 project which is responsible
for the production of the series. MEDEAnet involves 8 partners in 7 European countries
and is a 3-year network project funded under KA3 of the Lifelong Learning Programme,
running from January 2012 to December 2014.
This report builds on the general description of media-based learning and education for
media literacy contained in the year one report and the description of how media
education and media literacy are dealt with in the curricula of the different regions and
countries in the year two report. Its main focus is on the degree to which training in the
production of educational media and in the general topic of media literacy is available to
trainee and in-service teachers, adult educators, trainers and academic staff in each region
or country.
Each of the country or region chapters describes the current state of teacher education
related to media education and media literacy. In Flanders in Belgium while there are
many important developments taking place and a significant number of good examples
can be found, teacher training is too often theory about and not enough practice in. Too
often, students conform to a teacher training practice (do what is being told) but tend to
come back to old models soon after their teacher training.
In Baden-Wrttemberg in Germany there is a growing consensus that teacher training has
to be adapted to accommodate a successful integration of media literacy and media-based
learning. This means that teachers for all levels should receive training to ensure that
media literacy and media-based learning play an essential part in education. In Greece
the integration of media education as a part of the compulsory education curriculum and
in teacher training is a strategic goal in education policies, and it is agreed that continuous
training of educators to use educational technology and participate actively, is crucial for
upgrading and the opening up of education.
In Estonia, the research team believe that a positive attitude towards media education can
successfully be created during pre-service training and supported with periodical inservice training programs. In Romania, while the school curriculum study showed a fairly
good presence of media and learning recommendations embedded in various subject
matters, teachers initial and in-service training remains focused on ICT and e-learning
skills rather than on media education and media literacy and the research team calls on
policy makers and academics to understand that teachers training is key for the
integration of media education in formal education. In Upper Austria, more and more
training opportunities addressing both the actual use of ICT as well as media literacy are
offered and there is an increasing number of initiatives and networks of and for schools
which are dedicated to exchanging best practice examples concerning the use of media in
education. This makes it easier for teachers to actually use media in their everyday work,
to overcome restraints and make steps towards a modern and future-oriented way of
http://www.medeanet.eu
Charting Media & Learning in Europe Part 3
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teaching. Finally in Bulgaria, considering the importance of developing capacity in the use
of media and ICT especially in teaching and learning, there is a need to plan and organise
training in a more systematic way on the basis of identified training needs and specific
objectives, defined in the field of media teaching and learning for the respective education
sector and provider. More attention and further development is necessary in terms of
developing appropriate training of trainers to support this development. .
In the overall conclusions several important issues are raised, while at the same time
noting the degree of diversity that is evident across the countries and regions studied.
This diversity relates to the terms and definitions that are used, the degree of school
autonomy that exists related to the existence or otherwise of relevant national initiatives
and the extent to which media literacy is (or is not) included in the policy for the different
education levels, from compulsory education to lifelong learning.
This diversity is also evident in the way that media literacy is or is not integrated
specifically in the curriculum of compulsory education systems. The research team noted
that there is a discrepancy between the presence of media literacy in the curriculum on
the one hand, and the effective daily classroom practice on the other hand. In other words,
even if media literacy is integrated in the curriculum, it mostly still depends on the
initiative/freedom/autonomy of the teacher whether or not it is implemented, and in
what way.
This leads the research team to emphasize the importance of high quality teachers, and
by consequence, high quality teacher training, as a crucial factor in making teachers more
aware of the value of media education and media literacy. And more fundamentally, to
provide them with the competences and attitudes to play an active role as change-makers
in education.
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2 Introduction
Who we are and why we write this report
This is the third of three annual reports written by a network of partners in 7 European
countries active in the fields of media-based learning and education for media literacy.
These partners are working together in a European Commission supported project called
MEDEAnet, a 3 year network project funded under the Lifelong Learning Programme. The
overall aim of this project which runs from January 2012 to December 2014 is to promote
media-based learning and education for media literacy to organisations and practitioners
through local training and networking events, online resources and knowledge sharing.
The rationale for the production of these reports lies in the knowledge-sharing objective
of MEDEAnet. By this we mean that the production and dissemination of these reports
enables the MEDEAnet partnership to bring to the fore knowledge about media-based
learning and education for media literacy in their own countries in a systematic way
which can then be used to serve several purposes:
To inform the organisation itself about relevant activities and developments in its
own country.
To provide partners with benchmarking opportunities and stimulus for reflection

when considering the status of media-based learning and education for media
literacy in other countries.
To share information about media-based learning and education for media literacy in
the partner countries with the wider community of policy-makers and researchers at
a time when there is increased attention to these topics at national and European
level.
MEDEAnet as a network project is closely connected to a wider community of interest

which has grown in Europe in recent years around the annual MEDEA Awards. This
awards scheme, which began in 2008, recognises and rewards excellence in the use of
media to support learning at all levels of learning. Since its inception, the MEDEA Awards
has attracted over 1,000 entries from all over Europe and has formed the basis for an
ever-widening community. Along with the awards scheme itself, there is now a monthly
newsletter sent out to almost 13,000 email addresses, regular workshops and training
events, the annual Media & Learning conference run in collaboration with the Flemish
Ministry of Education and Training, and now since 2012, a not-for-profit international
association, the Media & Learning Association which aims to carry forward the work of
this community on a more formalised basis.
Through its close involvement in this community, the MEDEAnet partnership has a readymade channel for dissemination of its reports as well as a secure basis for the extension
of the research work of the project in the future. This includes the inclusion of an input
about the report to the European Media Literacy Forum taking place in Paris in May 2014,
an input to the Media & Learning Conference taking place on 20-21 November 2014 along
with numerous articles and promotional actions that will be carried out throughout 2014.
The nature of the MEDEAnet consortium is worth highlighting in this introduction as it
clearly has an impact on the contents of this 3-part series of reports. The consortium was
originally put together following the usual practice and requirement of a network
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consortium in a European funded project of this type where diversity is considered very
important. At the same time, part of the rationale for selecting the partners was to ensure
that they each had a broad responsibility and interest in the topics of media-based
learning and education for media literacy. This has meant that the 7 partners responsible
for the production of country reports have quite different profiles, which is evident in the
contents of the following chapters. The partnership includes two ministerial departments,
one activist non-governmental organisation, three state or part-state owned agencies and
one association. This means that they each have a quite different role when it comes to
teacher support and training in particular (this years focus), although they are practically
all directly involved either as providers or advisors in either pre-service or in-service
teacher training.
The result of the research work reflected in this report is that, unlike a traditional transEuropean research project where common standards of investigation and reporting are
the norm across all regional or national chapters, there are quite some differences in
terms of the tone and nature of the reporting by individual partners which inevitably
reflect the opinion of the organisation. While this is minimised to a certain extent by
applying common structures and templates for the national reporting, it is simply not
possible to remove such institution-specific reflections and so the editorial team prefer to
work with this phenomenon in a positive way, recognising it as a realistic reflection of
what is happening in the individual countries according to the partners concerned.
Purpose of this third annual report

This third and final report provides an opportunity to review the information provided
about each of the 7 countries or regions investigated in terms of policy related to media
and learning and the state of the curriculum while having as its main focus the degree to
which training in the production of education media and in the general topic of media
literacy is available to trainee and in-service teachers, adult educators, trainers and
academic staff in each region or country. As was already the case in the two previous
reports, the geographical reach of this report reflects the national situation in Estonia,
Greece, Bulgaria and Romania. For the three remaining countries, Germany, Austria and
Belgium, the focus has been on the relevant regions; Baden-Wrttemberg, Upper Austria
and Flanders, although in the case of Baden-Wrttemberg and Upper Austria some
information is also provided about the federal status while this is not relevant in Belgium
where education is wholly the responsibility of the relevant region.
In the first report, which focused on the status of policies related to media literacy and
media education in each country or region the partners aimed to provide basic
information as well as narrative descriptions of trends, developments and good practices.
It addressed the extent to which media is generally used to support learning at all levels
of education from kindergarten to adult education and described key players, initiatives,
policy frameworks, organisations and courses. It put some effort into analysing the
different definitions that are in use for terms like media education and media literacy in
Europe and highlighted the fact that media literacy and media education is not the
responsibility or competence of one ministry or organisation, but is a shared
responsibility amongst several stakeholders many of whom define these terms very
differently.
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This report noted a lack of specific targets and measurable indicators in relation to media
education and media literacy in Europe which is set against a general trend in other parts
of the educational domain to express educational activities in numbers, tables,
percentages, etc.. It also noted that there was a difference between countries or regions
where there is a focus on ICT, and those where the focus is more on the cultural
component of media literacy.
The second report focused mainly on curriculum design. It charted organisations actively
engaged in the relevant curriculum process and highlighted examples of good practice.
Apart from differences of definition, the situation reported on was very diverse. There
was a big difference between countries and regions where significant large-scale
initiatives exist like in Greece and those where this is not the case. The authors feel that
this has much to do with differences in school autonomy. Secondly there was a real
difference amongst those countries reported on in the extent to which media literacy was
(or was not) included in the policy for different education levels, from compulsory
education to lifelong learning. Finally, diversity was shown in the way that media literacy
was or was not integrated specifically in the curriculum for compulsory education
systems.
When examining how media literacy found its place in the curriculum of primary and
secondary education, several specific conclusions were made. First of all there was a
variety of ways of integrating media literacy in the curriculum from an integrated
approach across different subjects, to very specific subject related formulations.
Furthermore, it was clear that there was a discrepancy between the presence of media
literacy in the curriculum and effective daily classroom practice. In other words, even if
media literacy was integrated in the curriculum, it mostly still depended on the
initiative/freedom/autonomy of the teacher whether or not it was implemented, and in
what way.
The final conclusion in the year 2 report was that the role played by teachers is crucial
which led the way towards this third and final report in the series in which the allimportant topic of training in media education and media literacy is examined across the
7 regions and countries.
Definitions used for media literacy

As already remarked in our previous reports, reaching consensus on what constitutes a
definition of media literacy is not an easy task and it may also simply not be necessary to
agree on a specific definition particularly when the topics of interest at the core of the
MEDEAnet project go beyond what is generally understood as media literacy and extend
to include media-based learning. We have therefore focussed our efforts in preparing this
report in observing what is happening in general in Europe and in the countries in which
our partners are based in particular, rather than in trying to come up with rigid
distinctions in an environment which is constantly changing.
In order to better understand the different perspectives of the MEDEAnet partners in
terms of media literacy, we carried out an exercise to cross-reference the different terms
used by the partners in an effort to understand how the term media literacy is defined in
the different countries. This has led to some interesting results. The following table
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provides an overview of the definitions used by the different countries in the MEDEAnet
consortium.
Romania
Germany
Greece
Bulgaria
No formally agreed and

accepted definition of media
literacy in Romania exists.
However Active Watch puts
forward their own: media
literacy as a set of knowledge,
skills and attitudes that allow
a person to deal with and
make use of their own media
and information environment
for their own cultural, social
and political benefit, to
become more responsible
media consumer and content
provider, to better
understand the civic
participation opportunities
that media can offer.
Various definitions of media

literacy exist, the most
considered ones include the
ability to critically analyse and
reflect media content, and are
related to social aspects which
includes communicative media
literacy.
Media literacy may be

generally defined as having
access to Media (technical
skills); understanding, analysis
and critical evaluation of media
messages and their contents
(cognitive skills) and the
possibility of personal
expression and creativity
(communication, content) at
different contents
(communication, social skills).
Media literacy may be

generally defined as the ability
to access the media, to
understand and to critically
evaluate different aspects of
the media and media contents
and to create communications
in a variety of contexts. It
relates to all media, including
television, cinema, video,
websites, print media, radio,
video games and virtual
communities.
Belgium (Flanders)
Austria
Estonia
Media literacy is the whole

of knowledge, skills and
attitudes that allow citizens to
deal with a complex, changing
and mediatised world in a
conscious and critical manner.
It is the ability to use media in
an active and creative
manner, aimed at social
participation.
Several definitions used

including the European
definition. The Federal Ministry
of Economy, Family and Youth
refers to Media competence as
being a communicative skill, and
as such it is a bundle made up
of basic, structural, orientation
and application knowledge, and
in addition to that always has to
contain a social and ethical
element.
The definition best accepted in

Estonia is outlined in the term
meediapdevus (media
competency) as the individual
ability that combines
knowledge, skills and attitudes
related to media. This can be
defined as an ability of a real
person in their actual media
environment.
This definition of media

literacy was agreed in 2012
and is becoming increasingly
accepted.
A definition put forward by

Ofcom is also used which refers
to:
Possibility: having all the
technological
prerequisites for inclusion
in the information society,
Ability: acquiring and
developing skills needed,
Activity: skills that allow
active use of media.
This definition is based on the

European Commission
definition.
This definition is based on the

European Commission
definition.
Further elaboration of what is happening in the different countries is given in later

chapters which will provide a context for these definitions and show how they are linked
to the different initiatives taking place.
However, in the meantime, several remarks are worth making, based on this comparison.
All definitions take into account the idea of skill and competence, i.e. to be fully media
literate entails some degree of ability in terms of handling media-based tools and services.
This points to teachers for example being able to use media as part of their teaching
repertoire and has an impact on the degree to which media-based learning is available in
schools and other places of learning. It also points to a connection with overall ICT
competence or literacy which implies a familiarity and active use of media-related tools
and services.
Secondly, the social context is evident in practically all definitions. In Belgium (Flanders)
for example, media literacy is related to the ability to use media in an active and creative
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way aimed at social participation, while the European definition stresses the possibility of
personal expression and creativity. This means that being media literate is much more than
being simply an educated consumer of media and represents for many a further extension
of more traditional understandings of what is meant by media literacy.
Thirdly, the importance of language should not be underestimated. In Estonia for example
the English-language term media education includes two concepts that are expressed
separately in the Estonian language: meediakasvatus and meediapetus. Meediakasvatus
(media-upbringing), stands for the part of education that takes place mostly (but not only)
in family settings and is oriented on values, individual choices in the media market,
reflecting ones media usage etc. While meediapetus is the more normative,
systematically designed part of formal education. In Dutch too, language matters, where
mediawijsheid (media wisdom) is used in policy discussions, whereas the term media
geletterdheid (media literacy) is more common in academia.
One result of this comparative exercise for the partners has been to agree that in broad
terms all comprehensive definitions of media literacy have 3 important components,
namely:
Ability the skills to use the tools and services in a competent way;
Opportunity access to the necessary technical requisites;
Attitude to include media consciousness, critical insight, strategic skills and the
ability to use media creatively and responsibly.
Having carried out this exercise to ensure the consortium as a whole is fully aware of the
varying definitions at large when it comes to media literacy, we then went on to recognise
that the work of MEDEAnet as a whole and the reports being produced in Work package
4 go beyond investigating media literacy alone to take into account the extent to which
learning is being delivered using media based tools and services. This extends to include
traditional media as well as new forms of social media.
This aspect requires of both students and teachers that they are already media literate
and ready and willing to use media-based tools in their teaching and learning practice, so
to a certain extent both media literacy and the extent to which media-based learning is
available are connected. It also means that the learning environment must be ready to
support such learning, implying that there is also a question as to how media literate
collective bodies such as schools and curriculum development agencies are.
Finally, in order to find a workable solution as to how partners reported on developments
in their country, taking into account the various understandings of the different terms in
existence, we reached an agreement to make a distinction between (a) media-based
learning and (b) education for media literacy. While recognising that there can be some
cross-over between these terms, it is these terms that will be used in the following report.
Complementarity to existing initiatives

As already mentioned in the first report two years ago, there is a considerable amount of
research being carried out into media literacy in particular and related fields such as film
literacy, ICT competences and skills and creativity. Several of these in the Englishspeaking world are being led and sponsored by organisations such as the Association for
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Media Literacy in Canada and the National Association for Media Literacy Education in
the US.
In Europe, the European Commission has been actively engaged in researching media
literacy for some time and the current flagship research project in this area, EMEDUS, was
published recently. This study includes a comparative analysis of the inclusion of media
education in national curricula across EU27, which closely related to the outputs of this
report.
The EMEDUS study also includes an analysis of media education teachers resources, skills
and competencies and their relevance which is also related to this MEDEAnet report.
Furthermore, it includes policy recommendations to sustain educational policies at
national and European level. Close ties between EMEDUS and MEDEAnet were ensured
by the involvement of both in a webinar at the end of November 2013 to discuss the
outputs of both research activities and the inclusion of both in the Media & Learning
Conference in December 2013.
Close ties are also made between those involved in the BFI research into Film Education
across Europe, which concluded in 20121, and which has been reported on in the Media
& Learning Newsletter. This study featured during the Media & Learning Conference in
December 2013. A new study into Film Literacy, called FilmEd, which was launched in
October 2013 also involves input and collaboration with the Media & Learning
Association and its relevant channels.
About this report

As already mentioned, this is the third in a series of 3 reports. This last one focuses on
teacher training and education. It has been written on a fully collaborative basis with the
partners first agreeing on the structure and approach to be taken, and then completing
their own chapters.
A system of peer review was also introduced to ensure there was a degree of consistency
across the report, and to improve its fluency and readability. This process of peer review,
which was introduced for the first time in the writing of this report, also brought a
significant degree of self-reflection. Several partners have already remarked on the extent
to which this process helped them to better understand the situation in their own country,
thus contributing significantly to the degree of self-learning taking place in this process,
one of the most important factors in helping a community mature.
As far as possible, references have been kept to a minimum to ensure the reader is not
overwhelmed, however, a certain number are included as footnotes to ensure there is
adequate access to further reading. All information from web sites is up-to-date at the
time of writing. Care has been taken to try to ensure a consistent use of terms throughout
the report however, where discrepancies occur, they come about due to the nature of the
Screening Literacy research led by the British Film Institute and supported by the European Commission,
report available here http://ec.europa.eu/culture/media/media-content/media-literacy/studies/filmliteracyreport.pdf
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writing process with each partner taking individual responsibility for the production of
the chapter on their own country.
For Flanders, a special thank you goes to several colleagues for their input: Jan De
Craemer, Karl Desloovere, An Feyfer, Liesbeth Hens, Raf Huybrechts, Willy Sleurs and Dirk
Terryn from the Ministry of Education and Training, and Christine Debaene and Simon
Smessaert from the Department of Culture, Youth, Sports and Media.
In Greece, a special thank you goes to Betty Tsakarestou, Assistant Professor & Head of
Advertising and Public Relations Lab at Panteion University of Social and Political
Sciences Department of Communication, Media and Culture Department, for inspiring and
supporting this effort.
For Estonia, the author wishes to give special acknowledgment to the work done by Kadri
Ugur123 and Halliki Harro-Loit3 from the University of Tartu.
The author of the Romanian chapter would like to thank Laura Orlescu (ActiveWatch
researcher) and volunteer Raluca Bjenaru for their valuable research contribution. Also
many thanks to Attila Antal, Irina Horga, Yvonne Irimescu, Andrei Ogrezeanu, Ovidiu
Mjin, Anca Petrache, Eugenia Popescu, Ursula Simmetsberger, Corina Stnil, Nicoleta
Tecu and Anca Velicu for their advice and assistance.
1 Ugur, Kadri. (2010). Implementation of the concept of media education in the Estonian formal education
system. From http://dspace.utlib.ee/dspace/handle/10062/15899.
2 Ugur, Kadri. (2011). Media education as cross-curricular theme in Estonian schools: reasons of a failure.
From http://bit.ly/RNA5Io.
3 Ugur, Kadri & Harro-Loit, Halliki. (2008). Media education as a part of higher education curriculum.
From
http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf.
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3 Overview of different partner countries

Belgium/Flanders CANON Cultural Unit
3.1.1 Introduction
3.1.1.1 General introduction
This charting exercise will be done for the Flemish Community, the northern part of
Belgium.
In Belgium, policy competences for education and training lie with the communities, so
the Flemish, the French and German speaking communities each have their own
education system. The regional competence for the smaller German speaking community
is carried out by the Walloon Region.
Within the Flemish Government, the Minister of Education and Training is responsible for
almost all aspects of education policy, from nursery to university education. Nevertheless,
the federal authorities are competent for some educational issues (the start and the end
of compulsory education; establishing the minimum requirements for obtaining a
diploma; determining education staff pensions).
CANON Cultuurcel (CANON Cultural Unit), the cultural unit of the Flemish Ministry of
Education and Training, puts culture at the heart of education. It aims to encourage
teachers to build a school environment in which personal development (discovering each
talent) and social interaction (exploring identity) is realised through culture education.
With this aim in mind, CANON employs broad-ranging cultural definitions and focuses on
the creative opportunities for self-development which art and culture can offer to every
child, especially in terms of opportunities to discover, explore and develop ones favourite
medium of expression.
3.1.1.2 Data collection

Several sources lie at the basis of this chapter: policy documents, research articles and
reports, as well as input from different policy advisors. We would like to thank them for
delivering and checking information and for their feedback during the past three years of
the MEDEAnet project.
3.1.1.3 Definitions used for media literacy

The use of definitions and concepts has seen a continuous shift throughout the years, and
also depending on the point of view from which you approach media and learning.
In Flanders different definitions have been in use. In policy contexts, the term
mediawijsheid (media wisdom) is used more frequently, whereas in academic contexts
in Flanders, the term media geletterdheid (media literacy) is more common. 1 The
1 Vermeersch, L. et al.(2012)
Werken aan mediawijsheid in Vlaanderen. Veldbeschrijving, SWOT-analyse van

de actoren inzake mediawijsheid en beleidsaanbevelingen, Leuven/Brussel: HIVA-KU Leuven/VUBCEMESO, p.13.
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Concept note Media literacy (Conceptnota Mediawijsheid), written by both the

Ministries of Media, and Education and Training, and approved by the Flemish Parliament
on May 4th 2012, puts forward a general and shared description:
Media literacy1 is the whole of knowledge, skills and attitudes that allow citizens to deal
with a complex, changing and mediatised world in a conscious and critical manner. It is
the ability to use media in an active and creative manner, aimed at social participation.2
This Concept note stresses the importance of emphasising that:
it is not only about practical skills such as ICT-skills, learning abilities and smooth
handling of and creative use of different media, but also about media consciousness,
insight into the mechanisms of (commercial) communication and the media
industry, critical information- and strategic skills and responsible and safe use of
media. This means that knowledge, skills and attitudes are thought of in an
integrated way.
attitudes are the totality of: awareness of responsibility; use in a socially adjusted
way; awareness of the effect and power of media; knowledge of royalties; and
lifelong learning.
both practical (to work with the actual media) and more critical-reflexive
components (components that work on the level of conscious perception, awareness
and media ecology) contribute to wisdom in media literacy.
when we talk about media, it is both the traditional media (television, radio, press),
the new media (Internet applications, sms) and the capacity for an everyday,
informal and creative media use that is (implicitly or explicitly) aimed at
participation in the cultural-societal sphere (readers letters, YouTube, chat rooms,
blogs, webcam, etc.).
beeldgeletterdheid, (audio)visual literacy as a part of media literacy receives extra

attention in Flanders.
This description is becoming increasingly widespread in different levels of the Flemish

education system and broader media literacy domains. For education, this definition is
closely intertwined with cultural education. Dealing with media is regarded literally as
the opportunity to grow as a person, by using your own preferred medium to express
yourself. Media literacy seen in this way, is not separated from the developing selfawareness and the view of the world. That evolution is a cultural evolution; technology is
no more than a facilitator.
Besides the specific policy note on media literacy, another policy note was published in
2012, which relates to media literacy. In Growing in Culture, a concept note co-written
by the Ministers of Culture, Youth and Education, media education is considered one of
1 A literal translation of the term mediawijsheid would be media wisdom, but as literacy is used
commonly in English, we will continue using this term as well.
2 Lieten, I. & Smet, P. (2012) Conceptnota Mediawijsheid (translation: Media Literacy Concept Paper),
Brussel: Vlaamse Overheid, p.8.
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the essential building blocks of the more general concept of cultural education. Cultural
education consists of arts education, heritage education and (multi) media education.1
In the five year research program Cultuur in de Spiegel2 (2008-2013), carried out by the
University of Groningen (The Netherlands) and supported by the Dutch and Flemish
Ministries of Education, it is argued that culture education is education in meta-cognition.
Meta-cognition is externalized in a variety of media, ranging from the human body, via
objects and tools, and language, to a variety of graphic symbols (from rock paintings to
computer screens). In Flanders, the research is continued by HIVA/KULeuven and VUB to
develop a reference for integrated culture education.3
3.1.2 Policy and practice in place

3.1.2.1 Introduction
The growing importance of new media etc. is being reflected more and more in policy
documents in different domains of the Flemish Community.
In the government policy note Een daadkrachtig Vlaanderen in beslissende tijden (A
resolute Flanders in decisive times) (2009), media literacy is addressed in the following
way: It is elementary that every Flemish citizen can participate to the advanced
information society that Flanders wants to be. The digital divide should be closed. Our
ambition is to make sure that also vulnerable target groups have sufficient media access and
are sufficiently media literate.4
Media literacy is also mentioned in several other policy documents5, which proves its a
theme that has value within different policy domains.
Multi-stakeholder governance is an important basic principle of the media literacy
policy: an effective policy is the responsibility of many actors, whose cooperation is
indispensable.6
Media literacy as a transversal concept is also mentioned in a recent study (2012) which
includes a SWOT-analysis of media literacy in Flanders: it touches different aspects of
1 Schauvliege, J. & Smet, P. (2012) Groeien in cultuur. Conceptnota cultuureducatie, Brussel: Vlaamse
overheid, p.12.
Van Heusden, Barend in Culture in the Mirror. www.cultuurindespiegel.nl/english
www.canoncultuurcel.be/cultuur-de-spiegel-vlaanderen-3
4 Vlaamse Regering. (2009) Een daadkrachtig Vlaanderen in beslissende tijden. Voor een vernieuwende,
duurzame en warme samenleving. Brussel: Departement Diensten voor het Algemeen Regeringsbeleid.
Afdeling Communicatie, p.96.
5 Such as the policy note Media 2009-2014, the policy letters Media 2010-2011 and 2011-2012,
the policy
note Education and Training 2010-2014, the New Strategic Literacy Plan 2012-2016, the Concept note
Media Literacy (2012) and Growing in Culture, the concept note on cultural education (2012) and
different action plans of the Flemish Government, such as the Literacy Plan 2005-2011 and 2011-2016.
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policy and policy fields1 and recommends more focus on accessibility and a clearer policy
framework.
The Concept note Media literacy focuses on the intersection between media and
education and defines four strategic objectives: the creation of a sustainable and
strategic framework for media literacy; the stimulation and increase of competences; the
creation of an e-inclusive society; and the creation of a safe and sensible media
environment.2
One overarching initiative that was integrated in the Concept note Media Literacy was the
creation of the Knowledge Centre for Media Literacy3. This centre was prepared in
2012, and its activities put into action in 2013. Three main pillars are central:
stimulating and increasing skills and competencies;
creating an e-inclusive society;
creating a safe and responsible media environment.
It will focus on promoting and coordinating cooperation between different stakeholders,

initiating concrete projects for different target groups (e.g. youngsters and teachers), and
it will also pay attention to elderly people and people in poverty.
3.1.2.2 Compulsory education

Compulsory education covers the age of 6 to the age of 18 (primary level 6-12 years old;
secondary level 12-18 years old). Before the age of 6, there is nursery (or pre-primary)
education, available for children aged from 2.5 to 6 years.4
The Flemish Ministry of Education & Training is responsible for: funding schools;
developing educational targets; checking that attainment targets are reached; and
developing and running specific projects according to contemporary policy and societal
needs. 5
In Flanders, freedom of education means that the governing bodies (or school boards)
enjoy considerable autonomy, as far as teaching methods, teaching programmes, pupil
evaluation and pedagogical projects are concerned.6
3.1.2.2.1 Pre-primary & primary education

Brussel: Vlaamse Overheid, p.24-26.
3 Ibid, p.27.
4 Flemish Ministry of Education and Training. (2008)
Education in Flanders. The Flemish educational

landscape in a nutshell. Brussel: Vlaamse Overheid, p.10.
5 De Craemer, J. (2013) Belgium (Flemish Community) Country Report on ICT in Education. Brussel:
European Schoolnet, p.1.
6 Ibid, p.1-2.
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Pre-primary (or nursery) education is not compulsory, but is available for children from
2.5 to 6 years. Media is part of expressive education, one of the five subject areas that
makes up nursery education
Primary education runs from the age of 6 to the age of 12. The final objectives related to
media literacy are situated in the area of expressive arts (one of the 6 domains for subjectrelated final objectives) and ICT (one of the 3 domains of the cross-curricular final
objectives). An ICT-coordinator for schools was introduced in primary education since
2007. A recent study recommends that the field of action of these coordinators should be
enlarged towards media-coordinator, to also include an emphasis on a cultural focus and
the pedagogical application.1
In general, research shows that schools still have inadequate access to media contents and
dont always use them in challenging ways.2 More details about the attention media and
learning receive within pre-primary and primary education can be found in chapter 3.13.
To focus on a specific initiative for pre-primary and primary education, wed like to point
to INgeBEELD (In Images/Imagined). After a research project Audiovisual training in
Flemish Education (2004), CANON Cultural Unit started this initiative. The first elements
of INgeBEELD were 2 media packages primary schools: INgeBEELD 1 for ages 3-8 and
INgeBEELD 2 for ages 6-14. Both disseminated via specific training initiatives and still
being used.
3.1.2.2.1.1 Secondary education
In general, media and learning are receiving more and more attention in secondary
education, but there is still a long way to go. Although the education system (see more in
chapter 3) offers opportunities to make education more contemporary and audiovisual,
there is still a great need for media literacy in all sectors and at all levels of the Flemish
education: the use of imagery in the classroom is limited, and then merely illustrative, i.e.
embedded in a literary discursive. This means that the technical infrastructure is
relatively unused for media literacy.3
More specifically, we can zoom into Apestaartjaren, a bi-annual large-scale study about
media ownership, use and attitudes towards media with children (10-12) and adolescents
(12-18), that is conducted by two youth organisations, Graffiti Jeugddienst &
Jeugdwerknet. In this study, there is also attention for the school environment. Some
details:
A lot of youngsters put school related websites in their top 5, e.g. electronic learning
platforms and Wikipedia. Internet is also used for doing homework. For this
websites with exercises score high.4

2 Ibid, p.53.
3 Goegebuer, A. (2004) Audiovisuele vorming in het Vlaamse onderwijs,
Gent/Brussel: Instituut voor

Audiovisuele Kunst/CANON Cultuurcel (Vlaams Ministerie van Onderwijs en Vorming), p.187.
4 Graffiti Jeugddienst & Jeugdwerknet (2012).
Apestaartjaren 4. Gent: Graffiti Jeugddienst & Jeugdwerknet,
p17.
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Learning digital skills at school is not widespread yet: in the last 6 months before the
study, 10% received lessons from a teacher who integrated Facebook Twitter or
Netlog in the classroom, and 13% afterwards. Only 23% of the pupils in general
education (ASO) and 8% of the pupils in vocational education had to put a YouTube
film online for an assignment for school.1
New media are used for school assignments and homework: 47% of pupils use
Facebook for this purpose at a minimum twice a week, 62% send at least 1 SMS per
week about homework. Even though adolescents use digital media more than
teachers, it is still a minority of the adolescents. Digital media are more associated
with leisure time, and less with school.2
Furthermore, we would like to focus on two examples to describe the situation also from
that perspective: I@School and Weltmerz.
I@School is a multimedia-project from Mediaraven, a youth organisation that focuses on
developing media skills & media literacy of/for children, young people and youth
workers. The target group is pupils of the first grade of secondary education and their
teachers. Throughout the project, pupils and teachers learn to work with different new
media: during workshops they work with tablets and android apps to blog, to write, make
radio and edit videos. In the school year 2012-2013, several secondary schools from 3
cities joined, and it will continue in the following school year.
In Weltmerz, one of the laboratory projects (see further in 3.1.2.3 Teacher training)
during the school year 2012-2013, INgeBEELD coaches, pupils and teachers of the
Instituut H. Familie, a secondary school in Ypres, professional artists and artists with an
intellectual disability, collaborated in a multimedia way on a project about remembrance
education. Remembrance of the First World War was explored through a special artistic
approach, namely through the introduction to the world of Dadaism in which collage,
assemblage but also exploration of performance, video and sound / music were discussed.
Results of this project can be found on the platform for media literacy INgeBEELD.
3.1.2.3 Teacher training

Teacher training institutes and other educational stakeholders have an important task in
providing professional training for teachers, both on the level of initial teacher training
and in-service training.
Media and learning in general terms is still not yet very wide-spread in the curriculum of
the (initial) teacher training programmes. The mind shift that is taking place on societal
and cultural level, has not been implemented in a broad sense on a didactical level.
Students (in initial teacher training) may be big users of the latest media, but they dont
make a related transition towards didactical applications.3
1 Ibid, p.20-21.
2 Ibid, p.21.
3 Claerhout, S., Hautekiet, J., Brille, L. (2011) Simpel als krijt. Brugge: HOWEST. www.simpelalskrijt.be
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For these and other reasons, CANON Cultural Unit founded a network that deals with
cultural education within teacher training programmes, in which all teacher training
institutes in Flanders are represented.
Within this network, CANON Cultural Unit has matched the laboratory projects1 with the
further development and the sharing of expertise around the platform for media literacy,
INgeBEELD. The support offered by CANON Cultural Unit has developed from financial
funding in the beginning to coaching on the level of content.
Within the teacher training network, a special focus group on media literacy was founded
in 2012. All teacher training institutes, supplemented with the schools of arts meet twice
a year to discuss media literacy related issues.
The innovation fund for teacher training programmes (also mentioned in the
Concept note Media Literacy) is set up by the Flemish government to finance projects that
benefit the quality of the teacher training programmes by means of innovation. For the
2011 call, one of the themes projects could apply for, concerned gaming. For the 2012 call,
media literacy was included as a separate theme and 2 media literacy projects were
awarded, which were to be rolled-out in 2013.2 All results were disseminated in 2012,
2013 and 2014.
3.1.2.4 Higher education

Because of the autonomy of institutions that offer higher education in organising their
study programmes, it is difficult to give a general overview of media and learning in higher
education. What can be said, is that e-learning platforms and other tools for distance
learning etc. are well integrated in the different institutions for higher education in
Flanders. The Association KULeuven e.g. uses a Blackboard version (Toledo, which stands
for supporting tests and learning efficiently) for distance learning. The core of the
learning environment is formed by Blackboard, and in addition, the support team of KU
Leuven developed extra tools for teachers, students and local staff. 3 The open source
learning environments Moodle & Dokeos/Chamilo are also used in Flanders.
Furthermore, Flemish universities and colleges have conducted research into various
aspects of media literacy. They are also active in the field of game research and game
development.4
1 The laboratory projects from CANON Cultural Unit are a funding programme for projects and products
with a cultural finality for the education system. Since 2007, this funding could be applied for by all
institutions except compulsory education (e.g. libraries, cultural institutions, teacher training
institutes).

3 http://www.katho.be/apps.aspx?smid=397
4 Lieten, I., Smet, P. (2012) Conceptnota mediawijsheid (translation: Media Literacy Concept Paper),
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3.1.2.5 Vocational training

Vocational training happens in three different ways in Flanders: in vocational secondary
education (14-18 years); part-time vocational secondary education (from the age of 15 or
16)1; and higher vocational training.
Because of the autonomy of institutions that offer vocational training, it is difficult to give
a general overview of how media and learning is treated in these institutions. Some
examples are worth mentioning: several schools for vocational secondary education have
set up blogs recently, within the framework of the I@School project (see 3.1.2.2.2
Secondary Education), e.g. the VABI Roeselare, where first grade pupils in animal care
worked on a media project Beestenboel@VABI and the Wat als? blog by the pupils of
the Heilig Hart Instituut Heverlee, both I@School laureates.
3.1.2.6 Adult learning

Adult education is entirely apart from the initial educational pathway. Courses delivered
in this type of education may lead to a recognised diploma, certificate or qualification.
In 2011 and 2012, a key reform concerned the Centres for Basic Education, in which the
ICT modular training profile was reformed in order to bring it in line with the new ICT
curriculum in compulsory education. The aim of these centres is to provide the necessary
knowledge and skills to less qualified adults on the basis of self-reliance and selfdevelopment. A key priority in these centres is to deal with illiteracy and low levels of
literacy and numeracy skills.2
Unfortunately, the use of ICT and the critical and creative interaction with mass media are
rarely a priority in the training profiles outside the learning or study domain of ICT. 3
The Flemish Ministry of Education and Training subsidises Toll Net (Technologysupported Lifelong Learning), a support unit that facilitates distance learning in adult
education. Its a network of teachers, ICT coordinators, principals and educational leaders
in adult education. Within the network members exchange experiences and knowledge
about e-learning and blended learning.
3.1.2.7 Non-formal education and informal education

We want to focus on several initiatives and actors that play a role in increasing the level
of media literacy for all citizens, so in a broader/different context than that of education.
The Flemish Radio & Television Broadcaster (VRT) has incorporated media literacy in
their management agreement with the Flemish Government for 2012-2016. In 2012, the
VRT carried out a pilot project, in collaboration with INgeBEELD, the platform for media
literacy of CANON Cultural Unit, on the use of archives in remembrance education.
1 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational
landscape in a nutshell. Brussel: Vlaamse Overheid, p.27-28.

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Cooperation has continued in 2013 and 2014, both separate and together with VIAA (see
further).
Many youngsters and adults gain skills outside the formal education context. The
recognition of such skills will become increasingly important in the future. Therefore it is
important to invest in the Validation of Non-Formal and Informal Learning (VNFIL).1 A
concrete example is the continuous investment in e-portfolios, such as OSCAR, C-stick,
My digital me and ComPas.
One of the steps in the implementation of media literacy policy and the Flemish Youth
Policy is the Youth Media Day which was organised in November 2012. This was an event
where young media makers were brought into contact with professionals from the sector,
to share knowledge, network and debate.
In 2012, research was conducted on advertising literacy of children and youth, as an
important element of media literacy, with a focus on new forms of advertisement. 2 The
study shows that children and young people have a relatively low to moderate score in
advertising literacy, regarding new forms of advertising.
In the autumn of 2011, The Flemish Minister of Media launched a call for projects to
stimulate media literacy on the level of training, methodologies, safe and responsible
Internet use and image creation. Six projects, focused on different target groups ranging
from disadvantaged young people, people with intellectual and hearing disabilities to
seniors, were granted a subsidy. Most of the projects will continue their roll-out in 2013.3
In 2012, the Flemish Network against Poverty (Netwerk tegen Armoede) also received
funding for a project about a more correct portrayal of people in poverty in the media,
sensitisation about the subject of media makers, and empowerment of people in poverty.
They developed different activities, e.g. training for people in poverty on dealing with
(questions from) the media, setting up a database of experts.
And last but not least, in 2012, the Flemish ministers for Media and Education and
Training founded the Game Fund, to stimulate the creation of games by Flemish game
developers. In 2012, 13 projects of pre-production or production of games received
funding, in three categories: 6 in entertainment, 4 in serious games, and 3 in serious
games for compulsory education. The last two categories count for 70% of the total
budget.4
1 http://www.evcvlaanderen.be/
2 http://www.cjsm.vlaanderen.be/media/downloads/onderzoeksrapport-reclamewijsheid-bij-kinderen-
en-jongeren.pdf.
3 Lieten, I., Smet, P. (2012) Conceptnota mediawijsheid (translation: Media Literacy Concept Paper),

4 http://www.vaf.be/gamefonds/toegekende-steun/
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3.1.3 Media and learning in curriculum design

In general, curricula are defined for compulsory education by the Agency for Quality in
Education & Training of the Ministry of Education and Training (AKOV). The principle of
learning outcomes is very important in the Flemish educational administration. In
Flanders a distinction is made between:
final objectives (eindtermen): minimum objectives with regard to knowledge,

insight, skills and attitudes which are regarded necessary and attainable;
and developmental objectives (ontwikkelingsdoelen): minimum objectives are

regarded desirable for special education.
These objectives are used by the Flemish government for quality control. Both final and
developmental objectives can be subject-related or cross-curricular. Subject-related
objectives are stipulated at a certain stage for all pupils.1
The educational inspectorate of the Flemish Ministry of Education and Training acts as a
professional body of external supervision by assessing the implementation of these
attainment targets and developmental objectives.2
One of the most important structural measures to embed media and learning in education
(policy) is to integrate it in the final objectives. This means that minimum standards are
decided upon by the Ministry of Education and Training, and the way these standards are
given shape, is the responsibility and also the pedagogical freedom/autonomy of the
schools. This leads to a very richly diverse school landscape.
Specifically for ICT (both in primary & secondary education), a monitoring instrument
(MICTIVO3) has been developed to monitor information connected to four types of
quantitative indicators for policy assessment.
These four types of indicators are:
ICT competence of pupils and teachers;
ICT infrastructure;
The use and integration of ICT in the learning environment;
2 Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational
landscape in a nutshell. Brussel: Vlaamse Overheid, p.40.
3 MICTIVO stands for "Monitor ICT in Flemish Education". This ICT-monitor contains analyses on four
groups of indicators that are investigated: ICT infrastructure, ICT integration, skills and perceptions
about ICT use in schools. The questionnaire is administered to school directors, as well as teachers and
students so as to provide a broad picture of the ICT situation and use of new media in Flemish education.
A new data collection is planned for 2012.
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Relevant stakeholders perceptions of the educational use of ICT.1
For 2012 the ICT-monitor was expanded to include the topic of media literacy.
In the study about media literacy that was conducted in 2012, stakeholders (from diverse
organisations active in the field) all point to the importance of the integration of media
literacy in the education curriculum. This integration presumes attention for all aspects
of media literacy, and a thorough, continuous and cumulative build-up of the learning
goals throughout the whole school career.
Especially on the level of continuity, a lot can still be done: explicit attention for ICT is
lacking in nursery (pre-primary) education, while the final objects in primary education
mostly work as an incentive to develop a school-wide vision on ICT vision, and less on
media literacy. Its only in the 2nd and 3rd grade (14-18 years old) that a vision on media
literacy comes forward more explicitly.
3.1.3.2 Pre-primary and primary education

3.1.3.2.1 Aims and objectives of the attention given to media and learning
In pre-primary (nursery) education, media is one of the five domains of expressive
education. Within this domain, it is important for the toddler and the teacher to explore
their environment together, and in doing so, being open to artistic elements.
Toddlers show their view on the world in different ways, verbally and non-verbally, their
rich imagination is addressed. Media is one of the domains in which this all takes place.2
In primary education, and similarly to nursery education, despite the principle of the
indivisibility of the expressive as a whole contained in the process of growth and
learning, the developmental goals for expressive education are also divided into separate
areas. Media is also one of these areas for primary education. Through their own
experiences, curiosity and fantasy, children can discover the different components of
expressive education, and transfer them to other fields of application. Education in the
field of media refers to the audiovisual messages in their environment in general, and to
the world of the media in particular.3
3.1.3.2.2 Organisation of media and learning

For pre-primary (nursery) education, no final objectives are defined, only
developmental objectives, which only apply to the end of the nursery education (not per
year).4 Media is one of the domains in expressive education, Media is considered within
2
http://www.ond.vlaanderen.be/curriculum/basisonderwijs/kleuteronderwijs/muzischevorming/uitgangspunten.htm
http://www.ond.vlaanderen.be/curriculum/basisonderwijs/lager-onderwijs/leergebieden/muzischevorming/uitgangspunten.htm
http://www.ond.vlaanderen.be/curriculum/basisonderwijs/kleuteronderwijs/muzischevorming/algemeen.htm
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the wider context of expressive education, next to the domains of visual arts, music, drama
and movement.
Achieving the developmental objectives specifically for the domain of media within
expressive education, means that toddlers can:
Deal with audiovisual messages intended for them in an alert way;
Determine that sounds, images and movements influence each other reciprocally;
Identify, change, arrange, rearrange and tell a new story about the order of a set of
objects, pictures, images, tones and sounds.
Listen consciously to and look at the range of tones and sounds, and very simple
audiovisual messages.
These developmental objectives form the framework for the governing bodies of the
schools and the teachers to integrate media in the teaching practice. Because of the
autonomy these bodies receive, this integration in the teaching practice can be very
diverse.
In primary education, media receives the same place in the core curriculum as in nursery
education, namely within the learning area of expressive education.1 Within the domain
of media, pupils can:
Perceive image signals so they can search and recognise remarkably good and less
successful things;
Experience that a visual image, whether or not accompanied by a new sound, can
create a new reality;
Designate, appoint and operate different sorts of simple contemporary audiovisual

recordings and reproducing devices;
Use an own audiovisual language and manifest a relativistic place to the massive
range of audiovisual offer;
Recognise, research and compare simple audiovisual information from their own
world of experience.
There are other specific references to media in different learning areas, e.g. Dutch,
learning to learn, but also world orientation (domain society):
Pupils realise that their behaviour is influenced by advertisements and media.2
In primary education, there are also 8 cross-curricular final objectives for ICT, in which
the focus is put on a positive attitude towards ICT.3

2 http://www.ond.vlaanderen.be/curriculum/basisonderwijs/lager-
onderwijs/leergebieden/wereldorientatie/eindtermen.htm
3 http://www.ond.vlaanderen.be/curriculum/basisonderwijs/lager-
onderwijs/leergebiedoverschrijdend/ict/eindtermen.htm
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3.1.3.3 Secondary education

3.1.3.3.1 Aims and objectives to the attention given to media and learning
In secondary education, media literacy (both media education and media-based learning)
also receives attention in the curriculum. There is a difference though, between the first
grade (12-14 years) and the 2nd and 3rd grade (14-16 and 16-18 years).
Before going into detail, wed like to focus on the background of the final objectives in the
curriculum.
When talking about media literacy in secondary education, it is defined as:
a conscious and critical awareness/attitude towards traditional/classical media
(television, radio, press) and new media (web applications, SMS) and the ability to a
day to day, informal and creative use of media that is aimed (implicitly or explicitly)
at participating in the cultural public sphere (letters of readers, YouTube, chat
rooms, blogs, webcam, etc.).1

To accomplish the goal of media literacy, in the sense of how it was described before, a
combination is made between specific cross-curricular final objectives in different
contexts, and subject-related final objectives.
Since 2010, there are 27 cross-curricular final objectives in 18 key skills for the whole
secondary education, independent of grade or education system. These are considered as
the common trunk for all final objectives. One of those key skills is media literacy, and it
encompasses 2 of the 27 cross-curricular final objectives:
Pupils:
deal with media in a conscious way;
participate, via the media, in the public space in a comprehensive way.2
Media literacy is seen as a very general key skill, which is described in a general way.3
In the first grade, references to dealing with media can be found in different subjectrelated final objectives: Dutch, artistic education, history, etc., of which a certain
amount addresses the ability to deal with different (audiovisual) information sources, and
also the ability to reflect on communication situations and aspects of cultural expressions
in our society.
A specific example within the subject-related final objectives for technique is the
following:
1 http://www.ond.vlaanderen.be/curriculum/secundair-
onderwijs/vakoverschrijdend/uitgangspunten.htm
2 http://www.ond.vlaanderen.be/curriculum/secundair-onderwijs/vakoverschrijdend/index.htm

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Pupils can:
illustrate the mutual influence of technique and society in different areas of

application in the world of technique, amongst others energy, information and
communication, construction, transport and biochemistry.
Adjacent to primary education, there are cross-curricular final objectives for ICT, to which
two are added.
Pupils:
can choose adequately between different ICT-applications, depending on the goal

to be achieved;
are prepared to adjust their behaviour after reflecting on their own and each
others ICT use.
Starting from the 2nd grade, we distinguish four different education forms: general
secondary education (ASO, broad general education), technical secondary education
(TSO, with a special emphasis on general and technical/theoretical subjects, secondary
arts education (KSO, combining a broad general education with active arts practice and
vocational secondary education (BSO, practice-oriented). These different forms have
various objectives in common, as well as specific objectives.1 Some examples:
For general secondary education (ASO), references to media literacy are

integrated in the subject-related final objectives for geography, history, French,
English, and Dutch. Media literacy is also present in the cross-curricular final
objectives.
For technical secondary education (TSO) and secondary arts education (KSO),
references to media literacy are integrated in the subject-related final
objectives for geography and history. Media literacy is also present in the crosscurricular final objectives.
For vocational secondary education (BSO) no specific references to media

literacy are found in subject-related final objectives, but media literacy is
present in the cross-curricular final objectives.
3.1.3.4 Organisations active in incorporating media and learning in the curriculum

and examples of good practice
As mentioned before in the general description of shaping the curriculum, several
organisations are active in this field. Collaboration between the different stakeholders is
needed to reach higher levels of media literacy for Flemish pupils.
The Flemish Ministry of Education and Training, and specifically the Agency for Quality in
Education & Training (AKOV) and CANON Cultural Unit play an important role in this: by
setting general standards for the education system (AKOV) and giving inspiration to
implement them (CANON, e.g. with the platform for media literacy, INgeBEELD).
Flemish Ministry of Education and Training. (2008) Education in Flanders. The Flemish educational landscape
in a nutshell. Brussel: Vlaamse Overheid, p.27.
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A recent study on media literacy in Flanders1 detected 122 organisations active in the field
of media literacy, of which about 30 have media as the core of their operation. Of course
they dont all have curriculum-related activities, but the number already proves the
variety and diversity that exists in the field.
We would like to focus on two examples.
The first example is the project Image Literacy, which has been set up by the Ministry
of Education and Training in the autumn of 2012. Its goal is a more consistent presence
and approach to image literacy in elementary and secondary education. The rollout of the
project was realised in 2013. A frame of reference was established, to outline what image
literacy is and how it compares to other literacies. It will result in the updating of the final
objectives, in order to ensure a continuous and integrated learning line from elementary
to secondary education.
Parallel to these developments, CANON Cultural Unit and BAM, the support cell for visual,
audiovisual and media arts, worked out two laboratory projects in teacher training
institutes in 2013. www.ingebeeld.be.
A second example deals with an initiative that makes the link between education and the
cultural sector. Libraries have already been players in the field of media literacy for a
long time. Bibnet is a Flemish organisation that aims to empower local libraries and give
them tools to reach out to the public in new media and social networks. It organises
different projects in relation to media literacy. With The Library at School project,
Bibnet stimulates structural cooperation between the public library and local schools.
Based on their experiences since the start-up of the project, they compiled a
script/inspiration guide for librarians to collaborate more sustainably with secondary
schools.2
3.1.4 Training in production and use of educational media

Teacher training has in important role in innovative changes. Research, done by
HOWEST3, shows that students who are frequent users of all kinds of digital equipment,
dont come to new (digital) teaching methods. In an earlier report (2008), Turning the
knob (rewinding impossible)4, Rebekka Wauters describes the need for a cultural (not
technological) vision on media literacy. Too many students learn to use a specific camera
but havent got a clou on what they are doing: what the possible didactical benefits are,
how they can improve education with an approach that transcend the prominent verbal

2 http://www.bibnet.be/portal/page/portal/ver-1/Bibnet/Lokale_Ondersteuning/De-bib-op-
school/Inspiratiegids%20De%20Bib%20op%20School%20v1.0.pdf
Brille Lisa en Hautekiet Joke, Simpel als krijt. HOWEST, 2011
4 Van Hulle Jenoff en Wauters Rebekka, De knop omdraaien (terugspoelen onmogelijk). CANON, 2008.
3
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discursive in schools The plea for a specific curriculum on Audiovisual Training in

teacher training1 is still a cry in the desert
But there are many moves forward. Many teacher trainers are willing to reflect on a better
implementation of media education. In 2012 two teacher training projects on media
education convinced the jury and were supported by a Flemish Fund for Innovation.
Together with teacher training colleges, almost 20 projects in both universities and
highschools were worked out together with CANON Cultuurcel and a multimedia
workshop organised together with BAM (2012-2013)2 and VIAA (2014)3. All results are
shared on www.ingebeeld.be.

3.1.4.2.1 Introduction
The significance of media and learning in teacher training strongly depends on the
institution and on the trainers commitment. In spite of many initiatives taken, no binding
standards exist and thus future teachers competence in that field cannot be taken for
granted.
Students who havent experienced the benefits of a new approach in their own learning
during their teacher training, will always rely on role models from the past. The challenge
for durable innovation is this: make it work in an actual educational context. Do not
preach; make it happen.
3.1.4.2.2 Initial teacher training

3.1.4.2.2.1 Pre-primary, primary and secondary education
The learning outcomes of teacher education are described as basic competences:

Responsibilities with respect to the learner:
The teacher as a guide of learning and development processes
The teacher as an educator
The teacher as a (subject content) expert
The teacher as an organizer
The teacher as an innovator / researcher
Responsibility towards the school / the educational community:
The teacher as a partner of the parents
The teacher as a partner of the school team
The teacher as a partner of the external community
The teacher as a member of the educational community
Responsibility with respect to the society:
Van Hulle Jenoff en Wauters Rebekka. De knop omdraaien, p.79. CANON, 2008
2 BAM: Flemish Institute for visual, audiovisual and media-art

3 VIAA: The Flemish Instute for Archiving
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The teacher as a participant in the cultural community:

Socio-cultural field
Socio-economic field
Philosophical field
Cultural-aesthetic field
Cultural-scientific field
There are three groups and ten subgroups of basic competences. ICT and media literacy
are integrated in several of the subgroups and therefore compulsory. How these topics
are integrated in practise in the curriculum can differ.
The various networks of expertise invest strongly in the professionalisation of teacher
trainers on the use of integrated ICT/multimedia. Just to give one example:
https://schoolofeducation.eu/projecten/thematisch-overzicht/thema-ictmultimedia).
The activities for students becoming teacher for the younger groups tend to be merely
practical in their interdisciplinary work
We had to start from one picture book and work out a lesson for music, drama, visual arts
and media Acting out a scene for drama [interview with students].
Teacher training activities on secundary school level tend to focus ICT as a way (manner)
to serve other aims. The implementation and integration of ICT is realised in different
activities, not as a aim on its own.
We worked very hard on multimedia use. A lot of the teaching practice was digital. We
were really trained to teach innovatory and use digital boards, tablets[interview with
students]. Students referred to subjects in which they had to gather information on
themes like anorexia or holibies on their own. They mentioned the importance of
feedback in these tasks.1
3.1.4.2.3 In-service teacher training

It is not compulsory for teachers to follow in-service training. Schools have full autonomy
to develop an in-service training plan and policy. Every school in Flanders receives an
earmarked budget for in-service training.
Increasing the digital literacy of teachers is one of the objectives of the present Media
Literacy Policy Plan. Between 2000 and 2011, about 10,000 teachers annually received
specific ICT trainings within the framework of the REN Flanders project. As from the
school year 2011-2012 the ICT in-service training for teachers will be financed by the
Flemish authority and organised by the educational guidance services. The ICT training
no longer stands alone (such as through separate ICT courses) but constitutes an integral
part of a subject-oriented or theme-oriented training.
In stark contrast with the investments in smartboards, arrival of social media and
introduction of all kinds of new mobile technologies, we have the extremely limited
Extract from Evalo-evaluation of teacher training
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number of in-service training courses followed by teachers. On average, a teacher in

general primary education followed 2 ICT/media in-service training courses in the last
five years and a teacher in secondary education followed 3. It is striking that of all the inservice training courses followed at all levels, 1/3 relate to ICT and media. Also, primary
school teachers and school boards are less satisfied with the range of in-service technical
courses on offer.
Mediacoach is a training for professionals working with youngsters who want to
integrate mediawisdom into their own practice. Mediacoach offers a theoretical
background enabling participants to set up a project in their own work context, fully
aware of the didactical challenges and opportunities of multimedia applications. This
training is organised with support of the Flemish Government and the Evens Foundation.
The initiative started in the autumn of 2011 and was evaluated positively after the first
year.1
3.1.4.3 Academic staff

3.1.4.3.1 The innovation fund for teacher training programmes
Through the innovation fund for teacher training programmes, the Flemish government
wants to finance projects that benefit the quality of the teacher training programmes by
means of innovation. An innovation project can be submitted by one or several initial
teacher training programmes, one or several expertise networks, a regional platform or a
combination thereof. For the 2011 call, projects could apply for 5 themes. One of those
themes concerns gaming. Within this theme, a game will be developed for the use in the
teacher training programmes regarding class management. For the 2012 call, media
literacy was included as a separate theme and 2 media literacy projects were awarded a
funding of 125.000 euro each.
3.1.4.4 Examples of good practice

Remember The Great War in secondary education.
A project worked out by CANON Cultuurcel and Teacher Training College Karel de Grote
Hogeschool. Teacher Training students from all disciplines were involved in a creative
project in which every students made his/her own video related to the theme. They were
inspired by Jimmy Kets, a famous photographer who showed pictures he was shooting to
build up his remembrance exhibition for the Flemish Institute for Peace. War and Peace,
Remembrance and different ways of looking were the main focuses. The challenge of
finding a way to match different subjects to the remembrance of WWI makes this project
interesting,
also
to
inspire
other
teachers
in
2014-2018.
http://ingebeeld.be/project/herdenken-van-wo-i-het-secundair-onderwijs
Enjoy reading & E-hype
Apart from two specific media wisdom innovation projects we like to mention another
innovation on reading promotion in digital times. New media are used to get students into
reading and enjoy the experience of imaginative stories and exciting plots. The innovation
team start from Concept-oriented reading (Guthrie) which is based on intrinsic
1 www.linc-vzw.be/mediacoach E
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motivation, autonomy, self-efficacy, cooperation and mastery goal support. New media
are supporting tools in the way they stimulate social interaction and make a different
reading experience possible. Aidan Chambers, the famous young adolescent author,
works on Tablet tales because of the need to stay in touch with his audience and thus
making a new form of literature.1
Word(onder)mediawijzer2
This Teacher Training innovation project focuses on the question: What kind of tools do
teacher trainers need for their students to help them become mediawise teachers? The
project team has made an inventory of competence models for media wisdom and made
a specific one for teacher training adjusted to their own vision.
This project has led to a website www.mediawijsonderwijs.be, a cardset Media-wisdom
en a publication Mediawise Education, mediawisdom in Teacher Training. The cards help
teacher trainers and trainees to reflect and improve.
3.1.5 Trends and developments with regard to policy

The Concept note Media literacy, approved in the spring of 2012, announced several new
initiatives and already had impact on different aspects of media literacy in various
domains. The heightened attention for media literacy in society has seen direct and
concrete results in different levels of the education system. The impact of almost all
initiatives on the different levels of education still depends on continuous attention and
investment in the coming years.
For compulsory education, there are several initiatives to bring more continuity in the
curriculum, e.g. the trajectory for image literacy, which will hopefully bring a positive
change in the education system. The work and study on visual literacy will help to set up
a more consistent curriculum.
In teacher training, the innovation fund for teacher training has helped to focus more on
media literacy. The roll-out of the selected projects in the 2012-call are interesting and
will undoubtedly influence the necessary changes in teacher training programmes and
objectives.
For higher education and adult education, several developments can bring about some
changes in the future. First of all, many institutions in higher education are experimenting
with recording and streaming classes. Another trend that goes along with that is
everything in the field of OER, open educational resources. A third trend is that of the
MOOCs, the Massive Online Open Courses. The Catholic University of Louvain (KULeuven)
is currently running a pilot project OpenCourseWare Leuven. And last but not least,
learning together in open learning centres becomes more and more popular amongst
students. The KULeuven, e.g., offers innovative facilities for this in their AGORA, a
building that is fully multimedia equipped. 3
11
2
Interaction with the reader through tablet.tales@gmail.com
Become more media-wise as a teacher
3 For more information, see this Prezi-presentation: http://prezi.com/quvhuznfcdzf/agora-eng/?kw=view-
quvhuznfcdzf&rc=ref-40112207
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3.1.6 Conclusions and recommendations

After providing an overview of the diverse and complex field of media and learning in
Flanders, its good to take a more distant perspective, and see which conclusions we can
draw from the different developments we have seen happening over the last three years.
Despite all the efforts that are being made to integrate media literacy more strongly in the
education system, the recent study on media literacy shows, amongst other findings, that
formal education doesnt have sufficient access to media (content) and doesnt always use
this in a challenging way for students.1 Access will be partly solved by the very ambitious
project VIAA2, but the second conclusion makes us think about education itself: how it is
set up and how it needs to be transformed. School life seems to be disconnected from the
effective informal learning opportunities that tend to be easily available to youngsters.
Its what Sir Ken Robinson3 calls the need for a revolution instead of an evolution.
According to him many of the current policies are based on mechanistic conceptions of
education. It's like education is an industrial process that can be improved just by having
better data, and somewhere in, I think, the back of the mind of some policy makers is this
idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly
into the future. It won't, and it never did. Education is not a mechanical system. It's a
human system. It's about people. There are conditions under which people thrive, and
conditions under which they don't. We are after all organic creatures, and the culture of
the school is absolutely essential. And culture is an organic term.
Since (school) culture is an organic term, we really have to re-think whether the aims
hidden in the media literacy definition will be achieved with the educational systems and
methods of the past.
The role of the teacher trainer is crucial4. They train and bring up our future teachers
who will be responsible for education in the next 40 years. Good examples need to be
shown and practiced. Teacher Training is too often theory about and little practice in. Also
practice on the students level. This brings us to the question: who teaches the teachers
teacher? Dont we need specific qualifications on that level? At the moment many of the
training professors and lecturers who deliver a teaching diploma have no pedagogical
degree themselves. Certainly a challenge like media learning highlights the fact that we
need change makers on that level. People who can create a climate in which students
learn differently and see opportunities in a different approach. Too often, students
conform to a teacher training practice (do what is being told) but tend to come back to
old models soon after their teacher training.
The learning goals defined by the government are read in the same way:

2 VIAA: Flemish Institute for Archiving material from Arts and Heritage and Media resources. They have a special
goal for Education which will cover a great deal of the need for (audiovisual) material to use in classrooms
3
Prof. Ken Robinson in: www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley
4 Also stated in Spots on Teacher Training a colloquium (Oct 5th 2013) after an audit of Femish Teacher Training
at highschools, universities and adult education.

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1. The ICT final objectives in formal education give rise to a focus on technical media
skills, and too little on content related and cultural skills;
2. The developmental objectives and final objectives in primary and secondary
education lack build-up and continuity;
3. Media literacy as a cross-curricular final objective can be incorporated on a
voluntary basis. Tools for successful implementation are needed.
The researchers also point to the fact that schools often lack the right conditions to work
properly on media literacy: equipment, infrastructure, challenging curricula,1
The growing synthesis between the more ICT-focussed approach and a wider, more
cultural approach of media literacy, already indicated in the first report, has become even
more concrete. This happened in widening the scope of MICTIVO, the ICT monitor in 2012,
towards a more general concept of media literacy. The Concept note Media Literacy itself
is also a good example of this movement towards more integration of approaches. It is a
phase in the continuing search in which technological evolutions and the knowledge that
goes along with them, remains important, but in a media wise story are never a goal on
their own. The fact that the concept of media education is embedded in the wider concept
of cultural education, concretely specified in the Policy Note Growing in culture also
strengthens this observation.
What the recent study on media literacy concludes for the general field of media literacy,
also applies to the education system: the time has come to consolidate the media literacy
field and to stimulate the development of a clear terminology, an elaborated set of
instruments and a stimulating policy according to the principles of multi-stakeholder
governance.2
These changes and developments can only happen gradually, and, according to the
researchers, cannot be accelerated under pressure. Change management takes time. This
does not mean, however, that a cautious approach can be adopted. A system-wide debate
on how best to make teachers and pupils more media wise still needs to be held.3



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Germany/ Baden-Wrttemberg MFG

3.2.1 Introduction
This part of the annual MEDEAnet report will deal with the integration of media literacy
in curricula in Germany, with a focus on the Land Baden-Wrttemberg. Therefore, the
author will primarily give an overview on the implementation of media literacy, recent
trends as well as integration of media literacy in curricula in Baden-Wrttemberg.
Moreover, the role of media literacy and the training in production and use of education
media in teacher training is given special attention for the MEDEAnet report 2013. The
focus on Baden-Wrttemberg is caused by the fact that the German MEDEAnet-partner,
MFG Baden-Wrttemberg, is a public innovation agency for ICT and media dedicated for
the region Baden-Wrttemberg. Consequently, the report will leave out activities
implemented by the other 15 German Lnder.
The Federal government and the Land Baden-Wrttemberg (the latter with a population
of 10,48 million inhabitants) have started more than a decade ago to develop new policies
and initiatives to promote the media uptake in different educational levels in order to
offer more learner centred and up-to-date education which will be outlined on the
following pages. Generally spoken, most of the activities in the field of media-based
learning and education in media literacy in Baden-Wrttemberg as well as in Germany
are project-based. However, media literacy is also getting more and more integrated in
the curricula. It is also widely recognised that the successful implementation in curricula
requires also more targeted and corresponding teacher training. In general, the role of
media literacy and media based learning in the training of teachers in BadenWrttemberg is recently given more attention.
This report will also present the policy background and an overview on education in
Baden-Wrttemberg mostly based on the MEDEAnet report 2011 and 2012. Afterwards,
the different curricula will be discussed and trends and developments with regard to
policy will be presented. Subsequently, pre-primary, primary and secondary teacher
training and the integration of media will be described. In general, it makes sense to divide
pre-primary education on the one hand and primary and secondary on the other hand.
Hence, the structure of the part of the MEDEAnet report on Germany/BadenWrttemberg is slightly modified.

The data collected for the country report for Germany is mainly based on primary and
secondary literature published by the federal, multi-state and regional public authorities
responsible for educational matters as well as by further stakeholders in the field of elearning/teaching and media literacy/education.

In the German-speaking context there are various definitions of media literacy. However,
the most considered ones include the ability to critically analyse and reflect on media
content (cp. Baacke (1996), Groeben (1996), Tulodziecki (1998)), and related to social
aspects also include communicative media literacy (cp. Jarren/Wassmer (1996)).
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In the Second progress report by the Study Commission on the Internet and Digital Society
of the German Bundestag the definition of Ofcom1 (2009) is seen as useful for finding out
where action is required:
-
Possibility: This means having all the technological prerequisites for inclusion in the
information society.
Ability: This relates to acquiring and developing skills needed in different
circumstances.
Activity: This refers to skills that allow active use of media.2
In Germany, a special distinction between media literacy and media education is made.
[T]here are aspects of media literacy skills, knowledge, critical understanding that may
not be acquired or developed spontaneously. This points to the need for media education.
Media education aims to extend and develop both critical understanding and creative
participation in media.[] It should also be noted that media education is seen as part of a
broad concept of liberal education, which encompasses the whole person or what is
termed Bildung in German.3

In Germany, the Lnder (regions) have the right to enact legislation for (pre-) primary and
secondary schools, higher education, adult education, and continuing education4.
Administrative responsibilities in these areas lie almost exclusively within the Lnder.
The rules are set out in detail in the Lnder constitutions and in Lnder laws on (pre-)
primary, secondary and higher education, adult learning, and continuing education.5 Due
to the division of responsibilities, media literacy activities at federal level do exist but
restricted to recommendations and support measures outside formal learning contexts.6
In Baden-Wrttemberg the Ministry of Education, Youth and Sports and the Ministry of
Science, Research and Art are the main responsible ministries in the field of media literacy
1 Ofcom is the communication regulator in UK. The authority has a research department which regularly
conducts studies on media literacy in UK. http://stakeholders.ofcom.org.uk/market-data-research/medialiteracy-pubs/
2 The German Bundestag. (2011) Second progress report by the Study Commission on the Internet and Digital
Society (2011). Media literacy.
http://www.bundestag.de/internetenquete/dokumentation/Medienkompetenz/Zwischenbericht_Medienkompete
nz_1707286_eng.pdf, p.7.
3 Cities for Children. (2011) Agenda for Media Literacy. Policy Recommendations for European Cities to
support Children and Young People.
http://www.citiesforchildren.eu/fileadmin/media/PDF/Konferenz_2011/CfC_Agenda.pdf, p.6.
4 Continuing education (Weiterbildung) is the term which is most often used in Germany. In the following
continuing education is used as a synonym to adult learning (Erwachsenenbildung).
5 Federal Ministry of Education and Research (BMBF). (2012) Cooperation between the Federal Government
and the Lnder, http://www.bmbf.de/en/1263.php.
6 An exception is the promotion of research activities on media-based learning and education in media literacy in
(continuous) vocational training focusing on Web 2.0 and mobile learning. For further details see chapter 2.4.
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education. Other ministries, amongst others the Ministry of State Baden-Wrttemberg,

are playing as well a vital role.

3.2.2.2.1 Pre-primary education
In Germany every child three years and older is legally entitled to half a day in the day
care (fees normally depend on the local authority). However, children under six years old
are not obliged to attend a kindergarten. In Germany kindergartens respectively day care
centres origin from the welfare sector. As a result, there are structural deficits in todays
pre-primary education. In comparison to the primary and secondary education sector
pre-primary education is confronted with lack of funding, complex structures of
responsibilities, poor training and salary of child care workers.1
Currently, there is a shift in the perception of the function of childcare in Germany through
a growing number of working mothers resulting in the need for a greater number of child
care centres as well as a growing relevance of early childhood education. At federal level,
structural changes are taking place (legal entitlement to a kindergarten place for children
between three and six since 1996, legal entitlement to a nursery place for children under
three years old from August 2013 onwards, expansion of nursery and kindergarten
places) but slowly. The political priorities at federal level are thus currently related to
measures for increasing the numbers of places in kindergartens and day childcare centres.
In Baden-Wrttemberg an orientation plan for education in kindergartens and day care
centres exist.2 It defines general objectives of pre-primary education and also covers
media literacy in early childhood education (see: 3.2). However, the pluralism of different
institution is a key principle. Consequently, the institutions are considerable autonomous
and the implementation of media literacy depends on each day care centre.
3.2.2.2.2 Primary & Secondary education

At primary level, children undergoing compulsory schooling enter a local primary school
(Grundschule). Generally, children are admitted to Grundschule from the age of 6.
Secondary education is being attended by the age of 10/11. Once pupils have completed
compulsory schooling they move into upper secondary education. The range of courses
includes full-time general education and vocational schools, as well as vocational training
within the duales System (dual system). Primary and secondary schools most of them
public in nature are within the responsibility of the Lnder.
In Baden-Wrttemberg following school types exist:
1 vbw Vereinigung der Bayerischen Wirtschaft e.V. (2010) Zwischen Regulierung und Eigenverantwortung,
http://www.aktionsrat-bildung.de/fileadmin/Dokumente/Jahresgutachten_2010.pdf, p.39ff.
2 Ministry of Education, Youth and Sports. (2011) Information zum Orientierungsplan fr Bildung und
Erziehung in baden-wrttembergischen Kindergrten und weiteren Kindertageseinrichtungen,
http://www.kultusportal-bw.de/site/pbsbw/get/documents/KULTUS.Dachmandant/KULTUS/import/pb5start/pdf/KM_KIGA_Orientierungsplan_201
1.pdf.
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Hauptschule and Werkrealschule until grade nine respectively grade 10. The least
academic secondary school with Hauptschulabschluss (after grade nine) or Mittlere
Reife (after grade ten) as exit exam.
Realschule until grade ten with Mittlere Reife (Realschulabschluss) as exit exam.
Gymnasium until grade 12. The most academic secondary school with Abitur as exit
exam.
Berufliches Schulwesen. After passing one of the mentioned schools pupils can start
an apprenticeship working in a company and attending a vocational school.
With regard to media literacy activities in the field of primary and secondary education
the 16 German Lnder cooperate with each other within the framework of the Standing
Conference of the Ministers of Education and Cultural Affairs of the Lnder in the Federal
Republic of Germany (KMK). In the declaration "Media Education in Schools"1 the KMK
states the importance of media education in schools particularly with regard to:
-
the promotion of the quality of teaching and learning through media.
the possibilities of social and cultural participation and involvement.
the identity and personality development of adolescents.
the development of attitudes, values, and aesthetic judgment.
the necessary protection against the negative effects of the media and the use of media.
The Lnder are free to decide which measures are needed in order to achieve these
common goals. The Lnder design education plans and curricula independently from one
another. However, the national educational plans have to be considered. In BadenWrttemberg the common curricula, so called educational standards, from 2004
respectively 2012 specify media-related activities. (see 3.3)

Teacher training is divided into two parts, the studying at a university, and the practical
pedagogical training. Teacher training courses require the Allgemeine Hochschulreife, the
advanced school leaving certificate that students receive after 12 or 13 years of schooling.
(German Education Server).
In Baden-Wrttemberg initial teacher training education is offered at universities of
education (Pdagogische Hochschulen) and universities which offer teacher education for
the upper secondary level Gymnasium.2 In general, the teacher training is closely linked
to school type and not, as internally more common, to the school grade. So a teacher who
teaches e.g. 14 years old students in one school type has a very different training than a
teacher who teaches 14 years old students in another school type.
In universities of education questions on media pedagogy are part of the oral
examinations study and examination regulations for teachers in primary and secondary
1 Standing Conference of the Ministers of Education and Cultural Affairs of the Lnder in the Federal Republic
of Germany (KMK). (2012) Medienbildung in der Schule (Beschluss der Kultusministerkonferenz vom 8.
Mrz 2012,
http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2012/2012_03_08_Medienbildung.pdf.
2 Lehrerbildung Medien, http://www.lehrerbildung-medien.de/lehramtsstudium-u-lehrerfortbildung-in-badenwuerttemberg.htm.
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schools. In contrary, teachers for the upper secondary level Gymnasium do not receive
any media education trainings as no university in Baden-Wrttemberg is offering a
professorship with a media pedagogical denomination.1 In summary, it has not been
possible so far to establish a mandatory media education for all students of teacher
education in the 1st phase of teacher education. After the theoretical education at
universities of education and universities an 18-month practical pedagogical training at
State Seminars on Teaching and Teacher Education follows (2nd phase). The State
Seminars are divided between school forms and regional districts. The State Seminar
Karlsruhe is currently the only State Seminar in Baden-Wrttemberg which offers a
mandatory multimedia training aiming at the production of media-supported teaching
units.
Representatives of schools, colleges, seminars for teaching and teacher education and
further institutions in Baden-Wrttemberg already raise the need for media education as
a part of the compulsory education in educational plans and in teacher training in their
Medienpdagogisches Manifest (Media educational Declaration) addressing directly the
Land Baden-Wrttemberg.2

The promotion of media literacy in Higher Education (HE) institutions is mainly taking
place through services offered by e-learning departments. With these counselling,
support and training services the departments are addressing in the first place trainers
and professors in HE institutions. Introductory sessions at the start of study courses
mainly deal with media skills needed for research.3 Many HE institutions offer media
education courses that students can incorporate into modular degree courses as part of
their professional training. However, these courses are often only optional and compete
with other elective subjects. Furthermore, media education and the use of interactive
media are by no means integrated into all areas of teaching at HE level. Although elearning and therefore interactive media are widely used in German HE institutions, they
are mainly used by teaching staff to organize their work rather than as a teaching tool.
In the sense of the HE institution autonomy every HE institution will stay responsible for
the planning and implementation of media education and media-based learning.

The Vocational Training Act is the Federal Governments legal framework for all
provisions governing initial and continuing vocational training. The Chambers of
Commerce and Industry monitor the application of the legislation on vocational training.
A special feature of the vocational training in Germany is the dual system which combines
part-time vocational school with practical work experience in small firms, large
1 Niesyto, Horst. (2012) Medienbildung in der Lehrerbildung, to be published. See also: Niesyto, Horst (2012):
Medienpdagogik in der Lehrerbildung in Baden-Wrttemberg. Konzeptionelle berlegungen und praktische
Schritte zu einer medienpdagogischen Grundbildung. In: Schulz-Zander et al.: Jahrbuch Medienpdagogik 9.
Wiesbaden: VS-Verlag, p. 333-357.
2 Medienpdagogisches Manifest, http://www.keine-bildung-ohne-medien.de/medienpaed-manifest/
3 Haug, Simone. (2009) Studierende als Medienakteure. E-Learning-Aktivitten zur Kompetenzentwicklung,
http://www.eteaching.org/projekt/organisation/personalentwicklung/medienkompetenz/Haug_Medienakteure.pdf
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companies or public institutions.1 The responsibilities are divided among the Federal
Government, Lnder, employers and unions and self-governing bodies (chambers).
Media-based learning remains within the responsibility of the employers whose
personnel development and/or e-learning department coordinates the planning and
implementation. Education in media literacy is not yet part of the curriculum in vocational
schools and vocational continuing education.
In order to increase the effectiveness of new media in vocational training the Federal
Ministry for Education and Research (BMBF) has announced various calls for proposals
promoting the use of digital media, Web 2.0 technologies and mobile applications in
training and further education.2

Federal and regional policies for the regulation of continuing education in Germany
provide a general framework and are restricted to the organisation and support of
activities. Continuing education in Germany is regulated within federal and regional
continuing education laws. Continuing education includes continuing education that is
not directly job-related, continuing vocational training, continuing political education and
continuing education offered by universities.3
Continuing education is less regulated by the state than other areas of education. The field
of continuing education features a high level of pluralism and competition among providers.
Voluntary participation in continuing education is one of the guiding principles. The activity
of the state in the area of continuing education is generally limited to the stipulation of
principles and basic parameters and to the introduction of rules to ensure that continuing
education is properly organised and supported. These rules are then incorporated into the
laws of the Federation and the Lnder.[]
At the level of the Lnder, the continuing education laws of the individual federal states are
particularly important. These stipulate the basic conditions governing public-sector support
of continuing education and describe continuing education as an area of education in its
own right, the design of which is a state responsibility.
Specific issues relating to use being made of continuing education entitlement are also dealt
with between the social partners in collective bargaining agreements, plant agreements and
employment contracts. These are legally effective contracts concluded between employers
and employees, and are not subject to regulation by the state. (BMBF (2008)) 4
Regarding media literacy promotion the regulation thus on the one hand provides a great
openness but on the other hand does not give any specific recommendations.
Nevertheless, there is a common understanding of media literacy as an interdisciplinary
skill for education, business and working life in general.
1 Federal Ministry of Education and Research (BMBF). (2007) Dual Training at a Glance. Additional
information, http://www.nabibb.de/fileadmin/user_upload/Dokumente/LDV/mob/df/2011_ldv_mob_df_spIII_dual_zusatz_eng.pdf.
2 German Aerospace Center (DLR), New Media in Vocational Training,
http://www.dlr.de/pt/en/desktopdefault.aspx/tabid-3162/4875_read-7021.
3Federal Ministry of Education and Research (BMBF). (2008) Weiterbildung, http://www.bmbf.de/de/1366.php.
4 Federal Ministry of Education and Research (BMBF). (2008) The Development and State of the Art of Adult
Learning and Education (ALE), http://www.bmbf.de/pub/confintea_bericht_deutschland.pdf, p.147ff.
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More restrictions can be found with regard to distance learning programs where courses
must be approved by the federal state. The Law on the Protection of Participants in
Distance Education (FernUSG) provides obligations in terms of information and contracts.
For reasons of consumer protection, the Law on the Protection of Participants in Distance
Education also applies to e-learning programs.

In Germany there is no universal curriculum for the pre-primary, primary and secondary
educational system. Each of the federal states (Lnder) is on its own responsible for
creating a suitable curriculum. However, in the year 2004 national wide educational
standards for primary and secondary education were introduced. On this basis, the
federal states have to create their curricula. Media literacy is not a specific school subject
in Baden-Wrttemberg. Yet, media literacy is integrated through the school subject basic
education in information technology. Basic education in information technology is a
compulsory subject for secondary education in Baden-Wrttemberg. Moreover, various
different activities are currently taking place in Baden-Wrttemberg and other German
Lnder to promote media literacy and to integrate media education into the curricula.1
3.2.3.2 Pre-primary education

For kindergartens and day care centres in Baden-Wrttemberg a new orientation plan
was introduced in 2009 and a revised version was published in 2011. It contains aims
and objectives that are mandatory for every pre-primary institution in BadenWrttemberg. However, to find the best suitable way to achieve those aims is within the
power of every single institution. Consequently, every kindergarten decides which
pedagogical concept is the most appropriate one. Also in terms of media literacy
promotion every kindergarten decides which pedagogical concept is used and how and to
which extent media literacy and media-based education is taking place.
Regarding media literacy the plan states that unfiltered media exposure could be harmful
for children. Therefore, the everyday media life and consumption of children should be
considered by kindergarten teachers. Furthermore, they should support children to
handle their media experience and consumption. For that reason, the orientation plan
suggests that media projects, like photo collages, audio records, plays and flicker books,
should be implemented in kindergartens. Another point is that individual development
should be observed and recorded. The plan recommends that children should use media
(movies, audio records etc.) to document their progress. Moreover, for the cooperation
between the kindergarten and the childrens parents the use of media is recommended.
The working group on media literacy of the KMK expressed the need for media education
in early childhood education. Media education should not begin in primary/secondary
schools but already in early childhood education and needed to be a key component in
teacher training. Media literacy was not only limited to promoting reading but it also
1 Universidad Autonoma de Barcelona (UAB). (2007) Study Media Literacy Current Trends and Approaches in
Europe. Country profile GERMANY V4.0,
http://ec.europa.eu/culture/media/literacy/docs/studies/country/germany.pdf, p.15.
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included teaching the critical use of computers, televisions, video/movies, games,

cameras, etc.1
As written above, media literacy is integrated into the recommendation for pre-primary
education in Baden-Wrttemberg. One could perceive that the determining discourse on
media literacy in pre-primary education is the protection of children. Unfiltered media
consumption is anticipated to be a threat to a childs development. Consequently, selfreflective and critical consumption of media is thematised in kindergartens and day care
centres.

In Baden-Wrttemberg pre-primary education is strictly based on the principle of
pluralism and autonomy of the kindergartens and day care centres. Consequently, it
depends on the institution how and to which extent media literacy is promoted.
Therefore, media literacy is especially promoted through projects and initiatives. E.g. in
the regional project Medienwerkstatt Kindergarten: Vom Konsumieren zum Gestalten
(Media workshop Kindergarten)2 kindergarten teachers in eight day care centres were
trained as media mentors. In a 15-months-long training programme they learned how to
creatively and appropriately use media in the kindergarten. Within this project children
should be encouraged to create their own media. So the children learn to reflect on media
use and production. The project ended in 2012 and it is planned to provide further
trainings, based on this project, for kindergarten teachers.
3.2.3.3 Primary & secondary education

In the year 1997 the KMK decided that the German educational system should be
benchmarked with systems from other countries. The results of those comparisons
(TIMSS, PISA and IGLU) unveiled various weaknesses of the educational system in
Germany. Consequently, the KMK agreed on national educational standards that have to
be considered by federal states.3 The national standards were introduced in the year
2004. At the same time, an educational reform took place in Baden-Wrttemberg. In 2004
the educational standards for primary and secondary schools were released. For the
Werkrealschule and the Hauptschule a newer educational standard was published in the
year 2012 which is already based on the national educational standards. The older
educational standards were only supplemented with references to the national
educational standards.
There are many reasons why a new curriculum was introduced in 2004. Amongst others,
the introduction to the curriculum states that (new) media is changing the relation
1 AG Medienkompetenz der KMK. (2010) Bericht ber Mglichkeiten zur Strkung der Medienkompetenz bei
Kindern und Jugendlichen, Eltern sowie Fachkrften in Schulen und in der Kinder- und Jugendarbeit,
http://www.berlin.de/imperia/md/content/seninn/imk2007/beschluesse/100601_anlage10.pdf?start&ts=127660
1927&file=100601_anlage10.pdf, p.10f.
2 Medienwerkstatt Kindergarten. Vom Konsumieren zum Gestalten, http://www.medienwerkstattkindergarten.de.
3 KMK. berblick, http://www.kmk.org/bildung-schule/qualitaetssicherung-inschulen/bildungsstandards/ueberblick.html.
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between knowledge, thinking and experience and that these changes are considered in
the new curriculum.1 Nonetheless, since it was introduced in the year 2004 many recent
trends in media and communication, like mobile internet or social media, are not
(directly) thematised.
In primary education media literacy is not a separate subject in the educational standards.
Nevertheless, dealing with media is covered by other school subjects. The subject German
is described to promote media literacy. Dealing with media is explicitly listed in the
standards for the subject German language. It should promote various forms of
information retrieval. Moreover, media production is part of the curriculum. Also in
religious education the critical consumption of media is a topic.2 In the examples for
lesson plans and syllabi the implementation of dealing with media is rather focused on
traditional media. In a nutshell, due to the age of the curriculum new media trends are
only a topic at the side lines. However, this curriculum is flexible enough to enable schools
and teachers to promote media literacy. Therefore, various projects have started in the
recent years. E.g. the project Media Culture developed lesson plans and modules for
teaching media literacy in primary and secondary schools. 3 Additionally, the
Landesmedienzentrum Baden-Wrttemberg (LMZ), the regional state media authority for
Baden-Wrttemberg, offers advice and support. Amongst others, a pilot project - has been
started in the school year 2011/2012 to promote media literacy in primary education. It
provides support to 12 primary schools in Baden-Wrttemberg for questions regarding
pedagogical aspects, youth protection, providing and selecting media, technical aspects,
evaluation and the involvement of the pupils parents.4
The system of compulsory secondary education in Baden-Wrttemberg is very
fragmented. You find Werkrealschule and Hauptschule, Realschule and Gymnasium (see
2.2.2). As mentioned already before, for the Werkrealschule and Hauptschule new
educational standards have been introduced in the year 2012, whereas the other school
types are still using the standards from 2004. For all school types
Informationstechnische Grundbildung Informationstechnische Grundbildung (basic
education in information technology) is a compulsory subject. However, it is not taught as
an independent subject and is integrated in other subjects respectively subjectcombinations.
In the Werkrealschule und Hauptschule the subject German is the most relevant subject
for basic education in information technology. In general, basic education in information
technology should enable the pupils to participate in development of society and
influence them. Additionally, pupils should be able to use ICT for private life, social life,
professional life, for school and to educate themselves. Therefore, it covers various
aspects of ICT from typing and how to use databases to critical reflect on media and how
to create own media. In general, basic education in information technology contributes a
1 Ibid.
2 Ministry of Education, Youth and Sports of Baden-Wrttemberg. (2004) Bildungsplan 2004, Grundschule,
http://www.bildung-staerktmenschen.de/service/downloads/Bildungsplaene/Grundschule/Grundschule_Bildungsplan_Gesamt.pdf p.21ff
and p.41ff
3 Media Culture Online. Unterrichtsmodule auf MediaCulture-Online, Grundschule, http://www.mediacultureonline.de/Grundschule.572.0.html.
4 Landesmedienzentrum Baden-Wrttemberg. Medienbildung frh beginnen. http://www.lmzbw.de/projekte/medienbildung-frueh-beginnen.html.
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lot in many different ways to promote media literacy. However, one should not equate it
with media literacy, since it tries to cover a broader field including computer science,
information science, office management, media literacy etc.
Likewise, in the Realschule, basic education in information technology follows a very
similar approach. Nevertheless, since the standards were already released in the year
2004 they are not as up-to-date as the ones for the Werkrealschule. Furthermore, one
could argue that in this document media literacy is not as prominent as in the one for
Werkrealschule. In the Gymnasium the focus of basic education in information technology
seems to be more on computer and information science. Whereas in the educational
standards for Werkrealschule and Hauptschule critical use and reflection of media is a key
aspect, the ones for the Gymnasium seem to see IT more as practical tool. Yet, critical
reflection on technology is part of the standards for Gymnasiums in Baden-Wrttemberg,
too.1
The difference between the educational standards from 2004 (Realschule and
Gymnasium) and from 2012 (Werkrealschule and Hauptschule) seem to reflect the
changes that have taken place in the role of media in society in the last decade.
The official curriculum for primary education in Baden-Wrttemberg is focused on
traditional media. However, it also emphasizes the critical use and selection of media.
Moreover, in the mentioned projects, the objective is to teach the pupils the ability to
select appropriate media, reflect on media and to interact with other people on the
Internet.
In secondary education one has to differentiate between the educational standards from
the year 2004 and from the year 2012. It seems that media literacy plays a more important
part in the newer standards. Furthermore, it appears that new ways of communication
which are affecting every part of life were taken more into consideration. In both, the
educational standards from 2004 and the ones from 2012, media literacy is integrated in
the broader context of basic education in information technology. Critically analysing and
reflecting on media content and communicative media literacy are a major part. The goal
is to enable the pupils to use media to independently educate themselves, to take part in
the developments of society and to influence them. In general, it helps to educate critical,
responsible and independent citizens.

Dealing with media is a mandatory topic in primary education. It is part of the subject
German. To some extent it is up to the schools and the teachers how this is implemented.
It might be visiting a library or how to find appropriate information on the Internet.
Various projects and initiatives, especially by the LMZ, are supporting the integration of
media literacy in primary school.
In secondary education there is a specific subject basic education in information
technology that also covers media literacy. Despite being a specific subject it is not
1 Ministry of Education, Youth and Sports of Baden-Wrttemberg. (2004) Bildungsplan 2004, Gymnasium.
http://www.bildung-staerktmenschen.de/service/downloads/Bildungsplaene/Gymnasium/Gymnasium_Bildungsplan_Gesamt.pdf.
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taught as separate subject in the classroom. Since ICT is fairly universal it is integrated
into other subjects respectively subject combinations. The most important one for most
secondary school types is the subject German especially in terms of media literacy. It
integrates various aspects of basic education in information technology. However, it is
also integrated in other school subjects. The school is to some extent free to decide on
how and in which subject basic education in information technology is integrated. This
also depends on the available resources and knowledge as well as on the experience of
the schoolteachers. As with primary education also for secondary education various
project and initiatives are promoting media literacy. E.g. the already mentioned Media
Culture1.

Various organisations in Baden-Wrttemberg are active in integrating media literacy in
education. On the one hand, a great number of ministries in Baden-Wrttemberg are
engaged in this field amongst others the Ministry of State Baden-Wrttemberg, the
Ministry of Education, Youth and Sports and the Ministry of Science, Research and Art, the
Ministry of Labour and Social Affairs, Families, Women and Senior Citizens and the
Ministry of Rural Affairs and Consumer Protection. The Ministry of Education, Youth and
Sports and the Ministry of Science, Research and Art are the main responsible ministries
in the field of media literacy education. The Ministry of Education, Youth and Sports
covers compulsory and continuing education. Consequently, it is also responsible for
creating the educational standards. In addition, the Ministry of State Baden-Wrttemberg
promotes media literacy of children and teenagers on a more general level and also in
extra-curricular learning contexts. The Ministry for Rural Affairs and Consumer
Protection focuses on digital consumption rights.
Baden-Wrttemberg, like other German Lnder, has also its own agency for media affairs
the Landesmedienzentrum Baden-Wrttemberg (state media authority)2. Its goal with
regard to media literacy is the promotion of a responsible and safe use of media through
media education and counselling. It finances, initiates and supports various community
projects and individual projects, networks, institutional support, events, publications and
websites. These media literacy activities address a wider audience: young children,
teenagers and elderly citizens, parents and teachers - in rural and urban areas. The
Landesmedienzentrum is also involved as a partner in the Kindermedienland Initiative.
Kindermedienland Baden-Wrttemberg3 is funded by the Ministry of State BadenWrttemberg and with Landesmedienzentrum Baden-Wrttemberg, Landesanstalt fr
Kommunikation, Sdwestrundfunk (SWR) and MFG Baden-Wrttemberg4 as partners,
the umbrella initiative Kindermedienland Baden-Wrttemberg is one of the most wellknown activities for media literacy promotion in Baden-Wrttemberg. Kindermedienland
Baden-Wrttemberg is an initiative for strengthening IT- and media literacy of children,
teenagers, parents and other persons in charge of education. In 2013, after a 3 year pilot
1 Media Culture Online: http://www.mediaculture-online.de.

2 Landesmedienzentrum Baden-Wrttemberg: http://www.lmz-bw.de.
3 Kindermedienland Baden-Wrttemberg: http://www.kindermedienland-bw.de .
4 MFG Baden-Wrttemberg: http://innovation.mfg.de/en.
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phase, it was decided to prolong Kindermedienland Baden-Wrttemberg and strengthen

this initiative to boost media literacy and pool resources in Baden-Wrttemberg.

There are various educational routes for pre-primary, primary, and secondary as well as
different courses for university staff. In the following pages the role of media, media
literacy and media based learning in teacher training and training for university staff will
be discussed. It is important to note that this is a very fragmented field and it is difficult
to make overall assertions. The regulations, laws and practices differ from state to state
in Germany. Also within one state there are various systems and approaches. Similar to
the results of the previous chapters, it can be concluded that one has to clearly
differentiate between pre-primary education, primary and lower secondary education
and upper secondary education. Moreover, training for university staff is mostly
independent from teacher training and is also pursuing different goals.

The descripted division of educations route also includes different institutions that are in
charge of offering the training. Especially, for pre-primary teacher training a wide range
of attempts of professionalization can be noted. Generally, training in production and use
of educational media is often dealt with in the context of enabling the future teachers to
empower students to critically reflect on media, to know risks, to live a self-determined
life and to be an active part of the civic society. Of course, this reflects the close link
between education and the ideas of the Enlightenment.

3.2.4.2.2.1 Pre-primary education
Since the pre-primary education is respectively was traditionally seen as part of the social
welfare sector and not of the education sector the training for kindergartners is rather
different to primary and secondary teacher training. However, the training system is
currently on the move. In Germany Baden-Wrttemberg is one of the leading states in
modernization of the pre-primary teacher training. In the school year 2012/13 the
praxisintegrierte Erzieherausbildung (practical oriented pre-primary teacher training)
was introduced. Simultaneously, the traditional training system still exists. The new
system is very similar to an apprenticeship and is combining a theoretical education at a
Fachschule (professional school) and a practical part in a day care centre. The training
takes 3 years. The students sign a training agreement and are receiving a monthly trainee
allowance (about 700-800).
In the curriculum for pre-primary teacher training media literacy is a relevant topic and
is explicitly mentioned. In the training a separate field of study for media pedagogy
(Medienpdagogisch handeln) exists. In this field of study the students learn how to
describe their own experience with media and get introduced into responsible media
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consumption. Also the use of educational media is part of this subject. 1 However, this is
only part of the theoretical education at the professional school. If and to what extend
media based learning and/or media literacy is also part of the practical training depends
mostly on the institution which offers the practical training.
3.2.4.2.2.2 Primary & secondary education
Despite the awareness for the need for the integration of media education as a part of the
compulsory education in educational plans and in teacher training only little progress has
been made. Stefan Aufenanger, professor for education at the University of Mainz, states
in 2011:
A key problem in Germany is that acquiring and teaching media skills plays a minimal role
in teacher training. Media education is an obligatory part of the curriculum in very few
teacher training courses. Prospective teachers learn next to nothing about how to make
effective use of digital media in their teaching or how to teach media literacy skills. Other
European countries are way ahead here. The same goes for university teacher training staff.
They hardly use any digital media in their teaching themselves. Although a range of options
is available for further teacher training, these cannot adequately address the situation as a
whole. (Statement by Stefan Aufenanger in German Bundestag (2011))
In 2010, according to 68% of surveyed pupils teachers must be better trained for the use
of digital media. 2 These numbers somehow correlate with the voluntary participation in
continuing education for the use of new media by teachers. About 50% of the teachers,
regardless of school type, did not take part in any training, about 20% only once. 3 But also
teachers complain about the lack of media teaching concepts, the shortage of relevant
further training options, and the fact that the available software and hardware is often not
suitable for schools.
In comparison to the other German Lnder, teacher education is offered in BadenWrttemberg at universities of education (Pdagogische Hochschulen) permitted to
confer degrees at both doctoral and post-doctoral levels as well as at universities which
offer teacher education for the upper secondary level Gymnasium. In universities of
education questions on media pedagogy are part of the oral examinations study and
examination regulations for teachers in primary and secondary schools. In contrary,
teachers for the upper secondary level Gymnasium do not receive any media education
trainings as no university in Baden-Wrttemberg is offering a professorship with a media
pedagogical denomination In summary, it has not been possible so far to establish a
mandatory media education for all students of teacher education in the 1st phase of
teacher education. After the theoretical education at universities of education and
universities an 18-month practical pedagogical training at State Seminars on Teaching
Ministry of Education, Youth and Sports. (2010), Lehrplan fr das Berufskolleg. Fachschule fr
Sozialpdagogik. Erziehung und Betreuung gestalten. Schuljahr 1 und 2, http://www.lsbw.de/bildungsplaene/beruflschulen/bk/bk_entw/fs_sozpaed_BK/fs_sozpaed_BK/BK-FSSozpaed_Erziehung-Betreuung-gestalt_09_3693_04.pdf
Bitkom. (2010): Pressekonferenz Bildung 2.0: Digitale Medien in der Schule,

http://www.bitkom.org/files/documents/BITKOM_Praesentation_IT_in_Schulen_18_11_2010_final%281%29
.pdf, p. 9.
Bitkom. (2011): Schule 2.0 eine reprsentative Untersuchung zum Einsatz elektronischer Medien an Schulen
aus Lehrersicht, http://www.bitkom.org/files/documents/BITKOM_Publikation_Schule_2.0.pdf, p. 34.
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and Teacher Education follows (2nd phase). In the 2nd phase examples of good practice
can be found (see 4.4)

The Landesakademien fr Fortbildung und Personalentwicklung an Schulen in BadenWrttemberg provide trainings for teachers on behalf of the Ministry of Culture. In BadenWrttemberg the State Academies are situated in Bad Wildbad, Comburg and Esslingen.
In Baden-Wrttemberg each school defines every year an in-service training plan for the
entire school. It covers qualification needs and qualification measures. Individual
trainings for teachers have to be aligned with this plan.1 Consequently, the teachers are
encouraged to follow the schools in-service training plan.
The State Academies offer in the field of media literacy following services (selection):
Training in computer networking: planning of school networks, basic courses on

school networks, training opportunities for experienced school network consultants
Training of multimedia consultants (MMB): basic knowledge of Internet and its use in
school, Creating websites and multimedia presentations, Processing of images, Basic
knowledge of educational software
Training in the "use of new media in the subjects / subject associations"
Media workshop (Medienwerkstatt): instructions and teaching materials for

classroom work as well as course content for teacher trainings
Beginner to advanced tutorials as well as trainings on Moodle
Abenteuer Unterricht (Adventure education): Abenteuer Unterricht initiated by the

Ministry of Culture is a blended learning training that promotes active engagement
with educational issues and problems. The modules are called Communicating
successfully, Mastering difficult situations and Self-management.
"Intellectual property and privacy at school trainings for teachers, headmasters,

network administrators and Moodle administrators
In addition, there are various websites addressing media-based learning in schools on a

federal level. They include free information services with links to other content providers
such as the German Education Server2 or provide free educational materials for teachers
such as Teachers Online3 and ZUM.DE4. Websites such as Primolo5 address specific topics
or target groups; working environments for collaboration between teachers and pupils
are provided e.g. by lo-net26.
Landesakademie fr Fortbildung und Personalentwicklung an Schule, Ermittlung des Fortbildungsbedarfs,

http://lehrerfortbildung-bw.de/qm/fb_planung/schul_fb/
2Deutscher
Bildungsserver, http://www.eduserver.de/
Lehrer Online, http://www.lehrer-online.de/
Zentrale fr Unterrichtsmedien im Internet e.V., http://www.zum.de
Primolo, http://www.primolo.de
lo-net2, http://www.lo-net2.de
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In general, teaching at German universities is rather neglected and the focus is still on
research. However, recently the importance of teaching and pedagogical competences is
given more attention. There are several attempts to professionalize teaching at university
level. Amongst others, training on production and use of education media as well as media
literacy for academic staff is provided by departments for e-learning. This often covers
how to manage the universities LMS but also courses on coaching on different sound and
video editing tools.
The integration of e-learning is being understood as part of a university development
process that has an impact on the teaching but also on the entire organisation and
administration. This also involves legal requirements of the Lnder. In BadenWrttemberg the institutionalization of e-learning is regulated by 28 of the Higher
Education Act (LHG). The universities need to establish an information center "for
coordinating, planning, management and operation of services and systems as part of the
communications and information technology".1

The State Seminar for didactics and teacher training (Gymnasium) in Karlsruhe offers a
mandatory multimedia training for all student teachers. The basic phase (24 hours)
covers a general introduction, e-learning methods, word processing (OpenOffice Writer),
Spreadsheet (OpenOffice Calc), image editing, Sound editing and conversion, Video
editing and conversion, Presentation (OpenOffice Impress, Prezi) combines all media
elements (text, table, image, sound and video), authoring tools, How the Internet works,
Moodle from a teacher/trainer point of view, a blended-learning project in collaboration
with subject-specific-didactics and an information event at the LMZ in Karlsruhe on LMZ
services for teachers. Recently, methods on media-supported individualized learning are
also part of the multimedia-training.
The State Seminar also offers a certificate which training standards are officially approved
by the State of Baden-Wrttemberg. In the certification period (16 hours) student
teachers can choose between the following specialisations: multimedia consultant,
Moodle administrator, web page designer and network manager. The training follows the
training standards of the State of Baden-Wrttemberg for multimedia consultants,
network managers and Moodle administrators. Although the certificate is not mandatory
80% of the student teachers decide to obtain this certificate according to the section head
for the profile section media didactics/media pedagogy Manfred Berberich. The training
demonstrated the value of the certificate not only with regard to chances on the job
market. More important, the student teachers enjoyed the training and see the benefits
for their professional profile as well for their teaching.
The State Seminar in Karlsruhe would like to expand the multimedia training with regard
to Education on Media (competence areas information, communication, presentation
and analysis) and media production for teaching. For this teacher students conceptualize,
plan, implement and afterwards reflect a multimedia project at their school.
e-teaching.org (2009). Organisationsentwicklung, http://www.e-teaching.org/projekt/organisation/orgentwicklung.

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The State Seminar in Karlsruhe closely cooperates with the State Academy for Training
and Personnel Development at Schools in Esslingen with regard to trends and
developments in teacher training.

For the foreseeable future two major milestones will play a central role to media literacy
in education and media based learning in Baden-Wrttemberg: firstly, the elaboration of
a regional media literacy strategy for Baden-Wrttemberg and secondly, the development
and implementation of new educational standards for primary and secondary education.
Both offer great potential.
Currently a regional strategy for Baden-Wrttemberg to strengthen the role of media
literacy is being developed. Ministries will closely cooperate to exploit synergies and to
minimize redundancy in organisation and implementation of media literacy. Upon
competition, the strategy will be published as guiding principle to ensure transparency. It
will cover various aspects of media literacy and ways of promoting it. Therefore, various
working groups have been and will be set-up.
Due to the complexity of elaborating a media literacy strategy for Baden-Wrttemberg it
will take about two years to complete it. It is planned to present the first draft publicly in
September 2014. Moreover, interim results will also made public to promote on open
dialogue on the media literacy strategy. The process is coordinated by the Ministry of
State Baden-Wrttemberg in cooperation with the relevant ministries. For that reason,
separate meetings for each area of media literacy are organised. The media literacy
strategy will cover pre-primary education, media literacy at schools (including curricula),
teacher training, media literacy at universities, further vocational training, media literacy
outside school and intergenerational use of media, media education for integration,
consumer protection and protection for children and young persons and crime
prevention. Moreover, also external experts and practitioners in those fields are involved
in the process of generating this strategy. Therefore, round tables are organized. They will
take place in the first quarter of 2014. The guiding principles for media literacy will help
to implement a more structured efficient and inclusive approach.
At the present time a reform of the educational standards for primary and secondary
education is taking place. Since the current educational standards were published in the
year 2004 they only reflect the present role of media and technology in society to some
extent. It seems that media and technology was rather seen in a technology-driven
discourse. The only exception is the education standards for Werkrealschule und
Hauptschule which was published in 2012. The new educational standards will be
available in 2016. It will be implemented starting from the school year 2016/2017. On the
19th of December 2012 the opening event for this curriculum reform took place.
Moreover, various bottom-up instruments are used to include stakeholders in the
decision making process. 1
The new educational standards will consider the national education standards.
Furthermore, the freedom to choose among educational paths and change them will be
increased drastically. Regarding the goals and objectives of the curriculum, it will focus
1 Ministry of Education, Youth and Sports of Baden-Wrttemberg. Bildungsplanreform 2015,

http://www.kultusportal-bw.de/,Lde/Startseite/schulebw/bildungsplanreform2015.
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amongst others on the key principles sustainable development and media literacy. The
new educational standards will be accompanied by trainings for teachers.1
In a nutshell, the relevance of media literacy is becoming increasingly acknowledged in
Baden-Wrttemberg and various measures and initiatives take place to promote it.

Generally speaking, the central concept of promoting media literacy in BadenWrttemberg is based on the model of liberal education closely linked to the idea of the
Enlightenment. It always implies critique of social circumstances. Education in this sense
should help to enable people to be critical citizens, to be included in society and to change
it for the better. Of course, this is not only true for media literacy. In general, that is a key
aspect of didactics in Germany. More precisely, media literacy in Baden-Wrttemberg
focuses on the protection of children, to enable children to use adequate media, to use
media for self-instruction, to participate in societal and political development etc.
However, for the moment, the integration of media literacy in the curricula in preprimary, primary and secondary education in Baden-Wrttemberg remains quite limited.
In pre-primary education, media literacy is playing a role. However, it can only be seen in
terms of recommendations. Eventually, it depends on the kindergarten how and to which
extent media literacy is promoted. In Baden-Wrttemberg pluralism and independence
are key principles for kindergarten and day care centres. This is caused by the fact that
kindergartens were originally created as social welfare services and not as education
institutions. Consequently, pre-primary education is less centralised than primary or
secondary education. It is unlikely that there will be major changes concerning this matter
in the near future. Nevertheless, various projects, like the Baden-Wrttemberg Stiftung
funded pilot project Medienwerkstatt Kindergarten, are boosting media literacy in
kindergartens.
In primary and secondary education in Baden-Wrttemberg media literacy is a part of the
curriculum. Nonetheless, for primary education it is only mentioned on the side lines. For
secondary education a specific subject for ICT competencies basic education in
information technology exists. Basic education in information technology covers various
aspects of ICT, media literacy is an essential part of this subject. Since information
technology is a universal field that concerns every part of life as well as every school
subject, basic education in information technology is not taught as a separate subject and
it is integrated in other subjects. The educational standards for primary and secondary
schools were published in 2004. As a result, they are only reflecting the current role of
media and technology in society to some extent. In 2012 new education standards for
Hauptschule and Werkrealschule were created which give the impression that in these
new standards media literacy already plays a more relevant role. Moreover, similar to
pre-primary education, project based approaches with the support of ministries and
foundations are aiming to promote media literacy. E.g. the project Media Culture is
offering lessons plans for integrating media literacy.
For the moment, in general terms most activities aiming to promote media literacy in
Baden-Wrttemberg are project-based. This project-based approach makes the
promotion of media literacy flexible and efficient. However, these projects always have a
1 Ibid.
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limited life span which makes them less sustainable as a formal element in the curricula.
This challenge is currently being tackled with a reform of the educational standards. New
educational standards for primary and secondary education in Baden-Wrttemberg will
be published in 2016. Media literacy will be one of the key principles in the new
educational standards.
Furthermore, guiding principles as a regional media literacy strategy for BadenWrttemberg are being developed by the various ministries with the Ministry of State
Baden-Wrttemberg leading the way and with the inclusion of relevant stakeholders. This
could be a great opportunity for Baden-Wrttemberg to make media literacy education
more efficient and targeted.
In addition, it is widely recognised in Germany and Baden-Wrttemberg that for a
successful integration of media literacy and media based learning teacher training also
has to be adapted to accommodate the changing environment. This means that teachers
for all levels should receive training to ensure that media literacy and media based
learning play an essential part in the education. Nowadays, the training for pre-primary,
primary and lower secondary education also includes mandatory training on media
literacy and media based learning. However, this are only the first steps and especially for
the training of upper-secondary teachers at universities it is necessary to step up the
efforts. In this context the State Seminar for didactics and teacher training (Gymnasium)
in Karlsruhe could be a role model for further developments.
Concluding, it can be stated that policy makers and other stakeholders are increasingly
interested in media literacy and media based learning. More and more effort and attention
is given to this topic. It is important to continue on this path and even enhance the efforts
to strengthen the role of media literacy in education and beyond.
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Greece EduTV
3.3.1 Introduction
This section of the report will provide an overview of the extent to which media literacy
is incorporated into all educational levels in Greece in 2013 with a special focus on
teachers and academic staff training in the production and use of educational media. The
focus will be on policy and relevant initiatives coming from European projects and
stakeholders as well as the topic of training teachers and educators in compulsory and
higher education. Examples of good practices will also be presented.

This data has been collected mainly from secondary resources published by the public
authorities and institutes responsible for educational matters such as the Ministry of
Education, The Institute of Educational Policy (IEP), The Computer Technology Institute and
Press "Diophantus" (CTI), The Greek School Network (GSN), The Eurydice Network, the
Operational Programme Education and Life Long Learning. More specifically, data came
from the relevant websites of public educational organisations and their official
documents as well as from last years educational and media conference proceedings. The
Special Service for the Application of Educational Actions from the Ministry of Education and
Religious Affairs (MoE) and the Operational Programme (OP) "Education and Lifelong
Learning 2007-2013" provided essential data and analytics regarding the "New School"
reform in Greek Primary and Secondary Education. In addition, critical input and analytics
were collected from European Commission documents Commission Staff Working
Document, Rethinking Education: Country Analysis, Part I, accompanying the
Communication from the Commission Rethinking Education: Investing in skills for better
socio-economic outcomes and the EU strategy for modernising HE.
Data was also collected from the official web pages of Universities and Technical
Institutes, Scientific and Cultural foundations and Centers such as The Foundation of the
Hellenic World (FHW), The Onassis Cultural Centre, The Future Library, and the National
Documentation Centre. Valuable data on OER policies and implementation were found on
POERUP (Policies for OER Uptake). Finally, data was also collected from participants in
European projects and other stakeholders in the field of media-based learning and media
literacy.

In 2007, the EC adopted a Communication on Media Literacy in the Digital Environment1.
Greece participated in the First Media Literacy Expert Group and the first official text the
European Recommendation2 of the Commission was presented to clarify the content and
the basic parameters of media. According to the text of the recommendation, media
literacy addresses access to media, understanding, analysis and critical evaluation of
1
Communication
on
Media
Literacy
in
http://ec.europa.eu/avpolicy/media_literacy/index_en.htm
the
Digital
Environment,
(COM
2007:833)
from
2 First Media Literacy Expert Group (C, 2009, 6464) from http://www.iom.gr/default.aspx?lang=el-GR&page=166&newsid=573
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media messages and their contents, the possibility of personal expression and creativity
at different contents. It includes all forms of education in Media Communication: press
and photography, television and radio (media literacy), cinema (film education), the
internet and new technologies (digital literacy), advertising media (commercial literacy)
and any form of expression and communication in the modern digital age. In the Greek
Cross-Curricular Thematic Framework (CCTF) for compulsory education, video is
mentioned as a resource while awareness and familiarity with visual languages and
multimedia is expressed as a learning goal. The Guide1 for audiovisual expression in
Compulsory education (2011) argues that audiovisual expression consists of an
alternative and integrated system of communication beyond oral and written speech.
Furthermore, New Media and new courses are mentioned in The Digital School reform
aiming to transform existing courses, using new teaching and learning practices in
addition to digital media.

The OP "Education and Lifelong Learning 2007-2013" is a large scale, nationwide funding
programme, co-funded by the European Social Fund (ESF) and the Greek State. It is the
main funding scheme for upgrading the quality of learning at all levels of the educational
system, involving the use of Internet technologies, consisting of four sets of thematic
priority axes:
Upgrading the quality of education and promoting inclusion;
Upgrading the systems of initial vocational training and vocational education and
linking education with the labour market;
Enhancing lifelong education for adults and
Enhancing human capital in order to promote research and innovation.
Special objectives addressing the need for Information and Communication Technologies
(ICT) -based learning, are reforming, modernizing and decentralizing the educational
system, reinforcing the mobility of pupils and students, accelerating the rhythm of
integrating ICT in the education process and also reinforcing and improving the quality of
teaching staff training in primary and secondary education, with an emphasis on
innovation.
At policy level, there are two State bodies, under the auspices of the Ministry of Education
and Religious Affairs (MoE) aiming to support the design and implementation of education
policies that address the use of Internet in education. First, the Institute of Educational
Policy (IEP), was established in 2011 aiming to provide ongoing scientific and technical
support for the design and implementation of educational policy issues. Second, The
Computer Technology Institute and Press "Diophantus" (CTI) is a research and technology
organisation focusing on research and development in ICT and providing the digital pillar
1 Guide
for
audiovisual
expression
from
http://digitalschool.minedu.gov.gr/info/newps/%20
%20%20%20%20%20/%20%20%20%20%20%20
%20
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to the Greek educational system. Particular emphasis is placed on education, by

developing and deploying conventional and digital media in education and lifelong
learning (LLL); publishing printed and electronic educational materials; administrating
and managing The Greek School Network (GSN); and supporting the organisation and
operation of the electronic infrastructure of the MoE and all educational units.
GSN is a CTI department and is the advanced educational network which interconnects
schools, educators, educational units and administrative services of MoE. Key Services of
GSN are the Portal, Helpdesk, user administration, e-mail lists, instant messaging,
teleconference, video on demand, e-Learning, web hosting, e-magazine, forums, remote
management, LDAP, e-mail, web mail, safe access, remote access, GIS and live streaming. GSN
supports learning communities and social networking for teachers and pupils providing
the relevant services of blogs, e-class, and Moodle LMS.
Concerning all grades of education, actions financed by the National Strategic Reference
Framework (NSRF) regarding creativity, innovation and entrepreneurship are
implemented by the Special Service for the Application of Educational Actions of the MoE up
to 2015.

One of the main priorities of the Greek educational policy is the continuous integration of
ICT at all educational levels. The Digital School strand of the New School reform is the
main vehicle for exploiting the potential of ICT and Open Educational Resources (OER) in
Primary and Secondary Schools. This scheme has been piloted in 800 primary schools and
1250 Lower Secondary Schools and aims to both develop repositories with digital content
and to train teachers to support this educational reform in schools.
The digital transition of Educational Radio-Television of Greece (EduTV) consists of a
significant pillar of the educational reform Digital School. EduTV, the Greek partner in
MEDEAnet project, has been in operation since 1977 under the auspices of the MoE. It
houses a significant number of high-quality audiovisual productions aimed at
complementing educational resources in the classroom. On top of being available via the
public television channels, EduTV became a multimedia platform available on-demand
and connected to the most popular social media. In this context it aims to provide
educators and students with the opportunity of using the available video content in the
classroom, re-using it, uploading their own content, sharing and evaluating it, therefore
following the European strategies for using media in learning.
Media Education is integrated in the Greek national curriculum in both Primary &
Secondary Education as a cross-curricular under Environmental, Health Education, Social
& Civic, Politics & Law Studies. Furthermore it is integrated as an optional module situated
under Visual Arts Zone, entitled Audiovisual Expression. Visual Arts Zone consists of 5
strands: Music, Visual Arts, Drama, Dancing - Movement and Audiovisual Expression and
is taught 2 hours per week in both levels. Audiovisual Expression can be chosen among
the aforementioned topics.
The MoE has introduced since 2010, the action Excellence and Innovation in Education
aiming to enrich and empower the educational process through rewarding and public
highlighting of 'best practices'. In the context of recording best practices of innovation and
creativity developed at schools, both the school units and the teachers excellence are
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distinguished and promoted. To this end, 100 innovative schools and teachers have been
distinguished in 2013 and their list is available here.

MoE encourages the development of media projects on Environment and Health
Education, e-twinning, and Flexible Zone projects and provides teachers that are interested
in the application of media in their teaching and learning activities with training materials.
Within the context of School Activities1, special programs are implemented on Career
Education, Environmental Education, Health Education and Culture. They have an
innovative character, they promote pupils' creativity, due to the educational methods
used (role plays, small researches, brainstorming, team cooperation methods, etc.) and
the active participation of pupils. Such tasks last for at least five months in secondary
education schools and from two to six months in primary education schools. Particularly,
during the school year 2012-2013, in the framework of Career Education programs,
entrepreneurship-related actions were implemented, on personal and life skills
development, occupational relations / employment sectors, education and training,
studies and employment in Europe, entrepreneurship.
Since 2012-2013 school years, students in General and Vocational Upper Secondary
Schools have been introduced to Research Projects as a separate component in the
Curriculum after more than 10 years of their pilot use in classrooms. Research projects
are obligatory and students are free to choose the topic of their research from the
disciplines of "Humanitarian and Social Sciences", "Arts and Culture", "Mathematics,
Physical Sciences and Technology", "Environment and Sustainable Development", or from
combining these fields. Students developing their research projects use new media,
present and publish them on the school web sites available to everyone who might be
interested.

In Greece, issues of utmost importance regarding teachers and education staff are the
Initial teacher education, conditions of service, continuing professional development,
referenced to Law Upgrading teachers role establishment of assessment and
meritocracy rules in education and other provisions. This law constitutes the first step in
applying the national policy on the "New school"2, which places the student in the centre
of the learning process. In addition, within the New School policy framework, the MoE
implements a number of legislative initiatives redefining the teacher-education
relationship with the teacher assuming the leading role in the upgrading of education.
As regards teachers continuing professional development, The major in-service
teacher training Program3 has begun in May 2011. It is aiming at training the teaching
staff of all specialties -approximately 150,000 teachers- both in primary and secondary
1 School Activities circular from http://static.diavgeia.gov.gr/doc/%CE%924349-%CE%9B%CE%A3%CE%99
2
http://www.minedu.gov.gr/neo-sxoleio-main.html?showall=&start=1
3 www.epimorfosi.edu.gr
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education. The framework of the design and development of the aforementioned Program
was set following a consultation with educational, social and scientific bodies, a survey on
the training needs of the teaching staff who are subject to training, the implementation of
good teaching practices, as well as the use of Greek and international experience. The
suggested objectives of training indicatively include: upgrading of the quality of education
and the New School success, both intending to reinforce its role as a basic pillar of change
and transformation, the development of pupils abilities (i.e. the ability of learning to
learn), familiarization with the pedagogical use of ICTs such as the safe use of the internet
in educational practice, included in the action of The Digital School. Training
methodology is based upon 4 pillars, taking into consideration the new school philosophy:
emphasis on teaching practice, utilization of adult education and distance education
methodology, implementation of training related issues in the classroom.
3.3.2.4 Higher Education

According EU policies There is a strong need for flexible, innovative learning approaches
and delivery methods: to improve quality and relevance while expanding student
numbers, to widen participation to diverse groups of learners, and to combat drop-out.
One key way of achieving this, in line with the EU Digital Agenda1, is to exploit the
transformational benefits of ICTs and other new technologies to enrich teaching,
improve learning experiences, support personalised learning, facilitate access through
distance learning, and virtual mobility, streamline administration and create new
opportunities for research2.
The Hellenic Quality Assurance and Accreditation Agency according the Annual report
2011-12 in HE, considers that Universities should implement modern educational
methodology, multiple bibliographies in order to enhance active participation and critical
thinking in the learning process. Therefore, most universities have developed e-learning
courses offering a large number of digital learning resources and some of them have
begun providing OER and Open Educational Courses.
The University of the Aegean has already successfully implemented the first circle of Life
Long Learning (LLL) Programs and broadens the spectrum of cognitive objects for the
second in 2013-14 providing more than 250 lessons, more than 50 courses of training and
professional specialization on 15 scientific fields. The learning design of the available LLL
Programs follows e-learning methodology and teaching is based on asynchronous study of
educational material and the design of activities aims to ensure the students autonomy
at a large extend. Furthermore, synchronous communication is implemented through
conferencing systems.
The first initiatives regarding OER and Open Courses have been already appeared in HE
from Hellenic Open University and the Universities of Athens, Piraeus, Crete, and Aegean.
The Hellenic Open University (HOU) has developed educational content in digital formats
as webcasts in the repository and provides online environments as Centra in order
students and tutors voluntarily participate in virtual meetings and teleconferences. The
1 COM (2010) 245 final

2 See Staff Working Document, Section 4.3
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Educational Content, Methodology and Technology Laboratory (e-CoMeT Lab) of the HOU
is involved in two EC funded projects regarding OER initiatives:
Innovative OER in European HE, exploring the MITs initiative regarding the OER
movement and the relevant methodologies in Europes HE. Furthermore this LLL
ERASMUS, examines the increase of OER, their internationalization and quality. HOU
provides the description of successful practices implemented in Greek HE and contributes
to the development of an OER evaluation framework1.
Multilingual Open Resources for Independent Learning (MORIL) project, targeting OER
strategies in lifelong open and flexible learning
The Excellence and Innovation project developed by MoE has been extended in HE with
the title: Academic and Research Excellence in HE. Excellence concerns all Sciences and
Technology, any kind of research and teaching, without thematic priorities. Thus, an
internationally recognized research achievement, a pioneer experimental setup, an
innovative theory and cases of innovative teaching that have excelled at national or
international level could be indications of Excellence. A key criterion for participation in
the Excellence initiative is to have excelled and/or have been awarded a national or
international award. Excellence (Aristeia) can be either collective or individual: it can
derive from individual members of the academic community as faculty members,
undergraduate and graduate students, staff, structures as workshops, fields, or research
institutions. The MoE has invited the academic and research community to be
represented through the open access Excellence repository. Best practices and awarded
projects in Universities and Technological Institutes have been recorded and the videos
of the selected projects have been presented on the website of Aristeia and broadcasted
via EduTV through the national and satellite television in 2013, promoting and
disseminating them in broader audiences.

The new VET reform marked a shift away from narrowly specialized job-specific skills
towards broader vocational and general knowledge, skills and competences, and
developed pathways through VET to tertiary education and further learning. VET in
Greece, is still seen as the place for low achievers and registers high dropout rates.
Young people can also start an apprenticeship after completing their nine-year
compulsory education. The 52 apprentice schools following the MoE national policy
include use of media in their curricula. In addition, most of the training regulations
contain a paragraph stating that apprentices should not only acquire the professional
knowledge they need for their working life but also gain the key competences required
from a skilled worker. These include competences of self-directed learning, and media
literacy is crucial to achieve them.
The development of a National Qualifications Framework (NQF) and the agency
responsible for this, the National Organisation of Certifying Qualifications (EOPP) promote
pathways across education and training sub-systems. EOPPs mission is to develop the
1OER evaluation framework from http://quality.eap.gr/en/publications, http://quality.eap.gr/el/projects/60-innovative-oer-ineuropean-he
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NQF, to align it with the European Qualifications Framework (EQF) and to develop the
recognition of qualifications acquired through formal, non-formal and informal learning.

At policy levels a new State body, the Foundation for Youth and Lifelong Learning
(INEDIVIM) was established in 2011 to support national initiatives in the areas of youth
and lifelong learning enhanced by ICT and address national priorities in both fields.
Furthermore, the National LLL Strategy is another major policy initiative running,
regarding an adult education plan with two strands: a) initial and continuing training in
the labour market; b) general adult education. In this framework, MoE has been orienting
towards revitalizing human and capital resources which had not been used efficiently
previously. Education policy experts in cooperation with the OECD in 2011 offered some
guidance on how Greece could improve the overall efficiency of its education system. The
relevant projects familiarize adults with basic skills to new technologies in Second Chance
Schools, parents Schools, local communities and Adult Education Centers. The HOU uses
e-learning environments, digital educational resources and provide a second chance for
HE studies to adults.
Adult learning institutions need to continually adjust to societal changes, target groups
with changing learning needs and new forms of learning and communication, combating
social exclusion and digital divide. Therefore, the state policies support the development
and testing of innovative pedagogies, and raise awareness for these. In regard to media
literacy this would concretely mean:
Developing e-learning and blended learning training courses, focusing on people

in the islands, in mountainous and rural areas and younger target groups.
Counselling parents the ways to adequately accompany their children when using
digital media and surf safely on the Web.
Offering courses for certain target groups as women, senior citizens, unemployed
people, and people from immigrant families or minorities, people with mental
and physical disabilities, children and teenagers from families with social
problems.

We have selected two initiatives of non formal and informal education, worth mentioning,
these of the Future Library and the aggregator of Open Archives Repositories.
3.3.2.7.1 The Future Library and the Network of Regional Libraries

The Future Library aims to transform Greek public libraries into unique centers of
creativity, innovation and learning. The Stavros Niarchos Foundation is Future Librarys
exclusive donor. The Foundations grant aims at developing a sustainable network of
public and municipal libraries across Greece, which will further be linked to the National
Library of Greece, when this moves to its new premises, at the Stavros Niarchos
Foundation Cultural Center. The ultimate goal of this development is to reinforce the
significance of libraries, as knowledge, creativity, and interaction-promoting institution
in peoples minds.
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The Future Library, a non-profit organisation, was established in Veria in 2011. It spun
out of the Veria Central Public Library, recipient of the 2010 Bill & Melinda Gates Foundation
Access to Learning Award. Veria Central Public Library provides access to a large digital
media repository comprising the librarys collection, including the collections of the
Monastery of St John the Baptist, Skete Veria, and the Lyceum of Greek Women, annex of
Veria, as an Open Access initiative. The initiative is financially supported by the "Public
Libraries digitization" action of the Information Society OP. Through a set of metadata
mechanisms, the Central Public Library of Veria provides its digital content to the
European culture portal Europeana.
3.3.2.7.2 Open Archives repositories

Openarchives.gr is the only Greek OA aggregator, collecting data from 62 digital libraries
and institutional repositories in Greece and Cyprus. The repository contains 429777
items in October 2012. The OA aggregator began operation in 2006 and is being hosted,
managed and developed by the National Documentation Centre (EKT). It enhanced with new
features since May 2011 by EKT within the framework of the project "National
Information System for Research and Technology Social Networks and User Generated
Content" under the NSRF 2007 -2013.
Some of the most popular repositories are Helios, set up by the National Hellenic Research
Foundation, containing research outcomes of various types and formats, Pandektis, also
maintained by the National Hellenic Research Foundation, which is a major digital
collection of Greek history and civilization materials developed by the Institute of
Neohellenic Research, the Institute of Byzantine Research and the Institute of Greek and
Roman Antiquity. Other OA repositories are Anemi, the digital library of Modern Greek
studies set up by the University of Crete Library, E.L.I.A., run by the Hellenic Literature
and History Archive, covering Greece's historical development during the 19th and 20th
centuries through a repository of 84,500 records (photographs and postcards,
newspapers, periodicals, and cultural life documentation), Arheiomnimon run by the
National Archives of Greece, giving access to the State Archives collected from 37 Central
and Local agencies of the General State Archives. Finally, the Parthenon Frieze
Repository offers free access to cultural material for this masterpiece of world heritage.
The repository provides the possibility of immediate access to the frieze, both as a
database for scholars and as digital games for schools and their pupils.
From a policy perspective, in the area of Open Access content, it is worth mentioning the
policy and development role of the , which, under the umbrella of Open Access
organizes conferences and seminars on OA; publishes calls for participation in OA related
actions; informs on the objectives and methodology of setting up digital repositories and
keeps an up-to-date website on the activities of the nationwide funding programme
"National Information System for Research and Technology.

Photodentro is the Greek Digital Learning Object Repository (LOR) for primary and
secondary education and the National Aggregator of Educational Content. It has been
designed and is being developed by CTI in the framework of The Digital School in order
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to become the central access point to digital educational content and is open to all,
students, teachers, parents, as well as anybody else interested. Photodentro stores
reusable learning objects (small, self-contained, re-usable units of learning) that have
been developed by teachers in the context of the enrichment of primary and secondary
education textbooks or have been created in the framework of other projects funded by
the MoE or have been selected from other sources.
Photodentro has been running a process of accumulating collections of digital resources
with relevant metadata from museums, libraries, audiovisual archives which can be
exploited in the learning process. It aims to constitute the infrastructure over which
services of various types such as thematic or geographic portals can be developed. It has
been connected to the "Digital School" thus facilitating teachers and students in finding
educational material as well as incorporating and utilizing it in learning scenarios and
courses. Moreover, in relation to Digital educational content (e-books), a publicly
accessible digital open-source software platform has been developed, which include:
All books in digital format, correspond to the curricula for all grades and courses.
Digital interactive learning objects as interactive simulations, experiments, exercises,

educational games.
Digital content related to each lesson module, such as photographs, videos,

educational games, digital archives (Hellenic Radiotelevision, National Audiovisual
Archive, General State Archives, Libraries, Museums, etc.).
Local educational management of each class.

Using media in primary schools aims to literate pupils in digital technologies, and to
cultivate skills needed in a world rich of media. So, the curriculum integrates media in all
cognitive fields horizontally.
Safe Internet is a special service of GSN addressed to parents, pupils and educators on
safer Internet use providing information and advices for safe web navigation and
organizing relevant actions. It contains special sections regarding Cyber bullying,
Grooming, Sexting and Facebook, animated material for students and an active
community of practice with 460 members.

MoE encourages the development of media projects in primary schools via Educational
Priority Zone and New School reform. The implementation of projects in Excellence and
Innovation, Environment and Health Education, e-twinning, teachers4europe actions is
optional depending on teachers initiatives.

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Using media in secondary schools aims to enhance further digital literacy, and cultivate
skills and competences appropriate for citizens of the 21st Century. So, the curriculum
firstly includes ICTs as a special course throughout all classes in Lower Secondary Schools
and secondly integrates media in all cognitive fields.

Mandatory media projects for the curriculum in secondary education have been
developed via the research projects and New School reform. Implementing projects in
Excellence and Innovation, Environment and Health Education, e-twinning actions is
optional depending on teachers initiatives.
Teachers working with and teaching about the media in the classroom have developed
the Television Literacy Network in Serres, in Northern Greece. The network organizes a
video competition each year supporting teachers and offering a detailed booklet for
teaching television literacy in the classroom.

3.3.3.4.1 The Foundation of the Hellenic World
The Foundation of the Hellenic World (FHW), is a privately funded not-for-profit cultural
institution based in Athens, founded in 1993 by unanimous vote of the Hellenic
Parliament. FHW's mission is the preservation of Hellenic history and tradition, the
creation of an awareness of the universal dimension of Hellenism and the promotion of
its contribution to cultural evolution. Its aim is the understanding of the past as a point of
reference for the formation of the present and future so that contemporary thought may
once again be inspired by the Hellenic spirit. The principal objective is the dissemination
of Hellenic culture and history.
FHW's innovative character has already been revealed prescribing that the
implementation of the objectives is based on new technologies. As a result, from the very
beginning the Foundation presented to the Greek and international community the first
Greek web sites of historical content. At the same time, it created a pioneering laboratory
of three-dimensional reconstructions, the first project of which, presented as a
documentary, received the 1st Prize at the Amiens Festival of Archaeological Films.
The Tholos resembles a planetarium regarding its natural and morphological
characteristics with unique technological infrastructure, and houses the Virtual Reality
system of Hellenic Cosmos. The shows are interactive and not static, creating a unique
experience of immersion into the virtual world that is characterised by immediate
response, originality, flexibility and liveliness.
During its operation Hellenic Cosmos has presented numerous activities, which include
exhibitions, educational programmes, Virtual Reality programmes, and documentaries
produced by FHW. The Foundation's multimedia applications are created according its
objectives for the promotion of Greek cultural heritage through new technologies. They
are addressed to children and young people, but also to all those wishing to learn about
Hellenic history and culture in an original and pleasant way. The technology of 3D
representations is used exclusively for the reconstruction of monuments and sites of
Hellenism that have been partly or completely destroyed and have received awards
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abroad and have been used for educational purposes. The innovative technology of Virtual
Reality is used towards the promotion of Hellenic history and culture. Visitors of all ages,
with special stereoscopic glasses travel through time, to monuments and sites of our
cultural heritage, and have the experience of being immersed in the Virtual world by
numerous Virtual Reality Applications. The Laboratory of Geographical Analysis and
Cartography collects, analyzes and processes spatial information aiming to incorporate
information in the geographical space and the creation of a Geographical Information
System.
3.3.3.4.2 The Onassis Cultural Centre

The Onassis Cultural Centre (OCC) is Athens new cultural space hosting events and actions
across the whole spectrum of the arts from theatre, dance, music and the visual arts to the
written word, with an emphasis on contemporary cultural expression, on supporting
Greek artists, on cultivating international collaborations and on educating children and
people of all ages through life-long learning. The OCC Educational Programmes
Department stages a range of activities and parallel events designed to frame and
complement the 2011-2012 season. Aimed at a range of audiences including children,
teenagers, families and adults as individuals and in groups. The activities include
interactive tours of visual art exhibitions, meetings with artists, workshops and seminars.
The educational programmes and actions that complement the Centres programme of
events seek to cultivate a more informed public increasingly open to new directions in the
arts. This goal will be achieved by means of continuing education which seeks to
familiarize children and adults with key concepts in contemporary arts and to keep them
up-to-date with the salient issues of our times. In particular, the OCC prioritizes the design
and provision of programmes for school groups relating to the visual arts, theatre & dance
and music and are directly linked to the events in its schedule. The Centre invites people
of all ages to take part in activities at weekends and during the school holidays. A range of
workshops and other activities inspired by the OCCs visual arts programme as well as its
musical, theatrical and dance performances seek to engage young peoples imaginations
and stimulate their creativity through contact with the arts and the creative process.

National policies support the delivery of a continuous flow of teachers training programs
aiming to support their different role in the changing conditions of teaching and learning
environments. The training programs focus on ICTs, the development of digital
educational content and knowledge repositories, and the design of teaching practices
using new media.

In-service teacher training is a strong component of the national policy. Within the New
School policy framework, the MoE implements a number of legislative initiatives
redefining the teacher-education and training, assuming his leading role in the upgrading
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of education. Theres no formal accredited school training framework for in-service

teachers on media education as a core subject.
3.3.4.2.2 Policy framework

ICT in education A and B level concerns the training of primary and secondary
educators in ICTs preparing them for The knowledge society challenges. In particular,
the A level concerns training in basic ICT skills as Word processing, using spreadsheets,
creating presentations, searching on the web and using the appropriate internet services
successfully for educational purposes. The B level concerns the implementation of ICT
in specific cognitive domains using appropriate software and the relevant pedagogical
principles, aiming to empower teachers in using and producing their own educational
media.

As regards Initial teacher education1, a pedagogical training certificate award has been
established, which is obtainable during studies, included in the respective University
departments curriculum in the form of a Special Program of Studies in the Education
Sciences, and following graduation and based on the conditions and requirements set by
the MoE, in consultation with higher institutions. In particular, Universities are entitled to
implement, upon the MoE approval, a special Program of studies for the certification of
pedagogical and teaching proficiency, regarding their graduates appointment in primary
and secondary education.

The project In-Service Training of Teachers for the utilisation and application of ICT
in the teaching practice of the OP LLL, NSRF (2007-2013), is being implemented with
co-funding from the European Union and the European Social Fund, and it is the
continuation of an older respective project B-Level in-service training which was
completed in 2008. The scope of the project is the in-service training of 28,100 educators
of primary and secondary education schools in the teaching application of ICTs in-class. It
involves two types of interrelated in-service training:
a) The in-service training of 27,500 teachers in the principles of the educational use
and application of ICTs, and in the acquisition of skills, according to their individual
scientific domain for the educational use of relevant software and generic IT tools.
Teacher in-service training has taken place across the entire country, in the Teacher
Training Support Centres.
However, in certain cases of distant and isolated islands or hard to reach mountainous
areas, as well as in Educational Departments where, for whatever reason the
implementation of in-service training programs is simply not possible (due to e.g. a small
number of interested teachers, lack of teacher trainers or teacher Training Support
Centres), The B level distance training course an alternative version has been provided
1
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Greece:Initial_Education_for_Teachers_Working_in_Early_Childh
ood_and_School_Education
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in 2013 for the first time. Blended learning methods have taken place, combining distance
learning and a limited number of face-to-face learning sessions.
b) The in-service training of 600 educators, who became the teacher trainers of the
specific educational Action. Teacher trainers provided the in-service training and
supported the in-class educational use and application of the skills and knowledge.
The implementation of this action presupposed the development of curricula, training
material and studies, as well as the design, organisation, implementation, monitoring and
evaluation for the above types of training. It also involved the application of know-how
and skills in the classroom, the support of teacher trainees, the certification of their
acquired knowledge and skills in ICTs, the development and operation of supporting
structures for the organisation, implementation, monitoring, evaluation and control of the
action.
The supporting infrastructures include the Further Training Committees, the Trainer
Registries, the University teacher training centres and the Teacher Training Support
Centres; the Certification Centres, the Management Information System for the Action.
Within this context, there was the greatest capitalization possible of the structures and
registries of the Action In-Service Teacher Training in the Use of ICT in the Educational
Process, of the OP for Education and Initial Vocational Training II, that had been
implemented by the MoE. The key objectives of the action were:
Preparing the educators for the challenges of the knowledge and information
societies, especially with respect to the utilization and application of ICTs in the
teaching practice.
The organisation of in-service training programs in all the prefectures of the

country, addressing educators, to use the network services, the digital
educational material, and software, to foster and apply new attitudes towards the
learning process.
B-Level in-service training is implemented throughout the country at the Teacher

Training Support Centres according to a scalable degree of difficulty and added value or
philologists, mathematicians, physical sciences, kindergarten and primary school
teachers, French, English and German language ICT teachers, which represent the
majority of teachers and teaching hours. During training courses all educators have been
motivated and supported to create their educational material and learning scenarios and
upload them on the repository of good practices (MIS Ifigeneia).
Since Research Projects have been integrated in the curriculum of Upper Secondary
Education, educators were trained to support the methodology and relevant tools by IEP.
A great variety of projects have been implemented and published on the official websites
of all schools using audiovisual media and Web 2.0 tools at a big scale, to present and
disseminate their educational material and work.
3.3.4.2.5 European projects framework

European or national projects as eTwinning, teachers4Europe, Medeanet, School-Lab
organize a series of workshops aiming to train participants from primary and secondary
level on specific web environments, software tools and methodology tools. eTwinning
project focuses on communication and collaboration tools.
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The MEDEAnet workshops put emphasis on best practices using media in the classroom
or at a distance. Educational Radiotelevision (EduTV) organised the MEDEAnet
workshops Developing documentaries in schools on 5-7 April 2013 in Athens, and on
22-24 October in Thessaloniki. The workshops were aimed at primary and secondary
level teachers who already have prior experience in video production, basic knowledge in
ICT, and Web 2.0 tools. The workshops focused on methodologies related to documentary,
exploring how various tools and resources can be used to enhance creativity in schools
and finally understanding how documentary can be a multimodal, effective, informative
and expressive medium. During the two 3-day workshops the participants learnt about
ways to refine their shooting and editing techniques, to enhance their creative techniques,
to focus on methodologies and educational content that could make teaching exciting and
attractive to young people,and how to publish and disseminate videos in social media and
embed them in learning environments.
In addition, three webinars were held during the workshop, exchanging experiences of
creating videos with other European teachers and presenting the history of MEDEA
Awards and the experience of teachers training in media and the challenges that are
emerged, the recordings of Science experiments in a classroom in Italy, the use of video in
a vocational school of Romania, and the production of video in a classroom in Greece and
how it is integrated in the curriculum. An active discussion was developed after their
presentations, providing a good opportunity for the participants to ask questions about
best practices of using the video in classroom settings.
The Teachers 4 Europe project is aimed at contributing to deeper information of the
participants in regard with European issues and at improving teachers skills by applying
innovative methods of teaching, using ICT. During the first pilot implementation in 2012,
100 teachers1 of primary education have been trained voluntarily and 2500 pupils
actively and experientially participated in their project activities from January to March
2012. The material which has been developed during the project is available to all
teachers on the website and regards environment, climate change, unity in diversity,
discrimination, cultural and music tradition.

The reform and modernisation of Europes HE depends on the competence and
motivation of the academic staff in HE. Yet teaching and research staffing has often not
kept pace with expanding student numbers which puts pressure on already strained
capacities. According EU strategy for modernising HE need better working conditions
including transparent and fair recruitment procedures, better initial and continuing
professional development, and better recognition and reward of their work. Teaching and
research excellence are essential to ensure that Europe produces, attracts and retains the
high quality academic staff it needs. Aiming to these objectives EU has developed
numerous programmes in the field of training the academic staff in HE. Greek academics
are involved widely in these programmes.
1 Teachers 4 Europe 2012 from http://www.teachers4europe.gr/newsite/index.php?option=com_content&view=article&id=22&Itemid=51
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3.3.4.3.1 Promoting mobility

The DG's education and training activities focus primarily on policy cooperation; helping
countries learn from one another and work together to improve education across Europe.
The DG also manages the Erasmus+ programme, which aims to improve education and
training in Europe, while providing people, at any stage of their life, with learning
opportunities. Launching the European HE Area, the Bologna Process reinforced
mobility and cooperation. However, some mobility flows could be a challenge for those
education systems which receive substantial inflows of students, or threaten 'brain drain'
in countries where many talented people choose to study and then remain abroad. At the
same time there are concerns about the quality of cross-border education.
EU mobility programmes such as Erasmus and Erasmus Mundus have achieved farreaching positive effects for individuals and institutions. Mobility opportunities for HE
teachers and staff are increasing and in parallel, the EC is developing a 'mobility
scoreboard' to assess progress in removing obstacles to learning mobility within the EU.
Mobility for researchers will be facilitated by the European Framework for Research
Careers, a new transparency tool to be applied in the EURAXESS Jobs Portal. Academic
staff from all Greek Universities participate in Erasmus and Erasmus Mundus mobility
programs at a large extend, exchanging learning and researching methodologies and best
practices, towards the improvement of education across Europe.
3.3.4.3.2 Erasmus Multilateral Networks1

Erasmus academic networks are designed to promote European co-operation and
innovation in specific subject areas. They contribute to enhancing quality of teaching in
HE, defining and developing a European dimension within a given academic discipline,
furthering innovation and exchanging methodologies and good practices. This is achieved
by means of cooperation within the network between HE institutions, university faculties
and departments and may also involve professional associations and enterprises as well
as other associations.
3.3.4.3.3 Tutor-counsellors training in the Hellenic Open University

Courses and programs being delivered at a distance require a unique set of professional
competences. Tutors in distance learning have a complicated and different role than them
in a conventional educational system. Many tutors in HOU are coming from the traditional
Universities, teaching there too and so they have already different perceptions and
attitudes for their role.
The HOU has recently designed and developed a series of training courses for its novice
tutor-counsellors after figuring out their different role, and also their educational needs
and expectations. Tutor-counsellors training include the implementation and diffusion of
the best practices on activating students in face-to-face live sessions, on interacting
/communicating and evaluating students assignments effectively. Furthermore the
training process aims to gain a starting point for a common culture among 1800 tutors
coming from different Universities.
1 http://eacea.ec.europa.eu/llp/erasmus/erasmus_networks_en.php
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3.3.4.3.4 Development and sharing of Digital educational resources

In 2012 the National and Kapodistrian University of Athens launched "Open Courses at the
University of Athens" within the action "Development and sharing of Digital educational
resources from Universities and Technological Institutes/ Hellenic Academic Open
Courses" supported by the OP "Education and LLL " of the NSRF. Through this scheme
teaching staff of the University will benefit from a technical team that will support them
in the digitization of educational content and in its upgrading to the available learning
environment. The digital content will be built on a pedagogically sound e-learning
approach that takes copyright issues into account. The University of Pireus follows the
same framework providing the program Hellenic Academic Open Courses. The Open
eClass platform provided by Greek Universities network (GUnet) will be used aiming to
develop and offer the Academic Open Courses for each of the nine faculties of the
University.
3.3.4.3.5 Participating in the 'Marie Curie Actions'

The Marie Curie Actions are also an effective tool for stimulating knowledge transfer,
while the new European Research Area framework presented in 2012, supports measures
to remove obstacles to researcher mobility and cross-border cooperation1. The EC is also
developing European Industrial Doctorates and Doctoral Schools to foster innovation
in training for the researchers of tomorrow. The 'Marie Curie Actions' have long been one
of the most popular and appreciated features of the Community Framework
Programmes for Research and Technological Development. They have been
particularly successful in responding to the needs of Europe's scientific community in
terms of training, mobility and career development. The University of Crete participated at
the 'Marie Curie Actions' and the International Relations Office manages the exchange and
mobility programs and act as a contact point for Erasmus & other international students,
researchers, visiting academics and other staff.
3.3.4.3.6 The 'People' Programme

In the FP7 Programme, the 'Marie Curie Actions' have been regrouped and reinforced in
the 'People' Specific Programme. Entirely dedicated to human resources in research, this
Specific Programme has a significant overall budget over a seven year period until 2013.
The 'People' acknowledges that one of the main competitive edges in science and
technology is the quantity and quality of its human resources. Universities of Athens,
Patras, Thessalia, Crete etc participate in the 'People' Specific Programme supporting
further development and consolidation of the European Research Area, this making
Europe more attractive for the best researchers.
Against the background of growing competition at world level, the development of an
open European labour market for researchers free from all forms of discrimination and
the diversification of skills and career paths of researchers are crucial to support a
beneficial circulation of researchers and their knowledge, both within Europe and in a
global setting. Special measures to encourage young researchers and support early stages
of scientific career, as well as measures to reduce the 'brain drain', such as reintegration
1 In line with the Code of Conduct for the Recruitment of Researchers and European Charter for Researchers
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grants, will be introduced. The 'People' Specific Programme includes actions under five
headings:
'Initial training of researchers to improve mostly young researchers' career

perspectives in both public and private sectors, by broadening their scientific and
generic skills, including those related to technology transfer and
entrepreneurship.
'Life-long training' to support experienced researchers in complementing or

acquiring new skills and competencies or in enhancing inter/multidisciplinarity
and/or intersectoral mobility, in resuming a research career after a break and in
(re)integrating into a longer term research position in Europe after a transnational mobility experience.
'Industry-academia pathways and partnerships' to stimulate intersectoral mobility

and increase knowledge sharing through joint research partnerships in longer
term co-operation programmes between organisations from academia and
industry, in particular SMEs and including traditional manufacturing industries.
'International dimension', to contribute to the life-long training and career

development of EU-researchers, to attract research talent from outside Europe
and to foster mutually beneficial research collaboration with research actors
from outside Europe.
'Researchers' Night' is an event bringing together the public at large and

researchers. It occurs annually on the fourth Friday of September all over Europe.
Its main objective is to reveal scientists and science in a relaxed and friendly
atmosphere.

3.3.4.4.1 MIS Ifigeneia
During the implementation of ICT in education B level training, the MIS Ifigeneia was
developed included the repository of good practices. Educators uploaded their own
practices of educational activities and material accompanied with appropriate metadata.
They can also search for good practices using complex criteria. So, this repository consists
a library of educational material for using ICTs in teaching and learning processes and it
could be a useful tool for trainers and trainees for in classroom use.
3.3.4.4.2 The 'Researchers' Night' within the 'People' Specific Programme

The 'Researchers' Night' is a mega event taking place every year on a single September
night in about 300 cities all over Europe. Every citizen is invited to explore science in
engaging ways with his family, school, friends or peers. The event in Greece was
coordinated by The Centre for Research and Technology-Hellas (CERTH) and many
Universities, Research Institutes and Centers of Science were participated as the National
Center for Scientific Research, University of Athens, University of Patras, University of
Thessalia etc. The Researchers Night 2013 aimed to bring researchers into closer contact
with society, highlight scientists as role models and emphasize that science can be an
exciting means of social intervention.
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Within the Researchers Night 2013, five events were held in major cities of Greece:
Athens, Thessaloniki, Patras, Heraklion and Volos. The events are designed focusing on
the active participation of researchers throughout the course of events and the strong
interaction with public. Many researchers were involved in all the events discussing with
the public, not only for their profession but also for the results of their research. Moreover,
these events provide an excellent opportunity to promote the importance of the research
profession, and also the research in Greek and European society. Participants have been
guided to behind-the-scenes research labs that are normally closed to the public, and also
have been activated to interactive science shows, hands-on experiments or workshops.
The UoA participated in the Researchers Night 2013 Athens and the 2013s event was
called MAREXPRES (MARine EXPloring RESearchers) centered on marine sciences,
organized by the Department of Physical Geography, Department of Geology and
Paleontology, of the University of Athens and the Hellenic Institute of Oceanography, in
collaboration with the Departments of Environmental Education for primary and
secondary level. Environmental education workshops in primary and secondary schools
took place under MAREXPRES aiming to a holistic approach to maritime sciences and to
raise awareness of the participants in environmental issues and problems in their
everyday environment.

Following the policy of EC Rethinking Education strategy1, attention should be given to
the OER development. OER activities in Greece are spread throughout all educational
levels, according to the 2012 OECD study with the exception of the post-secondary/non
tertiary education, where the activities are low. The national aggregator Photodentro is a
fundamental repository of OER including media resources as well for Primary and
Secondary education, and is going to aggregate and curate best practices in teaching and
learning methodologies using OER. The Greek National Policy for digital educational
content promotes the active role of teachers in the creation, documentation and
evaluation of digital learning resources and the ways to use them purposefully.
The Digital School plans to upgrade the existing learning processes in and out the
classroom, developing the e-me platform. E-me will be a digital educational
environment for students and educators, aiming to safe communication, collaboration,
networking and open learning within members of the school community. It plans to
provide a personal space, which will consist a digital repository of content and
applications and also a place to promote students and educators projects. By that, the
Digital School plans to be extended as an Open Educational Practices (OEP) repository.
Regarding LLL in HE, the development of Distance education and Centers of Excellence
programs is a part of the new expanded mission of educational institutions. These
programs show the outward-looking identity of HE and they could be considered as
means of connecting with the local communities and addressing their needs for
knowledge. MoE envisages the new University or technological institution organized
effectively, in order to meet the demand for the renewal of knowledge and skills, and to
1 Communication from the Commission Rethinking Education: Investing in skills for better socioeconomic outcomes from
http://ec.europa.eu/education/news/rethinking_en.htm
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provide specialized and flexible training programs for specific categories of citizens and
workers according to their educational needs and professional aspirations.
Next steps towards smart, sustainable and inclusive European HE according EC is draw
upon external expertise to develop progressive policies and identify innovative practices.
As a first step in 2012, it was established a high-level group with a rolling mandate to
analyse key topics for the modernisation of HE, starting with the promotion of
excellence in teaching and reporting in 2013.
Methodological promoting media in learning could be implemented by fighting the
difficulties and problems, correcting existing pathogens shortcomings and bureaucratic
delays that meet the educational use of technology, and embracing in parallel innovative
educational actions and initiatives. Implementing all above visions requires teachers and
academic staff training constantly, in all changing directions in 21st century.

The Greek education and training system faces serious challenges in terms of its quality,
effectiveness and capacity to ensure a successful transition of young people to
employment. The use of media-based learning provides a fundamental element in
education, helping young people prepare to live and work in a world full of media.
Up to now in compulsory and higher education, the MoE has been actively coordinating
actions and creating synergies among its organisations, universities and stakeholders in
order to achieve a greater impact for learners. In particular it has already developed a
number of previously described projects enhancing the participation of its component
parts in relevant European and national projects. The Digital School reform represents a
top priority so that Greek schools can become competitive within Europe. The use of
media based learning in this context has become a catalyst for changing the delivery of
curriculum content, teaching and learning practices and therefore the role of teachers. At
the policy level, the training courses developed and implemented for compulsory
education teachers, have brought innovation to Greek education using modern
educational methodologies for adult learners such as group working, case studies,
research projects, simulations, role playing, using art and focusing on the cultivation of
horizontal skills in students such as creativity, co-operativity, critical thinking, the ability
to take initiatives, and learning to learn.
As a remark in conclusion to this overview of using media education in Greece, it can be
observed that the majority of initiatives identified in this study are located both as: a top
down approach representing what the state requires and a bottom up approach based on
the teachers participation.
Modern and effective HE systems are the foundation of an open, confident and sustainable
society; of a creative, innovative and entrepreneurial knowledge-based economy. The
shared efforts of Member State authorities, HE institutions, stakeholders and the
European Union will be crucial for achieving the goals identified by the Ministry in Greece
and underpinning Europes wider success.
Furthermore, more and more adults need a second chance in education by attending
distance courses alongside working full time. A greater flexibility is needed which leads
to the increasing importance of e-learning and blended learning environments in order to
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improve access for adults and non-traditional learners to diverse and flexible learning
opportunities. Media literacy is crucial in order to accomplish goals of participation,
communication and collaboration, in all educational levels.
Integrating media education as a part of the compulsory education curriculum and in
teacher training is a strategic goal in education policies in the context of a complex,
changing and mediatised world. New educational needs and challenges have emerged in
the 21st century, which requires there to be a continuous flow of training to help educators
use educational technology and participate actively, Such a flow is crucial for the
upgrading and opening up of education.
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Estonia HITSA
3.4.1 Introduction
The current part of the report will concentrate on media literacy in Estonia, a small
country with a population of 1.3 million people. The focus of the following chapters is
placed mainly on policy issues at all levels of education, their implementation across the
sectors as well as the extent to which media literacy is integrated in the existing national
curriculum for general education. The latter part will also feature examples of best
practices of media-based learning and describe ways media education is implemented as
a cross-curricular theme. The fourth chapter concentrates on both initial and in-service
teacher training focussing specifically on production and use of educational media. In
addition, emerging trends and future developments are highlighted in the latter sections
of the document.
The data is collected and the report compiled by the Information Technology Foundation
for Education (HITSA), a non-profit organisation which aims to assist in preparation of
highly qualified IT specialists and to support ICT-related developments in Estonian
education. For these purposes HITSA has established and manages several national
initiatives and programmes which among other aspects contribute to the increase of the
quality and efficiency of learning in Estonian institutions of higher education and
vocational schools through a wider application of e-learning methods and ICT in the
learning process.

The data is collected primarily through desk research including available government
policy documents as well as relevant papers from various public authorities and
stakeholders contributing to education and media literacy. Additional data was
accumulated through interviews with a number of people active in media education.
Finally, the author wishes to give special acknowledgment to the work done by Kadri
Ugur123 and Halliki Harro-Loit3 from the University of Tartu.

In order to set the context of media literacy within the national setting of Estonia, a few
nuances in terminology need to be explained. The English-language term media education
includes two concepts that are expressed separately in the Estonian language:
meediakasvatus and meediapetus. The first, meediakasvatus (media-upbringing), stands
for the part of education that takes place mostly (but not only) in family settings and is
oriented on values, individual choices in the media market, reflecting ones media usage
1 Ugur, Kadri. (2010). Implementation of the concept of media education in the Estonian formal education system.
From http://dspace.utlib.ee/dspace/handle/10062/15899
2
Ugur, Kadri. (2011). Media education as cross-curricular theme in Estonian schools: reasons of a failure. From
http://bit.ly/RNA5Io
Ugur, Kadri & Harro-Loit, Halliki. (2008). Media education as a part of higher education curriculum. From
http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf
Page
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etc. This form of media education may start as early as a childs first contact with any kind
of media and should be designed for the specific needs of each child and be an important
part of primary education. The term meediapetus (media education) is the more
normative, systematically designed part of formal education aimed towards developing
media literacy in combination with other cognitive and social competences. Although the
line between these two terms is not always clear, the same kind of separation is made in
Finnish and Swedish languages and pedagogical practices. In Estonian the word
meediaharidus that could also be translated as media education, is sometimes used for
professional training of journalists but this variation is not relevant for the current
document.
In the context of Estonian formal education, the definition of media literacy is outlined in
the term meediapdevus (media competency) as the individual ability that combines
knowledge, skills and attitudes related to media. This can be defined as an ability of a
concrete person in their actual media environment. Media education in formal education
can follow the developmental stages of pupils and, with some delay, react to the changes
in media content and technology. According to the current formulation anindividual can
be considered media literate if they are able (to their own satisfaction in their current
situation):
to find and analytically use information;

to express themselves and distribute the message to the desired audience;
to understand their role in the media market;
to understand their responsibility as media consumer and content provider.

Estonia is a republic with approximately 1.3 million of inhabitants. About 900 000 of them
speak Estonian as the first language, 400 000 belong to several nationalities but use
mostly Russian as their primary language. Estonian children start mandatory education
at the age of 7, and stay in school for at least 9 years or until they are 17. In reality, most
of the pupils graduate after 12 years in school. The reputation of vocational schools is low
but growing; most graduates try to continue their education in universities. Primary and
secondary education is free, for higher education half of the students need to finance their
studies themselves. Estonia is a high-performing country in terms of the quality of its
educational system. 88% of adults aged 25 to 64 have earned the equivalent of a highschool diploma, much higher than the OECD average. An average student scored 501 out
of 600 in the reading ability test according to the latest PISA student assessment
programme which is higher than the OECD average1. However, Estonian schools have
problems with pupils self-esteem, early leavers, with secondary education in Russian,
and with curriculum development. However, the underlying problems facing Estonian
compulsory education is that children find school uninteresting, stressful and/or boring2.
OECD 2011. OECD Better Life Initiative. Retrieved May 13, 2012, from http://www.oecdbetterlifeindex.org
Rebane, K. (2010). Information Society Yearbook 2009. Tallinn: Ministry of Economic Affairs and
Communications of Estonia
Page
| 75

Estonian schools have some experiences with teaching production of written media
genres but very limited understanding of what media literacy actually is. Although since
2002 media education has been a cross-curricular theme in the Estonian national
curriculum, there has been no constructive development towards understanding media
literacy. It is suggested that the reasons of current situation are the following1:
Teachers have no cognitive understanding of media literacy and therefore they

tend to see media education as an extra load;
Curricula are overloaded and assessment is oriented towards factual knowledge
and not on critical reading skills;
Teachers do not have skills of critical reading, nor the methodology to teach critical
reading;
Media literacy is narrowly understood as producing news stories or as an ability
to use internet;
School culture does not support cooperation of teachers
Generation gaps (teachers of different age, teachers and pupils) in the field of
media usage is huge - different generations live in different media environments
Although media usage of Estonian children is well studied, there is only little reliable data
about media education in schools. Curriculum analysis does not depict a complete picture
since this does not indicate what is actually happening in the classrooms. Even the
analysis of teaching materials is not sufficient due to the fact that teachers are free to
choose what parts of materials to use. Since children come to school with different media
skills, media habits and attitudes, it is hard to determine what the influence of schools or
teachers is as mediators of media literacy.

The emphasis at this level is based on two specific areas: communicative skills and
behaviour in the information environment.2 The aforementioned is placed under social
skills and the latter is one of the cross-curricular themes in the new national curriculum.
The main objective of these is to dissert various aspects of individual communication.
Currently, the focus is on acquiring skills related to searching, managing and forwarding
information rather than introducing and explaining the specifics of the channels and
formats distributing that information. In other words, the shift from direct
communication to mediated communication is clearly evident taking into account also the
data available publicly in various databases and portals. Developing the skills needed to
get and disseminate relevant information through appropriate channels is in the
forefront.
Ugur, Kadri. (2011). Media education as cross-curricular theme in Estonian schools: reasons of a failure.
Retrieved April 22, 2012, from http://bit.ly/RNA5Io
Harro-Loit, H; Ugur, K. (2005). Kommunikatsiooni- ja meediapetus phikoolis. Selgitus riikliku ppekava

eesmrkide
ja
pitulemuste
juurde.
Retrieved
May
3,
2012,
from
http://www.ut.ee/curriculum/orb.aw/class=file/action=preview/id=126690/meediaselgitus_20%5B1%5D.10.05
.pdf
Page
| 76
3.4.2.2.2 Secondary education

In regard to current praxis, media literacy is narrowly understood as producing news
stories or as ability to use internet. In the Estonian context, the term literacy is mainly
understood as the ability to read and write. During twelve school years, pupils come
several times across with the task of writing a news story, and for many teachers, this
seems to be sufficient. Another misunderstanding is caused by the rapid development of
new media. In 1990s, the Tiger Leap Foundation equipped all Estonian schools with
computers and internet connection, and organized many teaching programs for pupils.
This created a myth that Estonian children know everything about internet, at least they
do know more than adults. As a result of adults insecurity, Estonian children are left on
their own: Estonian parents and teachers react on childrens unpleasant experiences
online but tend not to take proactive actions (e.g. explain the risks of the internet)1.
Furthermore, the school culture does not support teachers cooperation. Concept of crosscurricular themes, e.g. media literacy demands creative cooperation between educators.
Estonian schools are used to the system where teachers are obligated to fulfil the
demands of curricula, and pupils are the ones who have to deliver desired learning
outcomes. In fact, under the pressure of competition and overloaded curricula one may
forget childrens best interests. Learning child should be in the centre of every school
system, and teachers must be able to combine their competences and cooperate in order
to create best possible learning environment. This is a problem that touches deeply the
ideology of education, and needs attention of every school and every teacher. Since media
combines so many aspects of life education, entertainment, relations, hobbies,
involvement in political processes etc it makes media literacy a common value that
should be developed in vivid cooperation.

Although media literacy is the outcome of the learning and teaching process within any
given context: in formal, informal, social, family and media settings 2, the task to provide
systematic media education lies with the formal school-based education system.
Therefore on a national level it is important to determine what competences teachers
should acquire at university level or from further training courses. In order to fulfil the
Bologna process, higher education institutions in Estonia had to rewrite the curricula but
the need for media literate teachers raises the question whether the journalism, media
and communication institutes and schools should provide media education programs,
modules or courses for trained teachers and for teacher education programs.
The current proposed content of the media education modules is depicted in the following
table by using the matrix of knowledge structures3:
1 Livingstone, S., Haddon, L., Grzig, A., & lafsson, K.
(2010). Risks and safety on the internet: The perspective

of European children. Initial Findings. London: London School of Economics and Political Science.
Tornero, J. M. P. (2008). Empowerment Through Media Education. An Intercultural Dialogue. Gteborg: The
International Clearinghouse on Children, Youth and Media
Ugur, Kadri & Halliki Harro-Loit. (2008). Media education as a part of higher education curriculum. Retrieved
April 26, 2012, from http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf
Page
Key competences
for different
phases of
information
processing
Access
Understanding
and analysis
| 77
Knowledge structures
Image + audiovisual education
Communication
education
(listening,
reading, writing,
functional
reading
Different methods of text analysis in

order to be able to decode information
that is configured in different discursive
(and generic) arrangements; Ability to
handle modalities
Evaluating
Creating
Ability to decode
and create texts
according to the
requested
function, e.g.
understanding of
news value; mixed
time structure in
news story
Methods of improving listening

abilities, questioning, self-reflection
etc.
Distributing
Practical delivery
of audiovisual
projects
Practical training
of writing news
text, essay, speech
Civic education
Technological
education
Public
communication
law and ethics,
basic
understanding of
media economy
Basic skills of
using ICT;
Knowledge on
methods of
analysis of
communication
environment in
organisation,
community
Safe use of the

Internet and new
media
School
newspaper,
homepage, radio
etc.
Creating multimedia projects;

programming, etc.
Use of various
channels and
programs in
creating different
communication
formats
Practice in the classroom and school environment
The current teacher training (pre-service and in-service) in Estonia does not support
media literacy of teachers and consequently, the media education in Estonian schools.
Teachers pre-service training is too isolated in the framework of particular faculties and
does not use the competency that exists in the other parts of universities1. Secondly, since
media, media literacy and consequently media education are constantly developing, preservice teacher trainees will not benefit as much from additional courses of media
education in their already overloaded curricula as they would benefit from the learning
process that integrates several different competences. There is a need for inclusive
Retrieved May 13, 2012, from http://dspace.utlib.ee/dspace/handle/10062/15899

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| 78
methods in both teacher training process and in the process of implementing media
literacy in schools1. Real integration, co-operation with the experts of different disciplines
must become a natural part of teacher education before it can be expected to be on the
level that is required in the national curriculum.

In Estonia, the development of media education programs in the curricula of a higher
education system depends on four components2: i) how media literacy is defined at the
national level: i.e. how the EU media and education policy documents are interpreted in
the national media policy and education policy documents and teacher education
programs; ii) the existing programs, modules and subjects on media and communication
education in either or both higher education curricula and further education projects; iii)
the concept of media education and communication competences in the national curricula
of formal education, which could be a cross-curricular theme, a special subject (optional
or compulsory), an element in a language course, social sciences or art subject or mixture
of different approaches and iv) local media context (number of active Internet users,
national journalistic culture, level of e-society etc.).
Journalism, media and communication studies are usually established in universities as a
major program or a minor subject. In the Estonian landscape, the discipline represents
both faculties of humanities and social sciences, but also art, design and technology
oriented programs3. With the development of new media, convergence and globalization,
the field has rapidly expanded and diversified. Therefore departments of media and
communication studies usually may have the skills, experience and resources to deliver
key competences for different phases of information processing in different media
environment, but lack pedagogic methods, understanding of the specific classroom
requirements, knowledge about child development. Hence, the know-how on media
performance should be translated into classroom didactics4.
Some higher education systems with better resources (e.g. the Finnish) develop specific
programs on media education where media studies and pedagogy is combined and the
whole program is an embedded discourse of media and pedagogy. In situations of limited
human and financial resources (e.g. Estonia) students could specialize by combining
different BA and MA studies. It is claimed that the media and communication schools,
departments and institutes of today provide challenging prospects by interdisciplinary
programs which seem to become popular at the MA level opening up the possibilities to
combine different BA backgrounds5. Combining different BA programmes might be one
solution for teacher training programs in media education.

2
Ugur, Kadri & Halliki Harro-Loit. (2008). Media education as a part of higher education curriculum. Retrieved
April 26, 2012, from http://www.balticmedia.eu/sites/default/files/Harro-Loit_Ugur_4_IM_47.pdf
Nordenstreng, K. (2007). Discipline or Field? Soul-searching in Communication Research. Retrieved May 5,

2012, from http://www.nordicom.gu.se/common/publ_pdf/248_248_nordenstreng1.pdf


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As media education is not recognized as a subject on its own in the national curriculum
(except as an optional course carried out by enthusiastic teachers), the most efficient
solution that has been implemented is to provide it as a minor subject or as part of a minor
subject. One module usually consists of 26 subjects and is combined to any other minor
subject the student would like to choose. A good example is provided by the largest
university in Estonia, University of Tartu. As the university does not have a separate
media education program, people with different BA backgrounds can take an MA in
journalism. The journalism program has two options for specialization: practical
journalism and media education. In addition, the institute provides single subjects on
media education at BA level and a special module at MA level.
A national e-learning programme with the main objective to improve the quality of higher
and continuing education by supporting the implementation of e-learning tools and
delivery methods resulting in the growth of mobility of students and better accessibility
to higher education in various regions of Estonia is currently being implemented1. This
programme also focuses on the development of interactive and innovative learning
materials including examples of media-based education.

Vocational education may be acquired either after graduation from basic school or after
graduation from upper secondary school. Since 2006 it can also be acquired by people
who have not obtained their basic education. Studies in the vocational secondary
education curricula on the basis of basic education last at least 3 years. The duration of
studies in the post-secondary vocational education curricula on the basis of secondary
education is from 0.5 to 2.5 years. Vocational education institutions in Estonia are
primarily funded by the state.
The network of vocational education institutions has been reorganized over the last 10
years. Several small vocational education schools have been merged to become regional
vocational education centres who serve as a bridge between VET education and labour
market. Students can acquire either vocational secondary or vocational post-secondary
non-tertiary educations in vocational education institutions.
Education in media literacy is not part of the current national curricula in vocational
education. Media-based learning initiatives remain scarce and of uneven quality2 and
depend largely on the enthusiasm of individual institutions and/or teachers. At national
level there is a programme promoting the uptake and development of ICT-based teaching
and learning in vocational education3. An aspect of the programme focuses on the creation
of interactive e-learning materials promoting the use of new technologies and methods.
These cover a wide spectrum of national curricula and may include certain aspects of
media education.
National e-learning progamme for higher education. Retrieved May 12, 2012, from http://portaal.e-uni.ee/best.
Repository of the Estonian e-Learning Development Centre. Retrieved May 12, 2012, from http://eope.ee/en/repository/.
National e-learning programme for vocational education. Retrieved May 6, 2012, from http://portaal.euni.ee/vanker.
Page
| 80

In Estonia the concept of adult learner is in general not related to the age of the learner.
According to the legislation1, adult learner is a learner whose premier or main activity is
other than studying, i.e. he/she is working or taking care of children and studying at the
same time. Since November 1993, adult education is governed by the Adult Education Act2
which provides for adults lifelong individual development, i.e. settles the obligations of
the government and local authorities as well as employers in coordination and
implementation of adult education and also the funding of adult education from the state
budget. However, adult education in Estonia is in general not financed through the state
budget.
According to the Adult Education Act, adult education is one of the following:
formal education in adult comprehensive schools (Gmnaasium), vocational

education institutions or higher education institutions,
professional education and training,
non-formal education (popular adult education).
The current main policy document for adult education is the "Development Plan for
Estonian Adult Education 2009-2013"3. The development plan has three main goals. The
first of them is the same as that of the previous lifelong learning strategy for the years
2005-2008 the implementation of the development plan enables adults better access
both to formal education and non-formal education in order to improve the knowledge of
people and the level of education of the population and to increase the percentage of
people aged 25-64 participating in lifelong learning to 13.5% by 2013.
The other two goals of the development plan add more qualitative indicators in addition
to the measurement of participation rate to decrease the proportion of people aged 2564 with general education (general secondary education, basic education or a lower level
of education) and those without professional or vocational education to 32% in the
population and to create the preconditions for obtaining a one level higher level of
education or qualification through high-quality education for as many people as possible.
Unfortunately the document makes no references to media literacy or media education.

The Adult Education Act is the central act of the adult education system covering also nonformal and informal education. It stipulates the right of every person to constantly
develop their knowledge and skills, the obligations of the state and local governments in
the coordination of adult training, and the obligation of employers to grant study leave to
learners engaged in distance learning, evening courses, external study or part-time study.
According to the Act, adult education institutions can be led by state and municipal
authorities, private schools which hold an education licence, or individuals, provided that
they follow the statues and law stipulated about adult education provision.
Tiskasvanute koolituse seadus. (Adult

https://www.riigiteataja.ee/akt/118032011008
2Tiskasvanute
koolituse seadus. (Adult

https://www.riigiteataja.ee/akt/118032011008
3Development
Education
Education
Act).
Act).
Retrieved
Retrieved
May
May
12,
2012,
from
12,
2012,
from
plan for Estonian adult education 2009-2013. Retrieved May 5, 2012, from http://bit.ly/O2u1YJ.
Page
| 81
The main actor in the field in Estonia is the Estonian Non-Formal Adult Education
Association1 which is a non-governmental, national umbrella organisation in the nonformal adult education field associating education-orientated NGOs. The mission of the
association as a civic association and nation-wide organisation is to connect educationally
oriented non-governmental associations and adult training institutions. It supports and
recognises the educational goals of members at state government and parliamentary level
and aims to create an environment of accessible information, to contribute to civil society
more generally. The association outlines 5 specific objectives with multiple sub-goals,
none of which bear any reference to media literacy or media education in this particular
sector.

Development of critical media literacy skills at the pre-school level are unfortunately not
supported by the National Curriculum for Pre-school Child Care Institutions2. While
information society, technology and innovation are both included in national curricula for
primary and secondary schools as a cross-curricular theme, terms such as media, media
literacy, information society or digital environment are absent for pre-school
establishments. The importance and relevance of the topic stems from the necessity to
take into account acutely altered environment where children learn and grow which is
strongly influenced by fast development of digital technology and childrens access to it.

3.4.3.2.1 Aims and objectives of the attention given to media literacy
As the dual-career family with both parents working full-time is rather typical in Estonia,
with 91% of all three- to six-year-olds attending pre-school daily, the role and
responsibility of teachers in shaping childrens media literacy has become essential3.
However, as the National Curriculum for Pre-school Child Care Institutions does not
contain media education as a subject field and, as a result, teachers do not have any
training in the area4, the question of suitable monitoring strategies and teaching methods
is of vital importance. For instance, according to the evaluations of Estonian parents, the
majority of 5-7 year olds in Estonia (81%) are, on a weekly basis, engaged in playing
online computer games, with 23% of them estimated to engage in playing computer
games for more than 10 hours per week5. Extensive and still growing access to online
media coupled with the lack of support in the curriculum and insufficient training of
teachers has lead to a situtation described below.
1Estonian
Non-Formal Adult Education Association. Retrieved April 26, 2012, from, http://www.vabaharidus.ee/
National
Curriculum
for
Pre-School
Child
https://www.riigiteataja.ee/akt/114032011006?leiaKehtiv
Ministry of Education and Research. Retrieved from http://www.hm.ee/index.php?048055
Vinter, Kristi. (2013). Digitaalse ekraanimeedia tarbimine 5-7 aastaste laste seas ja selle vahendamine Eestis.
Pedagoogiline vaatekoht. Retrieved from http://e-ait.tlulib.ee/318/
Finantsteadlikkus ja rahaline kirjaoskus 5-7 aastaste ja 8-9 aastaste Eesti laste seas (2010). Retrieved from
http://www.sampopank.ee/public/Laste_finantsteadlikkuse_uuring_Sampo_Pank_YouGov_Zapera.pdf
Care
Instiutions.
Retrieved
from
Page
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3.4.3.2.2 Organisation of media literacy

While the national curriculum for this particular level of education provides almost no
insight and guidance as to media literacy, there are, however, recent studies that have
explored how pre-school teachers perceived factors that influence pre-school childrens
use of the computer and the Internet, as well as their own role in shaping childrens media
literacy1. Currently, pupils should by the end of primary education be able to
independently find a way in the ever-changing information society, evaluate adequately
the boundaries of their competencies and seek help if necessary2. There is no separate
media education subject at this particular level as the emphasis is on reiterating strong
connections between media education and communication and on acquiring of other
similar social skills.
The following paragraphs give an overview of the current situation in Estonia and are
based on two focus-group interviews with 24 Estonian pre-school teachers that were
carried out in order to analyze their perceptions and experiences regarding the role of
parents and the school environment in shaping the perception and the use of media of the
students. Thus, the focus will not be on the organisation of the curriculum based on the
reasons described above but rather on the status quo within the classroom.
First and foremost, the teachers claimed that parents should take the role of balancer by
regulating time on the computer and suitable media content, as well as taking time to
explain the media messages to their children. These aspects were considered the most
important, as the teachers in the sample felt that family members had a greater
mediational role in comparison with the role of pre-school teachers. Furthermore,
Estonian children do not have that much contact with the new media in pre-schools, and
it is important to note that the teachers did not consider themselves to be role models in
childrens computer and Internet use.
The teachers regarded parents as the childs only supervisors and educators regarding
media content, and fully withdrew from their own role as supervisors. They supported
their argument by claiming that, compared to the variety of media accessible to a child in
the home environment; the usage of media in the pre-school was rather limited. Although
some of the teachers in the sample noted that maintaining pre-schools as computer-free
`oases` would not improve the media competence of children, others stated that
computers are not suitable as a part of the daily life of young children. Only later, after
increasing their knowledge of the issue, did teachers realize the importance of their own
role as supervisors and start to acknowledge their significance in shaping childrens
media literacy.
The opinions expressed during the focus group interviews suggest that pre-school
teachers in Estonia see technical resources and the content of media as enrichment,
supporting and illustrating other subjects, such as language and speech or natural science,
none of which, however, shape childrens awareness of media.
Vinter, Kristi. (2013). Digitaalse ekraanimeedia tarbimine 5-7 aastaste laste seas ja selle vahendamine Eestis.
Pedagoogiline vaatekoht. Retrieved from http://e-ait.tlulib.ee/318/
Phikooli ja gmnaasiumi riiklik ppekava (National Curriculum for Primary and Secondary Schools). (2002).
Retrieved May 3, 2012, from https://www.riigiteataja.ee/akt/174787
Page
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Several important aspects which should be considered in improving pre-school teacher

training curricula were suggested. For instance, the teachers emphasized the need for
courses on media education, as well as expressing the need to enhance their media
competence and improve their technical skills in order to be able to make use of various
technologies. The latter suggestion is closely connected to the biggest concerns that older
teachers in particular have about teaching media.

In the current Estonian national curriculum media education is introduced
unsystematically: some occasional media-related themes, mostly combined to the writing
traditional media texts, are listed in the subjects of mother language and social studies,
and simultaneously media education is a cross-curricular theme. Teachers that work in
Estonians schools today, have little or no experience of media education from their own
time at school, when media education was mainly understood as basic skills of journalism
or movie making and provides little support for media competency in contemporary
society. For example, the Estonian national curriculum expects that pupils create their
first newspaper in form II or III (at the ages of 810). Media genres like news, editorials,
interviews and features are represented in the curricula of mother language throughout
all school levels. The cross-curricular theme Media education and curricula of mother
language also encourage media production with an emphasis on written texts. Also, until
to-day, the Estonian curricula for pre-service training of teachers did not contain media
literacy or media education. At the same time, teachers and parents are intimidated by
the rapid changes in the media, ICT and the communication habits of younger generation.

Media literacy occurred explicitly into Estonian national curriculum in 2002. This
curriculum includes skills and knowledge related to media literacy in the curricula of
mother tongue, social sciences, foreign languages and occasionally in the curricula of
other subjects, and as a cross-curricular subject1. Mostly the emphasis is on creating
media texts according to unidentified genre conventions and on using media as a source
of information. As many teachers have experienced, learning outcomes described in the
national curriculum are unrealistic due to a tight timeframe and the lack of teachers
competencies which would guarantee these outcomes. In the national curriculum, the
cross-curricular theme Media education is oriented for school levels III and IV (grades
VII XII, involving the age group between 13 and 15). As the concept of cross-curricular
themes was introduced to Estonian schools only in 2002, the schools still struggle to
implement all these themes.
In September 2011 the new national curriculum was implemented. There were a few
developments concerning media literacy: the cross-curricular theme Media literacy was
replaced with the theme called Information environment. This change should diminish
the current misunderstanding that media literacy equals the ability to write news stories
and draw more attention to the communication processes we participate in on a daily
Phikooli ja gmnaasiumi riiklik ppekava (National Curriculum for Primary and Secondary Schools). (2002).
Retrieved May 3, 2012, from https://www.riigiteataja.ee/akt/174787
Page
| 84
basis. However, the first reliable research project of the implementation strategies of
cross-curricular themes in Estonian schools was conducted in 2009 2010 and the results
regarding media education showed the following: teachers claim that they do not have
enough knowledge to implement these themes in the classrooms. Today it must be
admitted that when it comes to media literacy, Estonian teachers are not ready to act as
educators, although they may be there for pupils as trusted conversation partners1.
Many secondary schools take advantage of a possibility to allocate a few hours to teach
subjects of their choice. In many cases this includes media education. However, currently
there is no overview of what exactly is taught in those classes. Mostly it depends on
teachers views, perceptions and preparation, and usually there is no or very little control
over the content or quality of teaching. Usually, the emphasis is on teaching journalistic
genres - news, feature stories, interviews, etc. especially for written press. In many
cases, school boards expect the existence of a school newspaper or a school radio, but
rarely there is a discussion, whether production-oriented media education actually
supports pupils media literacy in the surrounding media environment.
3.4.3.4 Organisations active in incorporating media literacy in the curriculum and

examples of good practice
In addition to media literacy in relation to curriculum design, there is one national largescale noteworthy initiative which, although focussing on a relatively narrow aspect of the
matter, is nevertheless high on the national agenda. Namely, Smartly on the Web
(www.targaltinternetis.ee) project lead by Tiger Leap Foundation was initiated with an
aim to promote safe Internet use among children and young people, and to improve
parents knowledge of how to support good Internet use of their children. Among the
achieved results 21 trainers have been trained within the scope of the project and more
than 7,000 students, 800 teachers and 900 parents have been educated about safer use of
the Internet. 80 teachers have taken the safe Internet e-course and study materials,
games, lesson plans, tests, crossword puzzles, animated films, an online game and much
more have been created in cooperation with specialists of various topics that relate to
Internet use.

As is evident from the above chapters of the Estonian report, training concerning the
production and use of educational media in formal teacher training is scarce taking into
account the aspects highlighted herein in shaping the necessary media literacy skills for
both pre-service and in-service teachers. However, there are also several initiatives
beyond the boundaries of formal education which provide necessary training in this
subject area which are described below.
Kiv, P. (2011). Riikliku ppekava lbivate teemade rakendamise strateegiad koolis (Implementation strategies
of cross-curricular themes in schools). Tartu: Tartu likool
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3.4.4.2.1 1 Introduction
The Professional Council for Education approved the professional standard for teachers
in 2005 and the professional standard for vocational teachers in 2006, which serve as the
basis for updating the initial teacher training curricula as well as planning the induction
year of newly qualified teachers and providing continuing education. The professional
standard1 touches upon ICT skills, use of relevant tools and online learning resources but
does not explicitly highlight production and use of educational media as such.

Initial teacher training mainly takes place at universities and colleges, with only preschool
teachers being also trained at an institution of professional higher education.2 Training
programmes for subject and class teachers for basic and upper secondary schools are
offered at the University of Tartu and Tallinn University; the Estonian Academy of Music
and Theatre offers music teacher training and the Estonian Academy of Art provides art
teacher training. Initial training for preschool teachers is provided at Tallinn University
and the University of Tartu.
The duration of the training programme for class and subject teachers is five years, and
basic school teachers acquire the competence for teaching several subjects in the course
of the programme. Initial training for preschool teachers and vocational teachers is
primarily based on the curricula for the bachelors study and professional higher
education. The initial training of teachers is funded through the state-commissioned
education programme.
The learning outcomes in relation to ICT skills in the teacher training curricula at the
bachelor level are more or less absent. There are optional subjects focussing mainly on
educational technology but no evidence of a coherent approach towards ICT in education,
let alone media in education. Slightly more attention to this is paid during the
specialisation phase at masters level but this varies widely depending on the specific
subject area of the student. EST_IT@2018 report3 about using information technology in
education also highlighted the need for changes in the initial training of teachers which
currently provides only basic skills and readiness to use ICT in teaching.

Teachers must undergo at least 160 hours of continuing education in five years. In
accordance with the Adult Education Act, the funding for the continuing education of
teachers will be provided from the state budget and will make up 3% of the teachers wage
fund. The vocational continuing education of teachers can take place in the form of
independent work as well as at state or municipal establishments or at a private school
with the necessary education licence. Continuing education can also be provided by a
Vanempetaja kutsestandard. Retrieved February 26, 2014, from

http://www.kutsekoda.ee/et/kutseregister/kutsestandardid/10494582/pdf/vanemopetaja-tase-7.2.et.pdf
Teacher training overview. Retrieved February 18, 2014, from http://www.hm.ee/index.php?1511051
EST_IT@2018 raport infotehnoloogia kasutamisest hariduses. Retrieved February 26, 2014, from
http://www.arengufond.ee/upload/Editor/Publikatsioonid/IT+Haridus_teekaart_est.pdf
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private person or legal person governed by public law if their work corresponds to the
subject or specialty being taught.
Very few, if any, students in Estonia compared to the EU average are taught by teachers
who have invested more than six days on professional development activities during the
past two years . Also, fewer students are in schools where teachers have spent between 1
and 3 days on ICT professional development activities which is again below the EU mean1.
However, when it comes to ICT-related training the situation is slightly different. In
Estonia at all grades percentages of students taught by teachers for whom ICT training is
compulsory are above the average compared to the EU. In regard to involvement in
personal learning about ICT in their own time, Estonia ranks among the leading group of
countries at all grades. Between 2 and 4 percent of students are taught by teachers who
have not spent any time on ICT - related professional development activities during the
preceding two years, placing Estonia generally among the lower group of countries on this
indicator2.
As is evident from above, Estonian teachers receive sufficient training in terms of
improving their general ICT skills. However, in most cases this does not translate into
actual teaching situations and practices. Gladly, there are signs of improvement. Tallinn
University Haapsalu College has been offering a separate module in their continuing
education programme titled Educational Technology (60 ECTS) targeting all in-service
teachers. The learning outcomes of this particular module are very specific encompassing
themes such as use of hardware and software, creation of learning resources with variety
of tools and mediums, analysis of tools and software in relation to their effectivness in the
learning process etc. One particular subject within the module is actually titled Design
and implementation of an educational video (3 ECTS) 3. Since this is quite a new
development, the impact of this module has not yet been measured. Furthermore, Tallinn
University is also offering a full masters programme in educational technology. However,
it is important to note that this is not directly targeted at teachers and the majority of the
students and graduates are not active teachers. Furthermore, the teacher training
programme provided by Information Technology Foundation for Education includes
courses focussing on educational video production and lecture capture. The content
ranges from covering the basic steps from start to finish of making an educational video
to concentrating thoroughly on one particular aspect, be it editing, script-writing,
copyright issues etc.
Judging the current situation, it is clear that when it comes to initial teacher training, a
more in-depth approach is needed in relation to development of competencies related to
ICTs with the focus shifting from basic technological and computer skills to knowledge
and understanding how to implement those skills, tools and applications in actual
teaching situations. Positively, there are existing in-service training programmes that
Survey of Schools: ICT in education. Retrieved February 22, 2014, from https://ec.europa.eu/digitalagenda/sites/digital-agenda/files/Estonia%20country%20profile.pdf
Survey of Schools: ICT in education. Retrieved February 22, 2014, from https://ec.europa.eu/digitalagenda/sites/digital-agenda/files/Estonia%20country%20profile.pdf
mberppe
ppekava
Haridustehnoloogia.
Retrieved
February
19,
2014,
from
http://www.tlu.ee/UserFiles/Haapsalu%20Kolled%C5%BE/HT/HT%20%C3%BCmber%C3%B5ppekava1.pdf
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provide just that. The objective now must be to increase the number of teachers taking
part in these programmes resulting in actual changes in the classroom.and training
sectors

Based on the assumption that media literacy is a constantly developing competency that
enables a persons active participation in social processes, it is suggested by national
policy developments that the implementation of media education (as an activity that leads
towards promoting media literacy) must be understood as a constant process rather than
as a product and that the cycle of reflective learning can be effectively used as a basis for
this system. The main future steps in implementing media literacy to the system of formal
education as discussed by policy makers today are as follows1:
Reflection of teaching practices and media literacy;
Research of media usage practices;
Curriculum development and teacher education;
Media education in the context of formal education and lifelong learning
Research of media, media usage practices, media content, monitoring of several processes
in media and society, complemented by educational research, is crucial in order to create
the background for media education. Dissemination of research results enables educators
to indicate the points where content or methods of education need updating or even
replacing with more necessary content. A constant dialogue between different disciplines
is needed to understand, which processes are so important and relevant, that the changes
in content of media education are required. Dialogue between social scientists, media and
education researchers is also needed, since the outlet school lesson or pedagogical
activity is a common activity. The results and ideas of different disciplines help to define
the most important learning outcomes in the particular situation, and find the optimal
implementation methods. Since schools are responsible for their own curricula,
dissemination of research results must reach school leaders.
Political decisions about education are important, since they influence financing of
development. European education policy provides significant freedom of decision to the
member countries about the priorities of developing the educational system. Media
literacy has received a lot of attention in the policy documents of the EU and UNESCO 2,3
leaving the decisions about implementation to the member states. There is a possibility
that some issues of media literacy (for example safety in the Internet) are getting
significant priority, leaving other issues out of the discussion (for example critical reading
skills). This raises the issue of identifying the stake holders and interest groups in each
particular country that are interested in media education as a whole. Estonia is
experiencing difficulties in finding the stakeholders who could stand for media education
in general, not only supporting several elements of it. The absence of understanding the
1Ugur,
Kadri. (2010). Implementation of the concept of media education in the Estonian formal education system.
UNESCO. (1982). Grnwald Declaration on Media Education. Retrieved May 5, 2012, from
http://portal.unesco.org/ci/en/ev.php-URL_ID=27310&URL_DO=DO_TOPIC&URL_SECTION=201.html
UNESCO. (2008). The Global Literacy Challenge: A profile of youth and adult literacy at the mid-point of the
United Nations Literacy Decade 2003-2012. Paris: UNESCO
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complex vision of media education has slowed down the discussion about implementing
media education and this process must be reversed.
Curricular framework and teacher education will build the concrete forms of media
education. In the process, the development of the curriculum and teacher training should
translate scientific conclusions and political decisions into school practice. Today, the
Estonian national curriculum enables different forms of media education and the new
curriculum takes the concept of media education to a new level: but since teacher training
does not cover media and communication literacy, the implementation of the national
curricula is not guaranteed. Occasional in-service training is not sufficient for creating a
teachers own media literacy and understanding how to promote pupils media literacy,
nor can in-service training provide adequate understanding of the inclusive teaching
methods that are necessary in media education1. The parallel process to curriculum
development must be the development of higher education curricula, in order to provide
pre-service training for teachers at the level that enables them to benefit from additional
methodological materials. Another issue that must be defined in the process of curriculum
development is the question of mandatory and voluntary content of media education. This
question has ideological but also practical features (how many lessons are required, what
amount of in-service training teachers need, what kind of teaching materials are
necessary etc.). Those parts of media literacy that are considered to be less relevant or
not relevant for all pupils, will have a place in extra-curricular activities, voluntary
educational programs, youth programs, within media clubs etc. and financed from
different sources.
Reflection and assessment is the least studied part in the process of media education.
There are some tools to assess activities in organizing media education and methods to
describe an individuals media usage at school level or within a particular country but no
trusted tools for assessing persons media literacy2. This is natural, considering that media
literacy is understood as a continuum that develops according to the media environment.
However, it is necessary that a pupil acquires the ability to reflect on their own media
usage and media literacy. At the same time, critical self-reflection and self-evaluation is
necessary for each teacher and each school, as long as they take partial responsibility for
developing media literacy of pupils. The attention in policy developments will be placed
on the process of self-reflection as well as turning scientific attention to new usage
practices, new attitudes, unsatisfactory results in some areas of media education, changes
in media or in the society that challenge current media education etc.

The Estonian education system has faced and solved many problems regarding media
literacy, but several crucial questions remain unanswered. Accordingly, media education
in Estonian schools is occasional and out-of-date, does not reach all pupils, does not
respond to pupils questions and does not support all aspects of media literacy despite
the fact that minimal curricular settings have been created. In order to be updated with
the changes in the media, development of media education must be a constant process
which includes all necessary elements. This task cannot be fulfilled sufficiently as long as
1
Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge: Polity

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there are only limited resources for in-service training of teachers available. A positive
attitude towards media education can successfully be created during the pre-service
training and supported with the periodical in-service training programs. Media literacy
can be achieved only if media education is fully recognized and integrated into the
national curriculum. But in order to improve teacher training, it should find a place in
higher education curricula. The in-service training for experienced teachers is necessary
but media education also needs a critical mass of teachers who have gained systematically
basic competences in media education training methods. In addition, the accreditation
system that is applied to the university curricula provides assessment and quality control
that usually is not available for different projects that support media education courses
for teachers.
As for pre-school and primary education, the findings clearly point out the need to include
media education in pre-school teacher training courses. Pre-school teachers included in
the sited research results were not only hesitant about their own computer skills and
related knowledge but their answers also demonstrated a relative lack of awareness of
the importance of media literacy and digital literacy skills in general. Even though various
programs (e.g. Tiger Leap) have been instituted to establish Internet connection in every
elementary school, high school and university in Estonia, as well as to develop the
technology skills of the teachers in these institutions1, these initiatives have not yet
focused on pre-school settings. Thus, the relative lack of ICT in Estonian pre-schools and
the uneven computer knowledge of teachers may have been the reasons why the teachers
were not accustomed to and were hesitant about making use of the few technologies their
classrooms offered. Special pre-school teacher training courses which focus on making
use of ICTs to fulfil communicative and creative tasks in the classroom which started in
June 2010 will hopefully help to improve both the skills and the self-confidence of
teachers. However, the new Lifelong Learning Strategy2 for 2014-2020 and recent
addendums to the national curricula place stronger and more sustained emphasis on
digital competencies including references to media literacy and media education which
hopefully will have substantial impact on rectifying the issues stated in this chapter.
Regarding secondary education, curricular framework and teacher education should
build the concrete forms of media education. In the process, the development of the
curriculum and teacher training should translate scientific conclusions and political
decisions into school practice. Today, the Estonian national curriculum enables different
forms of media education and the new curriculum takes the concept of media education
to a new level: but since teacher training does not cover media and communication
literacy, the implementation of the national curriculum is not guaranteed. Current
occasional in-service training is not sufficient for creating a teachers own media literacy
and understanding how to promote pupils media literacy, nor can in-service training
provide adequate understanding of the inclusive teaching methods that are necessary in
media education3. The parallel process to curriculum development must be development
of higher education curricula in order to provide teacher pre-service training at the level
that enables them to benefit from additional methodological materials. Another issue that
Microsoft. (2007). Partners in Learning Progress. Retrieved from http://bit.ly/1c65noS
Estonian Ministry of Education and Research. (2013). Estonian Llifelong Learning Strategy 2020. Retrieved
from http://www.hm.ee/index.php?popup=download&id=12617.
Buckingham, D. (2003). Media education: literacy, learning and contemporary culture. Cambridge.
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must be defined in the process of curriculum development is the question of mandatory

and voluntary content of media education. This question has ideological but also practical
features (how many lessons are required, what amount of in-service training teachers
need, what kind of teaching materials are necessary, etc). Those parts of media literacy
that are considered to be less relevant or not relevant for all pupils, will have a place in
extra-curricular activities, voluntary educational programs, youth programs, media clubs
etc, and financed from different sources.
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Romania ActiveWatch
3.5.1 Introduction
This chapter of the report will concentrate on the status of media and learning in Romania.
Particularly the chapter describes shortly the media and learning policy at all levels of
education and training, media and learning presence in the curriculum design of formal
education and recent developments on these topics. The extended section of this chapter
focuses on the teachers training in production and use of educational media. Examples of
best practices in non-formal contexts of education will also feature and emerging trends
and future developments are highlighted in the latter sections.
The Romanian chapter was compiled by a member of ActiveWatch1, a local media
watchdog that fights for free communication in the public interest. ActiveWatch is
engaged in a large array of activities, with an emphasis on human rights monitoring,
advocacy, direct intervention, education and media research, and collaborates on an
ongoing basis with local and international NGOs. ActiveWatch has been working to
promote media education since 1997. ActiveWatch published the first media education
textbook in Romania in two editions, organises training courses in the media education
field for the teaching staff, conducts studies and workshops with students and teachers in
secondary schools and publishes support materials for teachers interested in promoting
media and learning among students.

The data collected for the Romanian country chapter is based on primary and secondary
literature published by the Ministry of National Education and its regional public
authorities as well as other stakeholders in the field of education and media literacy. The
primary sources of information were the official website of the Ministry of National
Education, additional education websites, research studies, and legislative websites as
well as face-to-face meetings, phonecalls and email exchange with relevant people in the
Ministry of Education, teachers training centers and schools. The team selected policy and
institutional documents relevant for the scope of our research with a focus on documents
issued during 2013.
The research methodology for the curriculum study - you may read a more extensive
chapter on the curriculum design in the previous MEDEAnet report - took into
consideration all national subject curricula in force for pre-university school education.
Keyword search was used in order to select relevant curricula for media and learning.
Both core and optional national school curriculum was analysed. The pre-primary, postsecondary, non-tertiary education and special education were not included in the
curriculum design research.
The Romania country chapter does not offer an exhaustive image of the media and
learning landscape in Romania but it is a good starting point for further in-depth studies.
The ActiveWatch website, Media Education Programme, from http://www.activewatch.ro/en/media-education/

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In Romania no common definition for media literacy in its wider pedagogical and cultural
understanding exists at national policy level. The only definition present in the formal
education policy papers and relevant for media and learning refers to ICT skills. The
analysis of the education framework plans for primary and secondary education show
that the definition of digital competence has thus far been limited to technical ICT
competences. The digital competences that are tested do not include issues related to
representation, media language and production or audience - the four dimensions that
David Buckingham put forward in relation to the definition of digital competences back
in 20071.
The media education definitions used in non-formal learning situations vary from the
ones that embed the protectionist approach (teaching young people to protect themselves
against the negative effects of mass media) to the ones closer to the participatory model
of media education (the role of media education is to facilitate engagement with the
media through both critical and creative practice)2. ActiveWatch regards media literacy
as a set of knowledge, skills and attitudes that allow a person to deal with and make use
of their own media and information environment for their own cultural, social and
political benefit, to become a more responsible media consumer and content provider, to
better understand the civic participation opportunities that media can offer. ActiveWatch
has in the focus of its media education activities what Kadri Ugur at the Tartu University
in Estonia termed the media literate person3. An individual who is able (to their own
satisfaction in their current situation) to find and analytically use information, to express
themselves and distribute the message to the desired audience, to understand their role
in the media market, to understand their responsibility as media consumer and content
provider4.

The Romanian Constitution and the National Education Law set the general legal
framework for the organisation, administration and provisions of education in Romania.
Specific procedures and regulations have been established through Government
Decisions and National Education Minister Orders. The Ministry of National Education
(MEN, Ministerul Educatiei Nationale)5 manages the education system in Romania at
national level. In the execution of its specific responsibilities, MEN cooperates at central
level with other ministries and institutional structures subordinated to the Government.
Pre-university education - including schools at all levels and extra-school activities - is
managed by the Ministry of National Education through the County School Inspectorates
Buckingham, D. (2007), Digital Media Literacies: rethinking media education in the age of the Internet.
Research in Comparative and International Education, 2, 1, p.43-55.
2 Leaning, Marcus, (2009), Issues in Information and Media Literacy: Criticism, History, and Policy, Informing
Science Press, USA, p12.
3 Ugur, Kadri. (2010). Implementation of the concept of media education in the Estonian formal education
system. From http://dspace.utlib.ee/dspace/handle/10062/15899
4 Ugur, Kadri. (2010), p.14.
5 The Ministry of Education, Research, Youth and Sports changed its title into the Ministry of National Education in the context of the
government reshuffle in the spring of 2012.
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acting as regional level decentralised bodies. According to the National Education Law, all
Romanian citizens have equal access rights to all levels and forms of education,
irrespective of their social and financial condition, gender, race, nationality, political or
religious orientation. The official language of instruction is Romanian but teaching is also
given in the language of linguistic minorities (Bulgarian, Polish, Hungarian, German,
Serbian, Ukrainian, Czech, Croatian, Turkish, Romani, Russian and Slovakian).
Compulsory education extends over a period of 11 years and it includes primary and
secondary level education. In order to fulfil the objectives of general and vocational
education training state high school education is generalised and free.
During the 2012/13 school year a new Romanian national education system1 has been
phased in whereby pupils aged 6 enter the preparatory school year of primary education.
As a result new stages of the Romanian educational system was set up. Pre-primary
education (precolar, children from 3 up to 6 years of age) for which attendance is
optional. This type of education is provided in special institutions Kindergartens
(gradinite), most of them are public. Primary education (coala primara, 5 years, children
between the ages of 6 and 11 years old) includes the preparatory school year. Secondary
general education (8 years, pupils between the ages 11 and 19 years old) refers to
gimnaziu (secondary lower education) and liceu (high school). Secondary vocational
education training VET (15 to 20 years old) provides specialised or vocational courses.
What follows is higher education or tertiary education.
At present Romania does not have a long-term policy strategy to promote media literacy
within school education or initial and lifelong learning. The focus remains on ICT
education, which less than thirteen years ago was restricted to the final years of high
school, with a rather advanced curriculum oriented towards elements of programming2.
In the 2000s the situation changed with a widening understanding that ICT is not an area
of competence restricted to ICT specialists but various ICT skills have become a
requirement of peoples everyday personal and professional lives (the INET report).
Much of this change was driven by EU-mandated education reforms during the process of
European accession and negotiation for admission. Digital and information literacy has
been mentioned as a key competence for compulsory education in Romania in the 2003
reform document of compulsory education3. In 2005 an ICT curriculum broadly similar
to the ECDL (European Computer Drivers License) was adopted at high school level. More
recently (2011) the National Education Law4 integrated digital competence as key
competence for primary and secondary education. ICT (Information and Communication
Tehnology, Tehnologia Informaiei i Comunicarii, TIC) is optional for primary education
and compulsory for general secondary education5. However the 2011 INET report
mentioned above concluded that the 8 years planning of ICT education as part of a
mandatory curriculum is exaggerated and that in a first phase it should be reduced to 5
1 Eurypedia, National System Overview of Education Systems in Europe (2012/3). From
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Overview
2 The Integrated Network for Education and Technology (INET) Report - ICT Skills Demand And Supply
Analysis, Evans H., Kammrach M., Andrei Ogrezeanu, Ogrezeanu Andreea, Stoica C., Pythia International,
Bucharest, 2011, p. 63.
3 The Reform of Compulsory Education in Romania, Ministry of Education and Research, Bucharest, 2003.
From http://administraresite.edu.ro/index.php/articles/2857
4 Law 1/2011, Article 68, (1d & 3), http://www.edu.ro/index.php/legaldocs/14847
5 According to the National Education Law. However the education frameworks for lower secondary school
education (5th-8th grades) do not contain the mandatory ICT classes.
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years - the gimnazium plus the first year of high school. Moreover, the authors believe that
ICT education should not occur only in ICT classes, rather it should become an enabler
for studying other subjects too.
During all this time the Ministry of National Education elaborated the ICT curriculum,
equipped schools with IT labs and computers and began the teachers training. Despite
the investments in the schools ICT infrastructure the 2013 EC commissioned Survey of
Schools: ICT in Education1 showed that the number of students per PC in Romanian
schools is one of the highest in Europe with 13 students per PC in gimnazium and 10
students/PC at high school level2. According to the same survey schools [in Romania]
appear to be very much on their own in terms of maintaining equipment with low levels
of use of either an external company or public sector provider. Similarly, few mobile
devices like E-readers, mobile phones and digital cameras are to be found in the Romanian
schools. The use of Internet in the daily school activities is also low as the recently
released NetChildrenGoMobile survey3 shows. The Romanian children4 daily Internet use
at home - 74% while the daily use in school activities is 11% as compared to 61% in
Denmark.
A bit more than a third of the core school curriculum contain media and learning
references in the form of optional instruction suggestions and less in the form of learning
outcomes. Still it appears that the rest of the curriculum - with no explicit media and
learning recommendations - offers the teachers the possibility to integrate media
education activities provided they feel prepared to take the initiative. Currently teachers
willing to innovate with media in the classroom receive sporadic school institutional
support. As a result most of the media-based learning and media education happens in
schools at the initiative of motivated and media literate teachers.
The National Education law5 stipulates the set-up of the Virtual School Library and the Elearning School Platform that will include school curricula, examples of lessons for all
topics in the school curriculum, methodological guides and evaluation tests. By law the
Ministry of Education will own the publication rights of all the materials so they will be
accessible permanently and for free to all teachers and students. The Ministry is also set
to manage and permanently update the two platforms. Compulsory education

Attendance in Romanian pre-primary school education is optional. ActiveWatch could not
identify any policy documents, statistics or research with relevance for media and
learning in pre-primary education. However in recent years the Ministry of National
Education has developed several European funded projects in order to encourage mediabased learning in preschool education. Some of the projects focused on creating didactic
resources and offering educational software to support educators working with children
European Schoolnet & Universitatea din Liege 2013. Survey of Schools: ICT in Education. Brussels: European
Commission, from https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf
2 While the European average is: 5 students/PC in gymnasium education and 4 high school students per PC.
3 Mascheroni, G. and lafsson, K. (2014). Net Children Go Mobile: Risks and Opportunities. Milano: Educatt.
From http://www.netchildrengomobile.eu/wp-content/uploads/2013/07/Ncgm_Full.pdf
4 9 to 16 years old.
5 Art.70, (2, 3 and 4).
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(e.g. virtual games to develop key competences of preschool children1, the KidSmart
educational software for preschool education2). ICT education is optional in the primary
school curriculum. Media literacy is not present in primary education policy documents.

During 2013 ICT education remains prevalent in the Romanian secondary education due
to the high presence of ICT classes in the mandatory curriculum. The Information and
Communications Technology (ICT) discipline is part of the core curriculum of all profiles
(theoretic, vocational and technologic) and specialisations of secondary education (9th
and 10th grade, 15-16 years old) and some specialisations of the upper (non-compulsory)
secondary education. Starting 2010 a practical ICT examination was included in the
Bacalaureat final exam3.
Education about media is present in the high school curriculum in the form of an optional
subject and embedded within the Social Studies class (final year of high school). No other
specific media education policy was initiated during 2013. Media-based learning is
incorporated in more than a third of the secondary curriculum mainly in the form of
methodological suggestions.

The Ministry of National Education sets the curriculum standards for teachers training
and the Romanian Agency for Quality Assurance in Pre-University Education (ARACIS)
approves and evaluates the initial training programmes.
ICT education and e-learning are present in the initial and in-service teachers training for
a bit more than ten years now. However a recent survey4 revealed that less than 10% of
the Romanian students in secondary general education are taught by digitally confident
and supportive teachers that have high access to ICT and face low obstacles to their use
at school. More details about the teachers training in the field of media and learning are
available in section 4 of this chapter.
3.5.2.2.1 Higher education

In Romania universities and other higher education institutions are autonomous and have
the right to establish and implement their own development policies, within the general
provisions of the legislation in force. Higher education is accomplished through
educational institutions such as: universities (Universitate), academies (Academie de
studii), Higher Education Schools and institutes.
Press release to launch the Ministry of National Education project Key competences through virtual games for
kindergarten didactic resources to put the basis for key competences in preschool children (2011). From
http://administraresite.edu.ro/index.php/articles/16241
2 Six years for the IBM KidSmart Early learning Programme, (2013, April). From http://www.bursa.ro/sase-anide-ibm-kidsmart-in-romania-204910&s=print&sr=articol&id_articol=204910.html
1
3 Art. 77 (4) of the Romanian National Education Law, no.1/2011

4 European Schoolnet & Universitatea din Liege (2013).
Survey of Schools: ICT in Education. Bruxelles:

European Commission. From https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-ENN.pdf
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So far Romanian academia have done little to promote media literacy in research and
training programmes. The focus of the university training and academic research is on the
acquirement of ICT and e-learning skills.
3.5.2.2.2 Vocational training

Vocational education and training (VET) in Romania is organised at high school level for
qualifications mentioned in the National Registry and according to the working
requirements of the labour market1. Three years ago 65% of the Romanian students were
registered in VET courses, more than the European average 52%. A 2010 CEDEFOP
study2 revealed that the Romanian students qualifications are based on a broader set of
occupational standards than on individual specific skills. The same study showed that
Romania tries to adopt European terminology and instruments to reform the entire VET
system. But actual policy and reform are not as efficient. The study stated that the lack of
more specialized qualifications (that employers ask for) is generally resolved by
compromises between stakeholders rather than by policy.
The ActiveWatch study of the education framework plans for the pedagogic, military,
artistic and technology profiles of vocational education shows that ICT training is
integrated into the compulsory curriculum for all high school grades (9th to 12th grade, 1519 years old) with 1 or 2 hours per week. Technical competences to create computerbased images have also been integrated in the school curriculum of the artistic profile architecture, design, arts. Visual education and communication techniques are present in
the core curriculum for the pedagogic profiles (the 9th and/or 10th grade, 15-16 years old).
Part of the VET curriculum recommends the use of film and other multimedia tools to
improve the teaching process and make it more attractive to students.

The National Authority for Qualifications (ANC, Autoritatea Naionala pentru Calificari),
which is subordinated to the Ministry of National Education, is responsible for the training
framework for adults qualifications at national level3 and approves all adult training
courses. IT competences are mentioned in the list of key competences common to various
professional occupations4. IT competences refer to the critical and safe use of information
society technologies during working hours, spare time and to communicate. Media
education in its wider understanding is not present in the scope of adult learning policy
documents.
In the last two-three years ICT training became more present in adult education also due
to the presence of European funded projects with this aim. In 2012 the ECDL Foundation
Romania together with the AGE Platform for Europe and several other local public
authorities in Bucharest launched an ICT training programme for retired people Digital
Literacy for Elderly People5. The training programme continued in 2013.
According to the 2012 updates in the Romanian National Education Law no.1/2011, Art. 32 (1) from
http://www.edu.ro/index.php/legaldocs/14847
2 From http://www.cedefop.europa.eu/EN/Files/5506_en.pdf
3 Art. 340 of the 2011 of the National Education Law
4 From http://www.anc.edu.ro/index.php?page=care-este-lista-competentelor-cheie-pentru-care-se-pot-organizaprograme-de-formare-profesionala
5 http://www.ecdl.org.ro/noutati.php?id=395
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3.5.2.3.1 Non-formal education and informal education

Film literacy, safer internet, media education from the civic and human rights perspective
and media education to protect children against TV violence are the main paradigms in
which organisations deliver media education actions and programmes. In 2013
ActiveWatch remains one of the main organisations dedicated to promote media
education in formal and non-formal environments. The organisation has developed
various media literacy activities like the teachers training for media and digital literacy,
assistance for media education in schools, research, students and teachers workshops
and elaboration of media education materials. The Center for Independent Journalism
(CIJ) training offer includes aspects of media literacy with focus on the critical reception
of media messages. Journalists, high school and university students, teachers, trade
unions, public officials are the target groups of the CIJ training. Save the Children Romania
(SCR) focus their work on online and offline resources, workshops and training to teach
and assist children, parents and teachers about the safe and responsible use of the
Internet. The Sigur.info online platform gathers all the information and actions of SCR
safer internet programme. Three of the most well known film festivals in Romania have
started to make room for film literacy workshops in their programme in the last four-five
years. Educatiff a media and cinematography educational programme was initiated in
2009 within the Transilvania International Film Festival to attract young people towards
movies. The One World Romania association organises a yearly documentary film festival
on human rights issues and offers teachers and students workshops and documentary
film screenings to show them the advantages of documentary film in education. A more
extensive film literacy programme is Education a limage an imported French model of
film workshops for teachers and pupils initiated by the NexT Cultural Society and the
French Institute in Romania. The programme is ongoing ever since 2009 when it started
and has the support of the National Centre of Cinema and ACRIF (Association de cinmas
de recherche dIle-de-France). The aim of the programme is to encourage highschool
pupils to watch cinema films and to offer them the basic tools to interpret film language
and become part of an active and aware film audience. Teachers in the programme take
part in a four-day cinema training for four selected films (art and documentary films).
After the training teachers should be able to organize the film screenings for their pupils
and involve them in film discussions and other activities like the essay writing.

The current Romanian national curriculum was implemented in 1998. Several changes
were put into force over the years culminating with changes brought in by the new
National Education law in 2011. The Romanian curriculum as a regulatory document is a
general, brief document that provides an overall framework with key concepts of
pedagogy. It is an open curriculum, defining main outlines, conceptual and time
framework, key-concepts and giving more scope for diverse teaching processes. It is
organised around subjects and it focuses mainly on learning outcomes.
In the context of the Romanian centralized education system the Ministry of National
Education is responsible for the integration of media and learning in the curriculum
design at all levels. So far the MNE approved the ICT curriculum, which is integrated in
the core curriculum of secondary education and it is optional during primary education.
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During the last ten years the MNE also approved media education curriculum in the form
of one separate subject and partly within the Social Studies core curriculum, both at high
school level. The Civic Education curriculum for lower secondary education also contains
specific media education objectives but it is up to the teacher to include them in the
classroom work. The ActiveWatch curriculum study published in the 2012 MEDEAnet
report revealed that media-based learning is encouraged in more than a third of the
Romanian core curriculum documents but mainly at content level and less as learning
outcomes. The use of didactic and documentary films to illustrate various topics and the
use of multimedia tools in various teaching and learning situations are encouraged the
most in the curriculum suggestions. The rest of the curriculum does not contain explicit
media and learning recommendations and learning outcomes. Still it appears that the
latter curriculum is flexible enough for media education activities in the classroom
provided the teachers are prepared to take the initiative and they receive the school
support. More findings of the curriculum study are presented briefly in the following
sections.
3.5.3.2 Pre-primary & primary education

3.5.3.2.1 Aims and objectives of the attention given to media and learning in the
curriculum
The primary school curriculum incorporates several media and learning activities, mainly
due to the presence of the ICT classes. At this stage the students learn how to recognise
the main external components of a computer, how to use the keyboard and the mouse and
to operate with simple educational software, to look for information on the Internet and
how to use digital photo and video cameras. As for the wider use of educational media the
Civic Education curriculum encourages teachers to use study cases covered in the news
media.
3.5.3.2.2 Organisation of the curriculum for media and learning

The primary school curriculum (including the preparatory school year) integrates ICT
education on an optional basis1. In addition several other media-based learning
recommendations are present in almost a third of the primary curriculum. For instance
the Civic Education curriculum fosters the use of media products in the learning activities,
the History and Religion ones encourage teachers to use documentary film and the
Counselling and Orientation one mentions the use of film as a working method in the
classroom. Six of the mentioned subjects are part of the core curriculum with one-hour
class every week. The ActiveWatch analysis of the primary school curriculum did not
identify the presence of any other general or specific media literacy learning outcomes.

3.5.3.3.1 Aims and objectives of the attention given to media and learning in the
curriculum
The secondary school curriculum offers more space to media and learning (M&L) than the
primary one. The M&L references appear more in the form of methodological suggestions
1 Education Framework Plan for primary education - the cycle for fundamental learning (the preparatory school
year, 1st and 2nd grade), from http://administraresite.edu.ro/index.php/articles/c1003/
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and less as general or specific aims and objectives. According to the arguments put
forward in the various curriculum documents these suggestions - if put into practice should contribute to a better development of students communication and decisionmaking skills as well as to a more efficient learning process.
Most of the specific suggestions in the secondary school curriculum make reference to
media-based activities like the use of film (both artistic and documentary) and other
audiovisual media to illustrate certain topics taught in the classroom (as it is the case of
the Language and Communication, Geography and Religion classes). Other suggestions to
use educational media have larger media literacy outcomes for the pupils information
from the media, their communication skills, their civic participation and human rights
knowledge. However the recommendations for media literacy have a more modest
curriculum presence than the ones for media-based learning activities. The Geography
teachers are encouraged to use mass media sources within various exercises, to use the
information in the mass media constructively in order to interpret phenomena, processes
and their spatial distribution, to identify and assume useful information from TV, video
and magazines, to associate the mass media information with school learning. The Civic
Education curriculum recommends the use of information from mass media in order to
initiate debates on human rights and other civic issues, also the production of a film, a
newspaper or a photo album. The same curriculum (at gymnasium level) offers content
relevant for the role of mass media in shaping public opinion, freedom and responsibility of
the press to produce and transmit media messages, about prejudice and stereotypes. The
Orientation and Counselling curriculum proposes interactive working strategies like
media monitoring, role-play and critical thinking exercises along with screening of films
and features, online search and to consider mass media as sources of information. The
Mathematics and Natural Sciences curriculum encourages the development of
communication skills and individual study by searching information in various media
sources like the Internet and multimedia encyclopaedias. After taking ICT classes pupils
should be able to understand the connections between information technology (the use
of the computer) and society, to use general research techniques and various multimedia
effects and to become aware of the social, economic and moral impact of using the
computer. The more general aims and objectives relate to the transmission and reception
of written and spoken messages in various communication situations, including visual
communication (the case of the Language and Communication curriculum mother
tongue, English and French classes and Visual Arts vocational curriculum).
The most substantial media literacy curriculum is present at highschool level in a separate
optional subject and modules integrated in the civic education classes. After taking these
classes students should be able to explain the role of the media in society, to identify
various types of media messages and be able to select information on the basis of critical
analysis criteria, to understand the role of media consumers, to understand news
production and production of advertising messages, to identify stereotypes and prejudice
that mass media may promote about various groups, also to identify messages that are
charged with journalists bias etc.
3.5.3.3.2 Organisation of the curriculum for media and learning

The findings of the 2012 curriculum study show that a fairly good part of the general and
vocational secondary school curriculum integrates recommendations to use media to
support educational activities, some specific ones to help pupils understand basic facts
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about media and to develop basic skills to use and produce media. The following subsection will show where in the curriculum this happens.
On paper most of the general core curriculum with media and learning references has 1
to 2 dedicated hours per week while the Technology curriculum varies from 1 to 4 hours
per week. However it is difficult to determine the amount of time dedicated to media and
learning in the classroom as most of the references are methodological suggestions to be
integrated at the teachers discretion. As the teacher training section will further reveal in
the past ten years teachers initial and continuous training offer has integrated mainly ICT
and e-learning aims and objectives and less media literacy ones (from a larger pedagogic
and cultural perspective). This is also due to the fact that the Education law set a large
timespan during which ICT classes should be taught - 8 years. An exaggerated training
period, as the authors of the 2011 INET report suggest (please see the policy chapter
above for details). The ICT education is taught in separate compulsory classes at high
school level with 1-2 hours per week with a final exam evaluation (during the
bacalaureat). Even though the education law provides for 8 years of ICT compulsory
classes, in practice at gymnasium level elements of ICT curriculum are studied within
various optional subject matters.
The media literacy curriculum that focuses on information media, representation,
human rights and civic participation - is mostly present at high school level in a separate
optional subject (Competence into Mass Media) taught one hour per week starting in
2004. The only core curriculum that integrates media literacy modules is the Social
Studies one (with one hour per week). It is taught in secondary general education,
humanist profile, Social Sciences specialisation (12th grade, 18-19 years old). Starting in
the 2009-2010 school year media literacy related content is present in the Civic Culture
curriculum for the last two years of gymnasium education (7th and 8th grades, 13-14 years
old). This content is not compulsory and is not the object of national evaluations.

In 2013 the ActiveWatch Media Education programme remains the oldest and most
experienced in Romania, judging by the diversity and quality of the materials and
activities that were developed in the last fifteen years. This NGO focuses its media
education activities on teachers training, advocacy, research and development of media
education materials to help integrate media literacy into the learning objectives of the
formal school curriculum. Other organisations start to make bigger advocacy steps to
push for change in the school curriculum. Save the Children Romania, for instance,
advocate for a separate optional subject that would teach the pupils how to use the
Internet in a responsible way. So far the MNE has approved the dissemination of an
alternative material on safer Internet for teachers and pupils general use.

During the last ten years the training programmes - and in particular the teachers
training ones - have focused on ICT and e-learning skills and less on media literacy. The
point was and still is to be able to use the computer to surf online, look for information, to
be able to use online educational platforms and create multimedia presentations and
basic support material for the training. Educational games are less favoured in the formal
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school education and also in teachers training. There is almost no debate on the use of
educational games in schools and universities. Some companies have developed
educational games for pre-primary, primary and secondary education. Several games are
available online for free, for teachers and parents to use them (like the case of
www.Educateca.ro or www.didactic.ro/jocuri that provide games for pre-primary and
primary kids to support the learning process). The use of educational games is not present
in any policy document concerning the teachers training. Starting in the early 2000s the
Ministry of National Education focused its policy on the development of the teachers ICT
and e-learning skills and equipped schools with computers and IT labs for the use of the
teachers and students. Most of the time though the equipment has been used for
particular courses like IT classes and less as support for other educational activities. A
look at the main universities and their training programmes will show that e-learning and
ICT skills are in focus. More recently various organisations became interested in
contributing to the teachers training mainly to familiarize them with open educational
resources (OER) and the concepts that come along with them: copyright and open
licenses. The use and production of educational media to develop media literacy is less
popular. In formal education the presence of media literacy modules and a separate
optional subject in the high school curriculum should encourage teachers to use various
traditional and new media. But the national coverage of this practice is low. In non-formal
and informal education film literacy, responsible use of Internet and media literacy with
focus on human rights and civic participation happen with the extensive use and
production of various media. However, these initiatives have low coverage at national
level as well as most of them are developed by small NGOs. The Safer Internet programme
coordinated by Save the Children Romania has the largest national reach (both geographic
reach and target audience). A fairly good part of the Romanian school curriculum1 as the
2012 MEDEAnet study showed encourages media-based activities to make the training
more attractive or to illustrate various topics including several media education ones. Past
interactions with secondary school teachers and the findings in the sections below have
led us to believe that teachers training is not adapted entirely and/or is not as efficient to
give the former the incentive to put the recommendations into practice, to use media in
the classroom or to develop media education activities.

In all of the initial research undertaken (), one indisputable fact kept arising
time after time (): the teacher in the classroom. () Our research shows that no internet
connection nor any amount of computers in the classroom, nor any other technical issue
or single ingredient is more important for Romanias future than the teacher in the
classroom, the authors of the INET study ICT Skills Demand and Supply Analysis2
conclude - and we would add in the order of importance the teachers competences
along with the quality and availability of the training. As it will be shown in the following
sections the initial and in-service teachers training in Romania is a substantial process
with many opportunities for the teachers to develop the most varied competences to use
in the classroom, but only partial competences in the field of media and learning. ICT
Both general and vocational, primary and secondary.

The INET Report - ICT Skills Demand And Supply Analysis, Evans H., Kammrach M., Andrei Ogrezeanu,
Ogrezeanu Andreea, Stoica C., Pythia International, Bucharest, 2011, p.24.
2
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education and e-learning are the main focus of both initial and in-service teachers
training in general. Media literacy is much less present in the teachers initial and inservice training, with sporadic courses and modules available.
3.5.4.3 Initial teacher training

3.5.4.3.1 Pre-primary, primary and secondary education
In Romania teachers initial training starts with a three-year programme at a university
including both theoretical and specialized knowledge. Any university graduate can start
working as teacher in pre-primary, primary and gymnasium schools provided that they
graduated the pedagogic module1 - Level I certificate - and provided that they pass the
tests for the opened position announced publicly after one-year internship. Graduates of
pedagogic high schools can also teach in pre-primary and primary schools. Only postgraduates can teach at high school and university level provided they graduated Level II
certificate of the pedagogic module, passed the opened position test and completed the
one-year internship. The 2011 National Education Law introduced the obligation for the
students and university education graduates to follow a two-year Didactic Master
programme starting in the 2014/15 school years2. According to one MNE interlocutor it
is still not clear whether the Master programme will eventually be put into practice this
autumn and if it will replace entirely the existing pedagogic modules. What is more
obvious presently is that a significant part of the future MA programme focuses on specific
digital and communication competences as well as media literacy3. The pedagogic
modules in place focus on ICT and e-learning skills - the use of online platforms,
development of online communities and the use of multimedia tools.
At least four main Romanian universities in Bucharest, Cluj, Timioara and Iasi4 integrated
the educational use of ICT tools in various BA and MA study programmes at the Pedagogy
and Communication/Journalism Colleges. Media literacy is taught in at least one
university, within the BA and MA training offer of the Babes-Bolyai University in Cluj (the
College of Psychology and Education Sciences)5. An MA programme in Innovative
Teaching Strategies6 at the College of Psychology and Education Sciences in Bucharest
includes a basic media literacy course for teachers. No other specific teacher training
institutes that focus on media & learning are available in Romania. The University of
Bucharest is the first university that opened the initial training and professional
reconversion section in the field of documentation and information sciences aiming at
training the teachers documentarist.
1
2
Theoretical courses and practical training in pedagogy and education science.

Art. 238 (1) of the National Education Law, from http://www.edu.ro/index.php/legaldocs/14847
3 According to the Ministerial Order no. 3841/26 April 2012 to approve the circumstances to organise the Didactic Master,
http://www.lege-online.ro/lr-ORDIN-3841-2012-(138001).html
4 The main four universities ActiveWatch documented for the 2012 MEDEnet report.
5 Course presentations, BA Education and Mass Media, Education Sciences Department, College of
Psychology and Education Sciences, 2012, from http://psiedu.ubbcluj.ro/doc/fise-discipline/stiinte-aleeducatiei/PLR3104-Educatie-si-mass-media.pdf and MA - Media Education, The Didactic of Exact Sciences
Department, College of Psychology and Education Sciences, 2012, from http://ddse.psiedu.ubbcluj.ro/wpcontent/uploads/2012/11/Fisa-disc-Marchis-Ob-Educatia-media-An1SEM2.pdf
6 MA course presentation. From http://www.fpse.ro/images/Master_prezentare/sii_prezentare.pdf
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A brief analysis of the education frameworks for the pedagogic highschools showed that apart from the existing ICT training - at least four subject matters could contain media and
learning elements1.
The initial training offer for teachers is in line with the common profile of competences
for teachers and pre-primary teachers, which mentions ICT competences, but no other
media literacy references are made2.

In-service training is a right and an obligation according to the Romanian National
Education law. The concept began to be intensively promoted once the education system
reform took off during Romanias pre-adheration period to the European Union. The
status of the teacher entails the requirement of ongoing participation into continuous
vocational training (CVT) programmes, implicitly the accumulation of a total of 90
transferable professional credits every five years. This aim is to be reached through
several categories of training and educational programmes and certifications3. Digital
competences are part of the additional competences a teacher should develop during this
process. However, the phrase digital competence is not clearly defined, the methodology
refers mainly to ICT skills.
After entering the educational system the teaching career path is guided by three main
landmarks:
(1) The definitivat to be obtained provided that the initial education requirements are
respected, at least two years of teaching experience have been completed, and the
definitivat exam (several theoretical and practical exams) passed. Failing to pass this
exam within five years leads to the termination of the work contract as a teacher; (2)
Second Degree to be obtained by the didactic personnel with at least four years of
teaching experience after passing the tenure exam, by passing a series of theoretical and
practical exams; (3) First Degree - to be obtained by the didactic personnel with at least
four years of teaching experience after passing the second-degree exam, by passing a
series of theoretical and practical exams4. MNE regulates the system of competences that
guides the CVT programmes for the teachers. This implies the following actors and
actions:
MNE establishes the objectives for and coordinates the activities of continuous vocational
training;
The pre-university educational institutions, based on the need assessment and within the
set framework according to regulation, establish the objectives for their own didactic
personnel;
Communication Techniques, Visual Education, Trans-curricular Innovative Didactics, Computer Assisted

Instruction. We were not able to find the curriculum documents to confirm our presumption.
2 Ministry Order No. 5660/2004. From http://administraresite.edu.ro/index.php/articles/c150/
3 The Ministerial Order no. 5561/2011 to approve the methodology for the teachers in-service training. From
http://isj.vs.edu.ro/download/Perfectionare/2013/Metodologie_formare_continua.pdf
4 From the INET study on E-learning Solutions for Teachers Houses, 2012, Pythia International.
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The suppliers of continuous vocational training provide CVT services, their activity has to
be accredited and periodically monitored and evaluated1.
The suppliers of continuous vocational training for the personnel in pre-university
education institutions have to get the approval of the Ministry of National Education2 for
their CVT programmes. The main suppliers of CVT for the didactic personnel are the
Teachers Houses - TH (Casa Corpului Didactic, CCD)3. They are the main resource and
education assistance centres for teachers and are organised as independent offices at the
level of each county (41 counties + Bucharest) and subordinated to MNE. The in-service
training offer has a bigger variety of media and learning activities as compared to the
initial training one, but not significantly. ICT and e-learning skills remain in the focus.
During the last six years the Ministry of Education has accredited an increasing number
of training courses that focus on ICT education and e-learning for initial and in-service
teachers training4. Most of the training courses are provided by the Ministry of Education,
universities or institutions subordinated to the Ministry. The focus on ICT and e-learning
is also due to the funding criteria and objectives of the European Union Structural Funds
programme through which the training courses have been funded. Presently MNE
accredited almost 6 hundred training courses and approximately 10% have relevance for
production and use of educational media. Most of these courses are hosted by the
Teachers Houses and universities. Their training aims focus on ICT and e-learning skills
and the use of multimedia tools. One such in-service training course for teachers is the
Communication Literacy one that was developed by a consortium of four universities in
Bucharest, Cluj and Iai. ICT, communication and e-learning skills are integrated in the
course content5. In 2013 the Politechnic University in Bucharest and its partners ended a
two year project6 during which 2000 teachers were trained for e-learning and ICT skills.
Only one accredited in-service teachers training course for media and digital literacy
exists - MediaSIS Media and Digital Literacy for Teachers7.
Romanian teachers can opt for in-service training in the European training programmes.
The mobility of individuals action key of the 2014-2020 Erasmus+ programme also
supports in-service teachers training. Digital skills, the ICT uptake in teaching and
learning, access to OER in the education and training fields, the promotion of rights and
obligations of users and producers of digitized content are some of the policy priorities of
the programme that are relevant for media and learning. ANPCDEFP is the national agency
that is responsible for the Erasmus+ programme in Romania.
From the INET study on E-learning Solutions for Teachers Houses, 2012, Pythia International.
At the General Directorate for Management, Human Resources and National School Training Network
(Direcia Management, Resurse Umane i Reeaua de coli Naionale).
3 Ministerial Order no. 5554/2011 to establish the organisation and functioning of the CCDs, from
http://www.ccdvaslui.ro/images/stories/download/OMECTS5554.pdf
4 Examples of training courses that focus on the use of ICT and e-learning skills in the teachers training. From
http://www.fonduri-structurale.ro/Document_Files//resurseumane/00000030/dwepu_1.3%20-%20157.pdf;
http://www.fonduri-structurale.ro/Document_Files//resurseumane/00000030/i45g3_1.1%20-%20153.pdf;
5 From http://www.competenteincomunicare.ro/images/supli/suport_curs.pdf
6 More details on www.eprof.ro
7 Course presentation in 2013 Media Literacy Magazine, p.24-27. From
http://issuu.com/joadriaens/docs/medialiteracymagazine
2
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The future governmental policy for teachers in-service training still focuses on ICT
education and e-learning as the 2013-2016 Governmental Programme1 reveals. No other
components of media literacy are considered in the document.

Academic staff also has to graduate the abovementioned pedagogic modules in order to
be able to teach afterwards. They have to pass exams and publish scientific papers in
order to go through several stages: graduate assistant, assistant, lecturer and university
professor. ICT and e-learning skills are the focus of the media and learning activities in
the training of the academic staff. Some of the main universities in the country develop
training courses for their academic staff to improve their ICT, communication and elearning skills. One such example is the two-year strategic project Quality in Tertiary
Education, which ended in December 2013 and was developed by a consortium of five
universities and the National Authority for Qualifications. The main aim of the project was
to improve and adapt the university curriculum for IT, communication, advertising and
public relations in order to have better qualifications among the academic staff, more
relevant for the labour market2. Academic staff can also access training programmes
outside Romania through the Erasmus+ funding programme.

In-service teachers training course for media and digital literacy. The MediaSIS training
course tackles issues related to the critical reflexive use of media and information, image
construction and video production, communication techniques as well as Internet use
credibility online, copyright issues (including open educational resources) and privacy
concepts. The Ministry of National Education accredited the training course for a period
of two years starting 2013. ActiveWatch, the initiator of the training course, is working to
find ways to extend it to a larger pool of teachers in the country. A pilot course took place
in 2012 for teachers of various specialisations.

Various policy documents show that the Romanian state gives attention to raising the
level of ICT skills among its citizens. Such is the case of the new Romanian Governmental
Programme for 2013-20163, which mentions the importance of training Romanian
citizens in basic digital skills. The training should focus on the people with disabilities and
elderly people or members of other disadvantaged groups. The same document has in
focus the teachers training to gain digital competences, the introduction of e-textbooks
and - for the first time - innovative methods to integrate Open Educational Resources and
Web2.0 in the teaching/learning process. The Romanian Association for Technology and
Internet4 (APTI) documents permanently the OER and e-textbooks situation and is also
part of the NGO consortium5 that tries to convince the decision-makers to opt for etextbooks with open licenses. The legislative proposals for 1st and 2nd grade e-textbooks
1 http://www.gov.ro/upload/articles/117322/program-de-guvernare-2013-20161.pdf
2
Project presentation. From http://www.anc.edu.ro/index.php?page=univisoccom

3 http://www.gov.ro/upload/articles/117322/program-de-guvernare-2013-20161.pdf
4
5
www.legi-internet.ro
www.acces-deschis.ro
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do not mention any copyrights issues for instance. In 2013 The Ministry of Education
started working on a web page (www.manuale.edu.ro) where all the e-textbooks are
going to be freely available for download. At the moment of this report writing (March
2014) the webpage was still under construction.
In the spring of 2013 the incumbent education minister publicly declared his support for
media education in the school curriculum. He was the first minister to appear in the
Romanian media with such a declaration. His speech however was recorded during a
public debate organised by the National Audiovisual Council on the topic of protection of
minors against TV violence. Although the minister did not elaborate on the topic any
further his brief speech followed the direction of the protectionist approach of media
education in schools. One year later though no new policy steps to consider media
education were taken. In fact no state policy to consider media literacy in its wider
understanding in formal and non-formal education exists at present.
As it appears in all sections of this report the Romanian Ministry of National Education
approves the school curriculum design, the teachers initial and in-service training, the
textbooks and alternative resources, the evaluation procedures, appoints the school
principles and so on. In such a centralised education system most probably media
education will have a long way to go until it will become an important part of formal
education. In these circumstances a more rapid development can happen with the help of
the small grassroots initiatives for media education in both formal and non-formal
education settings. Additionally the flexible curriculum design, which offers the teachers
the possibility to innovate and embed media education activities, is an asset to be
considered. All it needs is confident and prepared teachers.

In Romania no common definition for media literacy in its wider pedagogical and cultural
understanding exists at national policy level. The only definition present in official
education policy papers and relevant for media and learning refers to ICT skills. The
media education definitions used in non-formal learning situations vary from the ones
that embed the protectionist approach to the ones closer to the participatory model of
media education.
The school curriculum study showed a fairly good presence of media and learning
recommendations embedded in the various school curricula. Moreover it appears that the
additional curriculum with no explicit media and learning objectives and suggestions is flexible enough for the teachers to include media education activities in the classroom.
Yet the teachers initial and in-service training contains only a few media literacy learning outcomes. The focus stays on ICT and e-learning skills and the future policy keeps
the trend. One reason that not much media education - and not even media-based learning
- happens in the classroom is that teachers lack the training and hence the confidence.
This assumption is reinforced by feedback we have received from teachers over many
years. Furthermore the teachers confident enough to innovate with new media-based
teaching and learning methods are hampered by a lack of institutional support.
In fact teachers training in Romania is generally a substantial process with many
opportunities for the teachers to develop the most varied competences to use in the
classroom, but only partial competences in the field of media and learning.
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The Ministry of Education should consider upgrading the teachers training in order to make
it more relevant for the production and use of educational media in the classroom.
In Romania ICT training is in the focus of all formal education - school and university
education, initial and in-service teachers training, adult and vocational education. The
Romanian national education law provides for eight years of mandatory ICT classes in
secondary school education. Media literacy in its various forms film literacy, safer
Internet, media education for civic participation and human rights - is more present in
non-formal and informal education settings. However the coverage of these education
programmes is limited as most of them are initiatives of small organisations. It is worth
mentioning that a separate media education class is present in the optional high school
curriculum even though it is still not clear how many schools teach this optional
curriculum1.
In line with the INET report suggestion ActiveWatch recommends the Ministry of National
Education to limit the hours of mandatory ICT classes and consider ways to integrate media
literacy in all forms of formal education.
Academic research in the field of media and education is scarce. ActiveWatch maintains
its opinion that academic involvement to develop media and learning curriculum is key.
Academia should develop training programmes and consider research in the field of media
and education. Moreover they should initiate consultation and debate with the teachers in
the primary and secondary schools.
The MNE policy for ICT education remains the only relevant one to develop curriculum
for media and learning. Currently no other policy strategy exists to integrate media
education in the national curriculum. The future governmental policy for teachers inservice training focuses still on ICT education and e-learning2. The same document does
however mention for the first time support for open educational resources (OER), a step
forward to open education. No other components of media literacy are considered in the
document.
Romanian policy makers should consider a wider cultural approach to media education and
support its integration in all forms of education.
ActiveWatch tried to find out this information in the autumn of 2013. A volunteer contacted each county
inspector for social and humanistic profile individually (by phone and email). Only a handful answered to our
request. The findings are not relevant at national level.
2 The 2013-2016 Governmental Programme. From http://www.gov.ro/upload/articles/117322/program-deguvernare-2013-20161.pdf
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Austria/Upper Austria EduGroup

3.6.1 Introduction
3.6.1.1 3.6.1.1 General introduction
This section of the report will provide an overview of the extent to which media literacy
is incorporated into curriculum design for compulsory level education and how teachers
are training regarding the production and use of educational media on federal level and
in Upper Austria. The situation in the other Bundeslnder (Provinces) will not be
addressed.
All in all, there are about 6,000 schools in Austria; about 1,000 of them are located in
Upper Austria.1 Even though the Austrian partner Education Group is active throughout
Austria, it mainly focuses on providing services for Upper Austria. One of Education
Groups emphases is on increasing the level of media literacy among children and young
people. The organisation not only makes a large number of high quality educational media
resources accessible to all Upper Austrian schools, it also provides teachers with teaching
materials on media education, does research, offers seminars/workshops on the use of
media in the classroom and is a producer of many kinds of educational media.
In November 2013, a new government was elected in Austria which was sworn in on 16
December 2013. The amendment of the Bundesministeriengesetz (Federal ministry law)
will come into force on 1 March 2014. Thus this report does not include information about
the new government and their policy in terms of media literacy yet.

The data collected for the Austrian country report is based on primary and secondary
literature published by the federal, multi-state and regional public authorities responsible
for educational matters as well as other stakeholders in the field of e-learning/teaching
and media literacy.

In Austria, several definitions for media literacy are used. Relevant ministries define
media literacy as follows:
The Bundesministerium fr Unterricht, Kunst und Kultur (Austrian Federal Ministry of
Education, the Arts and Culture) uses the definition published by the European
Commission: Media literacy relates to all media, including television and film, radio and
recorded music, print media, the Internet and all other new digital communication
technologies. It is a fundamental competence not only for the young generation but also
for adults and elderly people, for parents, teachers and media professionals. The
1STATISTIK AUSTRIA (n.d.): Schlerinnen und Schler an ffentlichen und privaten Schulen 1923/24 bis
2012/13. from
http://www.statistik.at/web_de/static/schuelerinnen_und_schueler_an_oeffentlichen_und_privaten_sch
ulen_192324_bi_020951.pdf
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Commission considers media literacy as an important factor for active citizenship in

today's information society.1
The Bundesministerium fr Wirtschaft, Familie und Jugend (Federal Ministry of
Economy, Family and Youth) also addresses media literacy: Media competence .. is
more than merely being able to use a computer. Media competence is principally a
communicative skill, and as such it is a bundle made up of basic, structural, orientation
and application knowledge, and in addition to that always has to contain a social and
ethical element.2

In Austria, competence for legislation in education and its implementation is divided
between the Bund (Federation) and the Bundeslnder (Provinces).
[T]he Federation has overwhelming responsibility for the system of education, which
covers virtually all areas of school organisation. ...
Schools enjoy some autonomy in budgetary management and, up to a point, are free to
adapt the curriculum to local needs.3
Kindergarten education and legislation is the responsibility of the provinces.
Municipalities, churches and other private providers are responsible for the
establishment and maintenance of kindergartens.4
Universities are responsible for their own administration. They can, for example, manage
their own curricula and are founded by the Federation through three year global budgets
that are based on performance agreements.
Fachhochschulen (Universities of Applied Sciences) may be provided by the federal
authorities and other legal entities under public and private law.5
The Agency for Quality Assurance and Accreditation Austria is responsible for the
accreditation, quality assurance and evaluation of higher education institutions and
degree programmes.6
1Bundesministerium fr Unterricht, Kunst und Kultur (2012). Medienbildung. from

http://www.bmukk.gv.at/schulen/unterricht/prinz/medienpaedagogik.xml
2Federal Ministry of Economy, Family and Youth (n.d.). Youth and Media. from
http://www.en.bmwfj.gv.at/Youth/YouthandMedia/Seiten/default.aspx
3Eurydice (2013). Overview. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Overview
4Eurydice
(2013).
Early
Childhood
Education
and
Care.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Early_Childhood_Education_a
nd_Care
5Eurydice
(2013).
Types
of
Higher
Education
Institutions.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Types_of_Higher_Education_I
nstitutions
6Cf.
Agency for Quality Assurance and Accreditation Austria (2014). Responsibilities. From
https://www.aq.ac.at/en/about-us/responsibilities.php
Page
| 110
The responsibility for primary and secondary education as well as for the University
Colleges of Teacher Education lies within the Bundesministerium fr Unterricht, Kunst
und Kultur (BMUKK) (Federal Ministry of Education, the Arts and Culture).
The Bundesministerium fr Wissenschaft und Forschung (BMWF) (Federal Ministry for
Science and Research) is responsible for universities and Universities of Applied
Sciences.1 The Bundesministerium fr Wirtschaft, Familie und Jugend (BMWFJ) (Federal
Ministry of Economy, Family and Youth) has overall responsibility for company-based
apprenticeship training.2

In Upper Austria, children can attend a kindergarten for free from the age of 30 months
up to their school enrolment. It is compulsory for all children ... completing their 5th year
prior to September 1 of the year and required to attend school the following year.3
Kindergartens have the task to aide the achievement of school readiness through ageappropriate education, in particular promoting the physical, mental, spiritual, moral and
social development according to proven methods of early childhood education.4
Volksschule (primary school) is attended by children aged 6 to 10 years. Children who
are not yet mature for school at this time may complete their first year of compulsory
schooling at a Vorschule (pre-school). As primary school and pre-school share the same
curriculum guidelines, the term primary school comprises both school types in the
remainder of this report.
According to the primary school curriculum, children should receive a basic and wellbalanced education in the social, emotional, intellectual and physical spheres. On the
basis of pupils individual backgrounds, primary school has to provide a common
elementary education for all children (social competence, communication skills, learning
to learn,...).5
According to the 3. O. Kinder-Medien Studie 2012 (3rd Upper Austrian study on the use
of media by children aged 3-10) the only study in Austria dealing with childrens use of
media to such an extent , books are the most important kind of media (used by 100% of
1Cf. Gesamte Rechtsvorschrift fr Bundesministeriengesetz 1986, Fassung vom 21.02.2014. from

https://www.ris.bka.gv.at/GeltendeFassung/Bundesnormen/10000873/BMG%2c%20Fassung%20vo
m%2021.02.2014.pdf
2Eurydice (2013). Overview. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Overview
3Amt der O. Landesregierung (n.d.). Kindergarten requirement FACT SHEET. p. 1, from
http://www.ooe-kindernet.at/xbcr/SID-1E6482360A8C4BAF/Merkblatt_Englisch_Kindergartenpflicht.pdf
4Amt der O. Landesregierung (n.d.). Kindergarten requirement FACT SHEET. p. 2, from
http://www.ooe-kindernet.at/xbcr/SID-1E6482360A8C4BAF/Merkblatt_Englisch_Kindergartenpflicht.pdf
5Cf.
Eurydice
(2012).
Teaching
and
Learning
in
Primary
Education.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teaching_and_Learning_in_Pri
mary_Education
Page
| 111
educators) but also the significance of ICT was recognized: 65% of teachers in primary
schools and kindergartens consider childrens familiarity with computers as very
important or important 48% of them think the same about the Internet. Sensible media
use is mainly promoted by discussions, setting up rules, providing information to parents
and practical work with media in daily school/kindergarten life.
In 70% of Upper Austrian primary schools children have Internet access at school. This is
only the case in 3% of Upper Austrian kindergartens. Two out of three teachers stated
they use computers in class, 56% of the educators use learning software and the Internet
is used by 37% of primary school and kindergarten teachers.

After primary school, children enter the Sekundarstufe I (lower secondary school)
which comprises grades 5-8 (ages 10-14). They can attend a Hauptschule (general
secondary school), a Neue Mittelschule (new secondary school) or a Gymnasium
(academic secondary school). By 2015/16, in a step-by-step plan, all general secondary
schools will be turned into new secondary schools.
In Sekundarstufe II (higher secondary school), the students can basically choose
between general education (usually grades 9-12) and vocational schools (usually grades
9-11 or 9-13). The latter provide technical and/or vocational training from the ninth
school year, in addition to a broad general education. VET schools and colleges comprise:
Part-time Vocational Schools for Apprentices

Schools and Colleges of Engineering, Arts and Crafts
Schools and Colleges of Occupations in the Business Sector
Schools and Colleges of Management and Services Industries
Schools and Colleges of Tourism
Schools and Colleges of Fashion and Clothing and of Artistic Design
Schools of Social Occupations
Colleges of Agriculture and Forestry
Nursery Teacher Training Colleges and Colleges of Social Pedagogy including
special courses and pilot projects.1
In addition, there is also the Polytechnische Schule which is pre-vocational and

enhances the education of pupils in the last (ninth) grade of compulsory education with
a view to practical life and a future occupation. It prepares pupils for career decisions
through adequate vocational guidance and imparts basic vocational education and
training.2. After grade 12 (in general education schools) or 13 (in vocational schools),
students can take the secondary school-leaving examination (Matura) which allows
them to go to a university or a University of Applied Sciences.
According to the 3. O. Jugend-Medien-Studie 2013(3rd Upper Austrian study on the use
of media by young people aged 11-18), many types of media are used in education, among
1Bundesministerium fr Unterricht, Kunst und Kultur (2013): VET Schools and Colleges in Austria. from
http://www.abc.berufsbildendeschulen.at/de/page.asp?id=19
2Eurydice (2014). Polytechnische Schule. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Glossary#gly55
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the most popular ones are computers and books, the Internet, films and learning software.
They are mainly used as a tool for working, to do research and to consume media.
Almost all the teachers consider their students media literacy (both in terms of using ICT
and of the critical use of media) as important or very important. About two out of three
teachers often talk to their students about their experiences with computers or the
Internet. A sensible media use is mainly promoted by discussions, practical work with
media in daily school life, by setting up rules and by projects concerning the critical and
responsible use of media. However, the study showed that about a third of the teachers
would like more information about enhancing the media literacy of their students.

Initial training of kindergarten teachers is done in full-time vocational schools (grades 913); [t]eachers for compulsory schools (primary school, general secondary school, new
secondary school, special needs school, prevocational school) are qualified at university
colleges of teacher education [Pdagogische Hochschulen (PH)]. The study programme
(minimum duration 6 semesters) is completed with the degree Bachelor of Education.
Future teachers for academic secondary school are enrolled in teacher training courses at
universities. Following a study of at least 9 semesters they are awarded the master's
degree.
Future teachers for the school-based VET sector (part-time vocational schools for
apprentices, secondary technical and vocational schools and colleges for higher
vocational education) are trained differently depending on the school type and specialist
area.1
All teachers have to gain practical experience either during their studies or immediately
after their graduation depending on the type of teacher training institution they have
attended.
There are numerous courses in the field of media education offered by these institutions
many of them are compulsory. They include media pedagogy2, Teaching with new ICT3
or courses on subject didactics/teaching methodology.4
In addition, a lot of the institutions also offer courses on their learning management
systems or support students and their educators alike via their centres for e-learning or
media pedagogy.5 Even though these are not obligatory, they are put into practice more
and more frequently.
Continuing education of teachers is mainly organised via the University Colleges of
Teacher Education.
Relevant continuing education opportunities include:
1Eurydice (2013). Teachers and Education Staff. from

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teachers_and_Education_Staff
2E.g. http://www.ph-ooe.at/fort-weiterbildung/lehrgangsangebote/medienpaed-e-learning.html
3E.g. http://www.phdl.at/institute/e_learning_medienpaed_ikt/fortbildungsangebot_1314/
4E.g. https://www.sbg.ac.at/fachdidaktik/AbteilungIDN/biologiedidaktik/Link1c.html
5E.g. http://www.phdl.at/institute/e_learning_medienpaed_ikt/ or http://zid.univie.ac.at/
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Virtuelle PH
Each trimester, the Virtuelle PH offers about 70 free 1- to 4-week online courses
for teachers or future teachers. Topics include the use of learning management
systems or of specific sofware but also media didactics. In addition, so-called onehour eLectures are organised on a regular basis.
Courses on media
Education Group works closely with the two University Colleges of Teacher
Education in Upper Austria and with the Kindergarten- und Hortreferat des
Landes O (responsible for kindergartens and after-school care in Upper Austria).
It offers a large number of on-site seminars and workshops on the use of media
and media pedagogy for educators of each educational level.

In Austria, the system of higher education distinguishes between universities and
Universities of Applied Sciences. The latter offer their students less flexibility, on the other
hand they are more focused on their future professional lives.
The Universittsbericht 2011 (University report 2011) states that blended learning
concepts have become a constant in higher education.
Centres for e-learning and e-teaching have been introduced in a large number of
universities some of them even play an important part in terms of quality development
of university teaching. For example, lecturers are offered advice and support in terms of
organising their lectures more flexibly. In addition, some of these centres offer training
for them to help them improve their teaching competence1 or they train e-tutors who can
support lecturers independently.2
Many of the Austrian Universities of Applied Sciences offer courses for part-time
students which also contain e-learning elements. The Fachhochschulplan 2010/11
2012/13 (Plan for the development of Universities of Applied Sciences) furthermore
states that e-learning should be used even more frequently for teaching, learning and
examination to enable students with special needs to attend Universities of Applied
Sciences as well.
As new media is used by more and more lecturers, a large number of training courses
have been developed which put one of their focuses on the use of ICT in education. This is
either accomplished by separate courses or by providing e-tutors who help lecturers to
create blended learning scenarios.
Many study programmes which are specifically oriented toward the needs of working
people are offered by the Danube University Krems, one of the pioneering institutions in
Europe in the field of university-based advanced education. A lot of these courses deal
with aspects of media literacy; some particularly address teachers and managers in the
education sector enabling them to use media and technology in their daily work.
1E.g. http://ctl.univie.ac.at/professionalisierung-von-lehrkompetenz/teaching-competence-plus/
2E.g. http://www.vetmeduni.ac.at/de/elearning/ueber-uns/service/e-tutoren/
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Besides attending full-time vocational schools to be trained for a profession, young people
can also start an apprenticeship after completing their nine-year compulsory education.
Apprentices receive practical on-the-job training within companies [80% of the time]
[and] special theoretical instruction at vocational schools [20% of the time], with classes
being held either on one or two days per week or within a block of classes over several
weeks (dual system). Depending on the chosen trade, an apprenticeship can last two, two
and a half, three, three and a half or four years, and will always be concluded with a final
examination.1
The responsibilities for vocational training lie on federal, provincial and local level. Their
legal bases are laid down in the Vocational Training Act (Berufsausbildungsgesetz or BAG)
[which is issued by the Federal Ministry of Economy, Family and Youth]. For each
individual apprenticeship occupation, the Minister of Economy issues a training
regulation [Ausbildungsordnung], which is binding for the training provided in training
companies. ... The provinces adopt detailed regulations on that basis.
Training regulations stipulate the job profile specific to the respective apprenticeship
occupation. This job profile is the curriculum for the training company. It contains
broken down by apprenticeship years the professional competences which the
apprentice must be taught in company-based training. For newly regulated
apprenticeship occupations, not only job profiles but also activity descriptions are
formulated, which lay down, in the form of a short list, the occupational requirements the
trained apprentice is able to meet.2
The Berufsschulen (vocational schools) are subject to the decree on media policy by the
Federal Ministry of Education, the Arts and Culture and thus have to consider this in their
curricula.
For the employers, there are no binding regulations. However, most of the training
regulations contain a paragraph stating that apprentices should not only acquire the
professional knowledge they need for their working life but also gain the key competences
required from a skilled worker. These include method competence as well as
competences of self-directed learning in both cases, media (literacy) is crucial.

Non-vocational adult education is provided by a wide variety of voluntary and nongovernmental organisations including religious groups [and] advocates for specific
groups within the population ... In Austria the big non-profit adult education institutions
are members of an umbrella group called KEB (Austrian Conference of Adult Education
Institutions, the organisation of non-governmental providers of adult education), which
includes BFI (Berufsfrderungsinstititut sterreich, the Vocational Training Institute of the
1Federal Ministry of Economy, Family and Youth (n.d.). Apprenticeships and vocational training. from
http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Seiten/default.a
spx
2Federal Ministry of Economy, Family and Youth (2012). Apprenticeship Dual Vocational Education and
Training in Austria. p.7, from
http://www.en.bmwfj.gv.at/Vocationaltraining/Apprenticeshipsandvocationaltraining/Documents/Die
_Lehre_HP_engl.pdf
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Chamber of Labour), WIFI (Wirtschaftsfrderungsinstitut, the Institute of Economy

Promotion of the Austrian Economic Chamber to which all employers belong) and other
non formal providers.1 In addition, there is a number of vocational courses offered by
universities, Universities of Applied Sciences or other institutions.
Nowadays, adult education providers organise a large number of courses on the use of
ICT, some even on media literacy or e-learning. In addition, e-learning is used more and
more frequently for the courses which are offered2.
Gruber-Rotheneder (2011) states that media literacy is necessary for both adult
educators and adults taking courses. The latter need to achieve media competence for the
sensible use of digital media in their daily lives. Adult educators themselves need to be
able to handle new technologies as they are used by adult education providers more and
more often to enhance the learners flexibility. In this context, it was pointed out that it is
most important for educators to be able to work with Web 2.0-tools. They should be
capable of showing learners how to work collaboratively, how to use such tools for
professional purposes and/or how to use those tools to acquire knowledge.3

There are many non-formal programmes and initiatives tackling media and learning in
Upper Austria.
The LandesJugendReferat des Landes O (responsible for youth) offers Webchecker
workshops for 10- to 26-year olds on a regional level which help them increase their
media literacy. They deal with topics such as Internet security, IPR, cybermobbing,
shopping on the Internet or Internet fraud. Up to now, about 3,000 young people have
attended these workshops. Instead of attending workshops, theres also the possibility to
take a Webchecker online course the learners get a certificate after passing a quiz
successfully.
On a national level, "[t]he Federal Ministry of Economy, Family and Youth promotes
measures and initiatives to convey this media competence, so that young people are able
to learn how to deal with media consciously and critically.4 These include topics such as
computer games, Internet, mobile phones, movies and TV and also laws for the protection
of the youth.

In pre-primary education, there is no national compulsory curriculum. However, a
statewide Framework Curriculum for Preschool Education in Austria was commissioned
1European Association for the Education of Adults (2011). Country Report on Adult Education in AUSTRIA.
p.7, from http://www.eaea.org/doc/pub/Country-Report-on-Adult-Education-in-Austria.pdf
2 E.g. http://www.wifiwien.at/eshop/gfdetails.aspx?zg=3
3Gruber-Rotheneder, B. (2011). Lernen mit digitalen Medien. Ein Handbuch fr Erwachsenenbildung und
Regionalentwicklung. from http://www.oieb.at/upload/4570_Handbuch_Digitale_Medien.pdf
4Federal Ministry of Economy, Family and Youth (n.d.). Youth and Media. from
http://www.en.bmwfj.gv.at/Youth/YouthandMedia/Seiten/default.aspx
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by the Austrian provincial governments and completed in 2009 by the Charlotte Buehler
Institute with the collaboration of the Austrian Federal Ministry of Education, [the] Arts
and Culture, and the Preschool Teacher Training Colleges.1
It is defined as a play-based curriculum for ECEC institutions and encompasses twelve
principles of learning processes and six educational domains.2 It includes some
information on the use of digital media in kindergarten as an aspect of the educational
domain Language and communication. However, since the competences and list of
topics to be addressed have not been specified in detail for the different educational
domains, teachers are free to choose adequate content and methods to work both
professionally and creatively.3
The curricula for primary and secondary schools are decreed by the Federal Ministry
for Education, the Arts and Culture on the basis of the School Organisation
Act (Schulorganisationsgesetz, SchOG). [They specify] the statutory educational tasks of
the respective school type.4 [C]urriculum development for all school types follows
similar principles. Working groups made up of teachers of a school subject play a vital role
here.5
All curricula include the eight key competences and major educational objectives deriving
from these competences are integrated into the Austrian school legislation with
constitutional status, in order to emphasise broad consensus among educational policymakers.6
All schools are subject to the Grundsatzerlass Medienerziehung (policy decree on media
education). Media literacy is one of the integrating principles in Austrian education. It is
specifically named in the media education policy decree of the Federal Ministry for
Education, the Arts and Culture. As a part of media pedagogy, media education has been
an educational principle since 1973. The goal of the current decree (2012) is to generate
1Hartmann, W. (2009). The Statewide Framework Curriculum for Preschool Education in Austria. p.9., In:
Resch, C. (editor) (2010). Central Eastern European Forum -Early Childhood Education and Care:
Promotion
of
the
Gifted
and
Talented.
from
http://www.oezbf.net/cms/tl_files/Publikationen/Veroeffentlichungen/cee_komplett_web.pdf.
2Cf. Eurydice (2013). Teaching and Learning in Programmes for Children over 2-3 years. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teaching_and_Learning_in_Pr
ogrammes_for_Children_over_2-3_years.
3Hartmann, W. (2009). The Statewide Framework Curriculum for Preschool Education in Austria. p.15., In:
Resch, C. (editor) (2010). Central Eastern European Forum - Early Childhood Education and Care:
Promotion
of
the
Gifted
and
Talented.
from
http://www.oezbf.net/cms/tl_files/Publikationen/Veroeffentlichungen/cee_komplett_web.pdf
4Cf.
Eurydice
(2013).
Teaching
and
Learning
in
Primary
Education.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teaching_and_Learning_in_Pri
mary_Education
5Cf. Eurydice (2013). Teaching and Learning in General Lower Secondary Education. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teaching_and_Learning_in_Ge
neral_Lower_Secondary_Education
6Cf. Eurydice (2012). Enhancing Creativity and Innovation, Including Entrepreneurship, at all Levels of
Education
and
Training.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Enhancing_Creativity_and_Inn
ovation,_Including_Entrepreneurship,_at_all_Levels_of_Education_and_Training
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measures that critically and analytically integrate both the traditional mass media and the
new media, particularly the Internet, into education.1 Students are expected to gain
competencies in terms of using media, communication, media as an economic factor/mass
media as institutions and creating media.
To support teachers in implementing media education, the Federal Ministry of Education,
the Arts and Culture set up the interactive platform www.mediamanual.at. It offers
pupils, students and teachers material for practical media education [and] contains basic
knowledge in the form of lectures and workshops in which practical courses are offered
on subjects such as film, radio, video and new media.
Thematically it is concerned with problematic subject areas in media education such as
the question as to how common media knowledge influences value systems and ideas.2
Mediamanual.at also organises the annual media literacy award for the best and most
innovative educational media projects in European schools. This is intended to thematise
media competence as a political, social, cultural and personal qualification and to help
establish social and critically sensible use of media within the context of the organisation
of everyday life.3
Educators are also supported in their work by the quarterly journal MEDIENIMPULSE"
which is published by the Federal Ministry of Education, the Arts and Culture. It shows
how (new) media is influencing the work of teachers, looks at this from a scientific point
of view and also includes a lot of best practice examples. Each issue has a principal topic
(for example comics, computer games, cultural diversity,...). The articles are written by
alternating experts following the calls for paper and are published online under a Creative
Commons license thus enabling teachers to use them for their daily work easily.
In Austria, the most relevant recent trend in compulsory schooling is the introduction of
educational standards and competence oriented teaching. The School Instruction Act and
the pertinent statutory regulation [set] out the subject-specific proficiency pupils /
students are expected to acquire upon completion of the 4th and the 8th grades.4
As media literacy is a key competence nowadays, a working group initiated by the Federal
Ministry of Education, the Arts and Culture developed a cross-curricular competency
model for media literacy. It defines learning goals in the following fields students are
expected to reach after grade 4 and 8:
IT and society
o Significance of IT in society and in everyday life
o Responsible use of ICT
1Bundesministerium fr Unterricht, Kunst und Kultur (2012). Media literacy in the curriculum. from
http://www.mediamanual.at/mediamanual/leitfaden/medienerziehung/grundsatzerlass/.
2Bundesministerium
Kunst
und
Kultur
(2010).
media
literacy.
from
3Bundesministerium
Kunst
und
Kultur
(2010).
media
literacy.
from
fr Unterricht,
http://mediamanual.at/en/index.php.
fr Unterricht,
http://mediamanual.at/en/index.php.
4Kern, A. (2009). Introducing national educational standards into the general education system. p.1f., In:
Polzer, S. & Dlen-Erbay, K. (editors) (2009). Austrian Education News (57, Mrz 2009, pp. 1-7). from
http://www.bmukk.gv.at/medienpool/17804/aen57.pdf
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o Data protection and data security

o History and career opportunities
IT Systems
o Technical components and using them
o Design and use of personal IT systems
o Data exchange in networks
o Human-Machine-Interaction
Applications
o Documentation, publication, presentation
o Calculation and visualisation
o Research, selection and management of information
o Communication and cooperation
Concepts
o Presentation of information
o Structuring of data
o Working with algorithms
o Coordinating and controlling processes1
These models come with a lot of materials and sample tasks which are available on the
digi.komp web portal.

Its crucial for modern elementary education to foster childrens media literacy. They
should be able to use different kinds of media in an increasingly self-dependent and
critical way. Media and most of all digital media is included in the abovementioned
framework curriculum as an important means of learning and of acquiring knowledge.
Media literate children are able to use media in a meaningful and constructive way to gain
knowledge2.
As mentioned above, books are the most frequently used type of media in schools and
kindergartens. However, digital media become increasingly popular. Using media
creatively should enable the children to express themselves and to create their own
products in many cases they collaborate, communicate and cooperate with others.3
Thus, the aims of media education in pre-primary education are pretty general and vague
1Cf.
http://aufgabensammlung4.digikomp.at/course/view.php?id=36
or
http://www.edugroup.at/praxis/portale/digitale-kompetenzen/digikomp8nms-ahsunterstufe/kompetenzmodell.html
2Cf. Charlotte Bhler Institut (2010). Modul fr das letzte Jahr in elementaren Bildungseinrichtungen. p. 14,
from
http://www.bmwfj.gv.at/Familie/Kinderbetreuung/gratiskindergarten/Documents/bmwfjModul-Web-2011-2.pdf.
3Cf. mter der Landesregierungen der sterreichischen Bundeslnder, Magistrat der Stadt Wien,
Bundesministerium fr Unterricht, Kunst und Kultur (2009). Bundeslnderbergreifender
BildungsRahmenPlan
fr
elementare
Bildungseinrichtungen
in
sterreich.
from
http://www.bmukk.gv.at/medienpool/18698/bildungsrahmenplan.pdf.
Page
| 119
and the extent of incorporating media literacy into the curriculum is very much up to the
kindergarten teachers themselves.
The overall goal of primary education is to individually foster every child and to provide
a common elementary education for all children with a focus on the social integration of
children with special needs. The Allgemeines Bildungsziel (general educational
objective) of primary schools which forms part of the curriculum also points out the
importance of teaching children an age-appropriate use of modern ICT.1
In addition, (new) media and ICT are explicitly mentioned in some of the Allgemeine
didaktische Grundstze fr die Grundschule (general didactical principles for primary
education) which form part of the curriculum of primary schools and determine the most
important characteristics of appropriate primary education2:
The principle Activation and motivation (Aktivierung und Motivierung) aims to foster
the pupils interest, curiosity, inquisitiveness and commitment. Modern ICT can and
should be used to achieve this dependent of course on the schools infrastructure.
The principle Individualisation, differentiation and encouragement (Individualisieren,
Differenzieren und Frdern) mentions the use of different kinds of media as a suitable
means of supporting this principle. This can be accomplished easier by equipping
schools/classrooms with electronic media or modern ICT.

As mentioned above, there is no national compulsory kindergarten curriculum but only
documents outlining educational aims to be achieved and providing an educational
framework curriculum3 which also includes some basic information on media education.
A publication on language promotion in institutions of elementary education dedicates a
chapter to the topic Book Culture literacy digital media. It describes the personal,
communication, professional and methodological skills young children are expected to
acquire in the following fields:
Understanding of the importance of written language and media

Competent use of media, writing and writing tools
Personality development through literature and digital media4
Another publication about children in their last year of kindergarten points out that adults
can support young children in gaining media experience by supporting them in using
1Cf. Bundesministerium fr Unterricht, Kunst und Kultur (2005). Lehrplan der Volksschule, Erster Teil,
Allgemeines Bildungsziel. from http://www.bmukk.gv.at/medienpool/14043/lp_vs_erster_teil.pdf
2Cf. Bundesministerium fr Unterricht, Kunst und Kultur (2005). Lehrplan der Volksschule, Dritter Teil,
Allgemeine didaktische Grundstze. from
http://bmukk.gv.at/medienpool/14044/vslpdritterteil3682005frhp.pdf
3Eurydice (2012). Teaching and Learning in Programmes for Children over 2-3 years. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Teaching_and_Learning_in_Pr
ogrammes_for_Children_over_2-3_years
4Cf.
Charlotte Bhler Institut (2009). Bildungsplan-Anteil zur sprachlichen Frderung in elementaren

Bildungseinrichtungen.
from
http://www.plattform-educare.org/BMUKK%20%20Bildungsplananteil%20sprachliche%20Foerderung,%206.2009.pdf.
Page
| 120
different kinds of media actively and by reflecting upon their experiences. Usually, 5- or
6-year-olds are already familiar with a large variety of ICT at that age and are able to use
many kinds of media (such as CD-players or digital cameras) with hardly any help.
However, they do need support in using the Internet as reading skills are necessary for
this.1
Both abovementioned publications give educators some concrete ideas about how to
support and foster childrens educational processes especially regarding (key)
competencies, how to design learning environments and resources, and how to
differentiate and individualise using media. Providing childrens books and dealing with
literature respectively with both analogue and digital media is extremely suitable for
initiating diverse and complex language-related educational processes. One of the focal
points is to enrich the learning environment with materials that are connected to writing
and languages.2
Overall, media literacy is seen as a key competence already in early childhood especially
new technologies have a very positive influence on language, reading and writing skills3.
As there are no clearly defined goals or contents in the curricula of primary schools, an
expert working group on digital literacy was set up by the ministry of education. The
members of this working group worked on adapting the existing competency model for
the media literacy of 14-year-olds to create a competency model for the media literacy of
children at the end of grade 4 (aged 10). As mentioned above, the model comes with
sample tasks which were tested and evaluated with teachers and released under Creative
Commons.

In the case of Hauptschulen (general secondary schools), Neue Mittelschulen (new
secondary schools) and Gymnasiums (academic secondary schools), the use of new
technologies in education is explicitly mentioned in the Allgemeine Bildungsziele
(general educational objectives) and the Allgemeine didaktische Grundstze (general
didactical principles). Modern education is expected to take the increasing popularity of
ICT into account and to make use of its didactic potential. Of course, their influence on
economy and society has to be tackled as well. In addition, students are asked to use media
as a means of gaining knowledge and of information management, to use media critically
and effectively and to gain awareness of the chances and risks of ICT.
1Cf. Charlotte Bhler Institut (2010). Modul fr das letzte Jahr in elementaren Bildungseinrichtungen. p. 28f,
from
http://www.bmwfj.gv.at/Familie/Kinderbetreuung/gratiskindergarten/Documents/bmwfjModul-Web-2011-2.pdf.
2Charlotte Bhler Institut (2009). Bildungsplan-Anteil zur sprachlichen Frderung in elementaren
p.
71,
from
3Cf. Charlotte Bhler Institut (2009). Bildungsplan-Anteil zur sprachlichen Frderung in elementaren
from
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In the Berufsbildende Schulen (vocational schools) the priority given to media literacy
in the curriculum depends greatly on the type of school. Thus, the aims and objectives
regarding media education in secondary schools are rather vague in general like it is the
case in primary schools.

As mentioned above, media literacy is a cross-curricular educational principle in all
schools in Austria.
In lower secondary schools, the curricula of some subjects mention the use of media
explicitely particularly in German, Music and Arts. Whereas German rather tackles the
information literacy, information management and critical use of media, Music and Arts
put a focus on the creation of media products.1
At the moment, there is no separate subject dedicated to media literacy or media
education at Austrian lower secondary schools. However, some schools have decided to
put a focus on media/media education within the framework of their autonomy. In most
cases, these schools dont concentrate on the critical use of media but rather on working
creatively with many types of media (text, pictures, audio, movies, Internet,...).
Even though Computer Science is not a compulsory subject in lower secondary schools in
principle, many of them offer it as an optional subject. Some of them even have decided to
adapt their curricula in adding Computer Science as a compulsory subject within the
framework of their autonomy. However, there is no nationwide definition and no
standardised curriculum for these schools.2
In upper secondary schools, media education concentrates on the concrete use of media
and ICT and on creating media products (e.g. in subjects such as Music or Arts). However,
some aspects of media literacy are tackled by the curriculum of German. This is the case
for both general education and vocational education.
For example, the curriculum for German of the upper level of academic secondary schools
states the following: Media education includes preoccupation with all kinds of media. An
emphasis has to be put on the significance of audiovisual media for young people,
particularly concerning entertainment, information and self-discovery. In addition, the
increasing importance of new media for society and the new role of print media in the
overall media context have to be discussed. Students have to be taught media literacy in
the sense of being able to use media purposefully and functionally and in the sense of
being able to orient themselves in a culture which is strongly shaped by media
technology.3
1E.g. cf. Bundesministerium fr Unterricht, Kunst und Kultur (2012). Lehrplan der neuen Mittelschule. from
http://bmukk.gv.at/medienpool/22513/bgbla_2012_ii_185_anl1.pdf.
2Cf. Parycek, Peter/Maier-Rabler, Ursula/Diendorfer, Gertraud (Hg.) (2010). Internetkompetenz von
SchlerInnen. Themeninteressen, Aktivittsstufen und Rechercheverhalten in der 8. Schulstufe. p. 14ff. from
http://www.elsa.schule.at/studien/Internetkompetenz_von%20SchuelerInnen.pdf.
3Cf.
Bundesministerium
fr
Unterricht,
Kunst
und
Kultur
(2004).
Deutsch.
from
http://www.bmukk.gv.at/medienpool/11853/lp_neu_ahs_01.pdf
Page
| 122
Even though media education is mentioned as a basic educational goal, there are hardly
any specific indicators to assess the students level of media literacy.
Even though there are many vocational schools (most of all, schools and colleges of
engineering, arts and crafts) putting an emphasis on media1, media literacy is not taught
as a separate subject in general with the exception of colleges for the training of nursery
school teachers2.
As mentioned above, a competency model for media literacy was developed which
includes the learning goals students are expected to reach after grade 8. A large number
of sample assignments and comprehensive information for teachers is available on the
digi.komp web portal like it is the case for primary schools.
In addition there is already a competence model for applied computer science for
vocational schools and a competence model for computer science in the 9th grade of
academic secondary schools. They both tackle a lot of aspects of media literacy. A
competence model for polytechnic schools is currently being developed.

There are many organisations which engage in incorporating media literacy in the
curriculum.
A very relevant one is the Austrian Institute for Applied Telecommunications (OIAT). It
is is an independent NGO supporting businesses, consumers, NGOs and public bodies in
safer and efficient use of information and communication (ICT). In its activities, OIAT
focuses on fields like safer internet and mobile phone use, e-commerce, e-learning, einclusion, as well as research and development.3
OIAT coordinates Saferinternet.at which is a member of Insafe, the European network of
Awareness Centres promoting safe, responsible use of the internet and mobile devices to
young people.4 It is responsible for the web portal www.saferinternet.at, offers
workshops or makes a large number of free school resources, booklets and best practise
collections available. Saferinternet.at also published a paper with a large number of
concrete ideas of how to use these resources in class and also showed clearly how these
examples relate to the core curriculum of lower secondary schools5.
1E.g. http://www.htl.at/fileadmin/content/Lehrplan/HTL_MedientechnikMedienmanagement.pdf
2Cf.
Chapter 3.6.4.2.2.1
3sterreichisches Institut fr angewandte Telekommunikation (IAT) (n.d.). OIAT English profile. from
http://www.oiat.at/index.php?id=413.
4Saferinternet.at
(2012).
Saferinternet.at
Austrian
Awareness
Centre.
from
http://www.saferinternet.at/english/.
5Cf. Saferinternet.at (n.d.): Unterrichtsbeispiele aus Saferinternet.at und Handywissen.at Sekundarstufe I.
from
http://www.saferinternet.at/fileadmin/files/Unterricht/Safer_Internet_Uebungsvorschlaege_fuer_die_S
ekundarstufeI.pdf
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The work of Education Group also has to be mentioned in this context. It offers a large
variety of services in the field of media education for educational institutions, educators,
students and their parents including workshops, research, infrastructure or resources.
Some of them are offered within the framework of efit21 - an initiative of the Federal
Ministry of Education, the Arts and Culture. Its goals include using ICT in education to
increase educational quality and to give students the necessary competencies for their
personal, professional and social success thus enabling the establishment of media
literacy as an educational principle as it is specified in the ministrys policy decree.
The expansion of central services for schools is one priority objective: Learning
platforms and subject portals provide the basis for individual learning paths.1 Two
important services of Education Group were set up within this objective.
On the one hand, Education Group maintains edumoodle, Austrias leading learning
management system, thus giving educators the chance to use e-learning with their
students without having to worry about the technical prerequisites.
On the other hand, Education Group is responsible for the maintenance of the
approximately 40 subject portals which hold a large number of educational resources for
students and teachers. They are managed by teachers following the principle by
educators - for educators.

As mentioned above, education for primary and secondary school teachers in Austria is
offered by universities and university colleges of teacher education. Kindergarten
teachers are trained in vocational schools.
In 2005, the Hochschulgesetz (Teacher Education Act) transformed the 51 teacher
education and training institutions into fourteen university colleges of teacher education
and made these recognised post-secondary educational institutions. Before [that],
teacher education and continuing teacher training was offered by the Pdagogische
Akademien [pedagogical academies], inservice and further training by the Pdagogische
Institute [pedagogical institutes]. All these types of education and training are now
concentrated at the university colleges of teacher education.2
Universities have an autonomous status and they emphasise that their teacher education
programmes are based in academic research in the subjects and subject-related didactics.
The universities offer subject specific Diploma Degree Programmes for Teaching
1Chabera, B., Jankovic, P., Macho, M. & Nbauer, R. (2009). National Report for Austria on the
Implementation of the EU Education and Training 2010 Work Programme. p.10, from
http://www.bmukk.gv.at/medienpool/18834/abb2010_fb09_e.pdf
2 Hornung-Prhauser, V., Geser, G. (2010). ICT in Initial Teacher Training. Austria Country Report. Use of Information
and
Communication
Technology
in
http://www.oecd.org/edu/ceri/45935675.pdf.
Initial
Teacher
Training.
p.
10,
from
Page
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Profession (so-called Lehramtsstudien).1 This autonomy leads to a lack of standards

in terms of the curricula media literacy or the use of media and/or ICT are not
compulsory.

Generally spoken, the significance of media and learning in teacher training greatly
depends on the institution, on the teacher trainers commitment and finally also on the
future teachers themselves. Some courses or programmes are offered however, no
binding standards exist and thus teachers competence in that field cannot be taken for
granted.

3.6.4.2.2.1 Pre-primary education
Educators in kindergartens are trained in vocational schools, so-called Bildungsanstalten

fr Kindergartenpdagogik (colleges for the training of nursery school teachers), which
comprise grades 9-13. In total, there are 29 colleges for the training of nursery school
teachers in Austria, 5 of them are in Upper Austria2. They are attended by about 8.500
students (Upper Austria: appr. 1.500)3. It is also possible to complete that kind of
education in a 4-year programme after the secondary school-leaving examination. Like all
the schools in Austria, these schools are subject to the ministry of educations policy
decree on media education.
As one of the very few vocational schools, the curriculum of that kind of school includes
the subject Informatik und Medien (Computer science and media) which aims to teach
students basic IT-knowledge and makes them use ICT and media in a critical way. In
addition students learn how to support children and young people in using ICT
themselves. Finally, they are expected to put their acquired media literacy into practice in
all the subjects. The significance of media education is also tackled in the subject curricula
of core subjects such as Didactics or Pedagogy. This shows that sustainability of media
education is being recognised as something important and that the future kindergarten
teachers have to be able to teach children media literacy from a very young age on.4
However, there is no competency framework in terms of media literacy for kindergarten
teachers. Some of the schools even reduce the number of hours the abovementioned
1
Hornung-Prhauser, V., Geser, G. (2010). ICT in Initial Teacher Training. Austria Country Report. Use of
Information and Communication Technology in Initial Teacher Training. p. 11, from
STATISTIK AUSTRIA (n.d.). Schulen 2012/13 nach detaillierten Ausbildungsarten. from

http://www.statistik.at/web_de/statistiken/bildung_und_kultur/formales_bildungswesen/schulen_schulbesuch/
020955.html.
3 STATISTIK AUSTRIA (n.d.). Schlerinnen und Schler 2012/13 insgesamt nach detaillierten Ausbildungsarten
und
Geschlecht.
from
http://www.statistik.at/web_de/static/schuelerinnen_und_schueler_201213_insgesamt_nach_detaillierten_ausb
ildungs_029641.pdf.
4Cf. Bundesministerium fr Unterricht, Kunst und Kultur (2004). Lehrplan der Bildungsanstalt fr
Kindergartenpdagogik. from http://www.abc.berufsbildendeschulen.at/upload/2036_BAKIP.pdf.
Page
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subject is taught (usually 1 hour a week in grades 9-11) within the framework of their
autonomy. Again, the extent to which media literacy as well as the production and use of
media are taught depends on the school and the teacher.
3.6.4.2.2.2 Primary and secondary education
As mentioned above, initial teacher training for teachers for primary schools, general
secondary schools, new secondary schools, special needs schools and prevocational
school is conducted at university colleges of teacher education. The curricula of the
degree programmes are developed by the Studienkommission (Study Committee) of the
respective teacher training programmes.
So it is not surprising that the strategies and the role of digital media in the university
colleges for teacher education are very different. For example, the Private University
College of Education of the Diocese of Linz offers a wide range of compulsory courses on
media for future teachers1 such as media didactics, the use of ICT or the ECDL.
In addition, digi2edu, a training concept for future teachers, started in autumn 2013 at
the Private University College of Education of the Diocese of Linz. It enhances the content
of the ECDL by some aspects of media pedagogy. The students complete the four ECDL
Base modules (Computer Essentials, Online Essentials, Word Processing and
Spreadsheets) in the first year of their studies. In the second and third year, they complete
three more modules, namely Presentation and Image Editing, IT-Security and Safer
Internet and Online Collaboration and Using learning management systems in school.
However, these are embedded in a didactic overall concept and thus considerably
enhance the ECDL Standard profile.
Future teachers in academic secondary schools and vocational schools are trained in
universities. In 2002 the Austrian universities became more autonomous... . Therefore
e-learning policies are not co-ordinated by the Federal Ministry of Science and Research
and no national ICT policy specifically targeting the Diploma Programmes for Teacher
Professions can be observed.2 In the teacher training programme[s], educational
subjects and practical training must be combined with subject-related education and
subject-specific didactics training in two subjects.3 Usually, the students have to attend
lectures on didactics, school organisation or methodology in the first year of studies but
if and to what extent media and learning are part of that depends on the institution.
However, some universities offer courses on media especially intended for future
teachers. For example, the University of Salzburg developed the Medienpass Lehramt
(media pass for student teachers) which especially targets the challenges and
requirements of the use of new media in education. It covers the subjects Media
pedagogy and media didactics, Media technology and media production, Using e-
Cf. Private Pdagogische Hochschule der Dizese Linz (n.d.). Medienveranstaltungen in der Ausbildung. from
http://www.phdl.at/institute/e_learning_medienpaed_ikt/medien_in_der_ausbildung/.
and
Communication
Technology
in
Initial
Teacher
Training.
p.
14,
from
Eurydice (2013). Initial Education for Teachers Working in Early Childhood and School Education. from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Initial_Education_for_Teachers_Worki
ng_in_Early_Childhood_and_School_Education#Universities_3
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learning for cross-curricular teaching, Information and Internet competency and

Preparation of lessons and teaching materials using new media.
Generally, [t]he relevant ministries, that are the Ministry for Education, Arts and Culture
and the Ministry for Science and Research, and regional educational agencies (with
respect to some obligations of the university colleges) do not demand the implementation
of a mandatory certificate or compulsory courses on ICT use in teaching.1
However, [t]he importance of ICT and e-learning is officially acknowledged by most
Austrian teacher training institutions. However, there are no established country-wide
standards of what is regarded as ICT or media. ... There is also a perceived lack of
consistency in institutional policies and leadership regarding ICT use in teaching and,
hence, some divergence between discourse and actual practice. Responsibilities for media
education, e-learning, and technical and didactical support for ICT use in teacher training
are organised very heterogeneously, which seems unfavourable if the goal is to achieve a
consolidation of the training and related service offers.2

In-service teacher training is mainly offered by the university colleges of teacher
education and includes both online as well as on site courses or seminars.
Kindergarten teachers in Upper Austria have the right to get 5 days of special leave a year
to take part in in-service teacher programmes. If they dont make use of this opportunity,
they can be obliged to attend up to 2 days of continuing education a year.3
All teachers in primary, lower secondary, new secondary, special of vocational schools
have been obliged to take part in in-service teacher training for 15 hours per school year.
For teachers at academic secondary schools and colleges for higher vocational education
... there is no [quantitative] obligation enshrined in the Service Act for Teachers to take
part in in-service and continuing training.4
The area of in-service and continuing teacher training mainly comprises demandoriented lectures.5 In general, about two thirds of teachers in lower secondary schools
and
Communication
Technology
in
Initial
Teacher
Training.
p.
49,
from
and Communication Technology in Initial Teacher Training. p. 48, from http://www.oecd.org/edu/ceri/45935675.pdf
Cf. Amt der O. Landesregierung (2013). Jahresschwerpunkte 2013/2014. from http://www.ooekindernet.at/xbcr/SID-1DB3F551-75C5158E/Jahresschwerpunkte_und_Infos.pdf
Eurydice
(2013).
In-Service
and
Continuing
Training
of
Teachers.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Continuing_Professional_Development
_for_Teachers_Working_in_Early_Childhood_and_School_Education#InService_and_Continuing_Training_of_Teachers.
Eurydice
(2013).
In-Service
and
Continuing
Training
of
Teachers.
from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Austria:Continuing_Professional_Deve
lopment_for_Teachers_Working_in_Early_Childhood_and_School_Education#InService_and_Continuing_Training_of_Teachers.
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express the need for training on the use of computers and the Internet.1 This is accounted
for by the online programmes offered by the Virtuelle PH, various seminars and courses
at the university colleges of teacher education or the Kindergarten- and Hortreferat and
also the Danube University Krems which offers degree programmes such as activityoriented media pedagogy or pedagogy of media and games.
In addition, Schulinterne bzw. Schulbergreifende Lehrer/innenfortbildungen
(SCHILF/SCHLF) (Further training of teachers within a school resp. across schools) are
a popular means of in-service teacher training. If there is a need for education concerning
a certain topic in a school, the headmaster can ask for training, This is then organised in
the respective school by the responsible university college of teacher education. This kind
of teacher training is explicitly supported by stakeholders concerning the development of
teachers digital competence.

The universities are very autonomous in terms of training their staff in terms of media
and learning. However, about 20 institutions of higher education are jointly offering the
Zertifikat eLearning (E-learning certificate). The programme is designed to enable
employees of higher education institutions to attend training across institutions.
Unfortunately there is no information about the concrete number of participants in that
programme but according to several publications2 it is very popular in the involved
institutions.
The courses in the programmes are organised in the four modules Media didactics in
teaching at university, Media production, Media organisation and Current issues.
Participants have to take at least three courses offered by two different institutions within
18 months and can then apply for Level 1 of the e-learning certificate.
Level 2 of the certificate can be obtained by attending one more course and by
developing an online course and/or multimedia learning resources. Local competency
centres support the implementation of these materials/courses which usually takes 1-2
semesters. The participants finally submit a final report to their mentoring institution and
can then apply for the certificate.

Within the context of the abovementioned digi.komp project, the so-called DIGIcheck for
teachers was developed. It is based on the TPCK model by Mishra and Koehler which
covers content, pedagogical and technological knowledge and their overlaps.
DIGIcheck is a tool for the anonymous self-evaluation of teachers and consists of a
questionnaire with 40 questions about the digital skills, didactics in terms of supporting
the pupils in acquiring media competency themselves and collaboration. Based on the
answers, recommendations for possible trainings are given.
Cf. Kast, F. (2010). Fortbildungsbedarf: Disparitten in Abhngigkeit von Schulart, Alter und Geschlecht der
Lehrer/innen. from https://www.bifie.at/buch/1179/3
E.g. Carstensen, D. (2009). Qualittssicherung im eLearning an sterreichischen Hochschulen. p. 26, from

http://www.fnmaustria.at/fileadmin/user_upload/documents/Abgeschlossene_Projekte/QS_im_elearning_BUCH.pdf
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The results of DIGIcheck are intended for the teachers themselves, for their headmasters
(as soon as five teachers of a school have completed the questionnaire to preserve
anonymity) and the regional e-learning coordinators (again, the tested people remain
anonymous). Based on the results, in-service training programmes are planned on a
regional and a local basis. In addition, they can be used for the quality management of
schools.

In the next few months, there will be quite a few changes happening in the Austrian
educational system. As mentioned above, a new government was elected in November
2013.
From March 2014 onwards, the responsibility for primary and secondary education as
well as for the University Colleges of Teacher Education will lie within the
Bundesministerium fr Bildung und Frauen (Federal Ministry for Education and
Women).
The Bundesministerium fr Wissenschaft, Forschung und Wirtschaft (Federal Ministry for
Science, Research and Economy) will be responsible for universities and Universities of
Applied Sciences as well as for company-based apprenticeship training.1
In the Work programme of the Austrian Federal Government 2013 2018, media
competence of young people is mentioned explicitely as one of the measures of Making
Austria fit for the future: The skills and needs of young people should be recognized and
respected. Here individual support and equal opportunities are central. Also important is
that the different realities of life of young people and young adults are taken seriously. ...
[R]esponsible media competence should be promoted by continuing existing projects and
arrangements.2
New media also plays an important role in the educational policy in Austria in the next
years:
Objective: Improve access to electronic media for schools and pupils.
Challenge: Embed modern technologies in the Austrian school system.
Measure: Gradually replace traditional teaching aids (e.g. textbooks) with digital media
(e.g. tablet PCs, e-books, educational apps) within the framework of the schoolbook
campaign and in consultation with the school providers.3
The National ICT Security Strategy acknowledges the significance of media literacy as
well: Today the use of ICT may be described as the 4th cultural technique (besides
reading, writing and arithmetic). ICT and, closely associated with it, ICT security, and
1
Cf.
Bundesministeriengesetz
1986.
from
http://ris.bka.gv.at/GeltendeFassung/Bundesnormen/10000873/BMG%2c%20Fassung%20vom%200
1.03.2014.pdf?FassungVom=2014-03-01
2 Austrian Federal Chancellery (2013). Work Programme of the Austrian Federal Government 2013
- 2018. p.
26f, from http://www.bka.gv.at/DocView.axd?CobId=53588

3 Austrian Federal Chancellery (2013). Work Programme of the Austrian Federal Government 2013
- 2018. p.
42, from http://www.bka.gv.at/DocView.axd?CobId=53588

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media competence should therefore be covered in early schooling.... ICT and ICT security
must be incorporated to a greater extent into school curricula and daily teaching practices
from primary school level onwards. ... The use of ICT and new media as well as ICT security
have to become an integral part of the curricula of all types of schools. These issues must
be covered by a compulsory subject to improve media skills in all areas.1
In Austria, one of the most relevant recent trends in compulsory schooling is the
introduction of educational standards and competence oriented teaching. The School
Instruction Act and the pertinent statutory regulation [set] out the subject-specific
proficiency pupils / students are expected to acquire upon completion of the 4th and the
8th grades.2 Standards have been implemented ... in the subjects German, Reading,
Writing, Arithmetic (primary school) and German, Mathematics, English ([lower] ..
secondary level) ... These education standards were introduced to enhance and develop
the quality of teaching and learning.3 Starting in the academic year of 2011/12 (8th grade)
respectively of 2012/13 (4th grade) pupils competencies are tested periodically.
Also the secondary school-leaving examinations are being standardised. The
introduction of standardised and competence-based [examinations] ensures uniform
basic skill levels, identical parameters and objectivity for all pupils.4 Pilot projects are
already running, the standardised examinations will be fully introduced in academic
secondary schools by the academic year of 2014/15 and in vocational schools by
2015/16.
The Austrian Cyber Security Strategy explicitly tackles the topic ICT and media
competence: A meaningful and adequate ICT competence level should be ensured by
intensifying training in the field of cyber security and media competence in schools and
other educational facilities as well as by developing national cyber security competence
in the apprenticeship training system.5 Relevant measures should include the [s]tronger
integration of ICT, cyber security and media competence into the school curriculum. ICT
and new media literacy has become part of the curriculum of all types of schools.
Moreover, ICT security issues and cyber security should become an integral part of a
model for digital competence adjusted to the curriculum of the respective type of
school so as to create awareness for security issues and to help children learn a
Federal Chancellery (2012). National ICT Security

http://www.oesterreich.gv.at/DocView.axd?CobId=48411.
Strategy
Austria.
p.
20f.
From
2Kern, A. (2009). Introducing national educational standards into the general education system. p.1f., In:
Polzer, S. & Dlen-Erbay, K. (editors) (2009). Austrian Education News (57, Mrz 2009, pp. 1-7). from
http://www.bmukk.gv.at/medienpool/17804/aen57.pdf
3
Federal Ministry of Labour, Social Affairs and Consumer Protection (2013). Youth and Work in Austria.
Reporting
year
2012/13.
p.
37.
from
http://www.bmask.gv.at/cms/siteEN/attachments/7/8/3/CH2394/CMS1320223144806/130927_youth_an_wor
k_in_austria2012u2013_webversion_en_final.pdf
Reporting
year
2012/13.
p.
43.
from
Federal
Chancellery
(2013).
Austrian
Cyber
https://www.bka.gv.at/DocView.axd?CobId=50999
Security
Strategy.
p.
14.
From
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responsible use of ICT and new media. The aim is to ensure an adequate ICT competence
level across all types of schools.1
By developing a competency model for media literacy (as mentioned above), the first
steps towards a common baseline level of media literacy among young people have been
made. However, it will still take a while until it all has been put into practice in all Austrian
schools.
In terms of teacher training, it is also important to say that a new scheme for teacher
training was developed. It will be fully implemented in Austria by the academic year of
2015/16 in the case of future primary school teachers. The year after that, all future
teachers in secondary schools will be trained according to the new training programme.
The new teacher training programme (PdagogInnenbildung NEU) constitutes one of the
key education policy projects at the federal level, including training and in-service
training of all persons intending to work or currently working as teachers. ... [It] is
intended to provide teachers with the kind of training they need to respond to current
social developments and framework conditions in their job. The new teacher training
programme will use existing competences and improve quality in order to ensure the
provision of transfer opportunities between different educational paths.2 However,
media pedagogy has a relatively low significance in the Federal Bill governing the new
training programme: It is only mentioned as one of the examples for a
specialisation/focus the teacher training institutions are required to offer.3

Media education is a guiding principle in the curricula of all schools in Austria this shows
that the significance of media literacy as a 21st century skill has been recognised by the
educational authorities.
However, the significance of media literacy in the Austrian educational system is still
relatively low overall. This can be explained by the lack of concrete learning objectives
and the fact that the implementation of media literacy is not perceived as mandatory4.
There are hardly any subjects dedicated to media and information literacy usually these
topics are part of German classes. In some cases, they are also tackled in subjects such as
computer science.
In addition, many educators are insecure about their own media literacy and in general,
the teachers who are interested in media themselves are the ones who actually approach
Federal
Chancellery
(2013).
Austrian
Cyber
https://www.bka.gv.at/DocView.axd?CobId=50999.
Reporting
year
2012/13.
p.
44f.
from
Cf. Bundesministerium fr Unterricht, Kunst und Kultur (2013). Erluterungen. p. 4. from

http://www.bmukk.gv.at/medienpool/24466/bg_aend_hg2005_mat.pdf
Security
Strategy.
p.
15.
From
4 Schweiger, W. (2012). Konzeption eines Lehrplans fr den Unterrichtsgegenstand Medienkunde auf der
Sekundarstufe I. p. 206, from http://othes.univie.ac.at/21200/1/2012-04-01_0364550.pdf
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media literacy with their students.1 Thus it is almost impossible to find a common
denominator for the level of media literacy of the students. It varies greatly between
school types, between schools and even between classes.
Hornung-Prhauser and Geser (2010) state that the abovementioned situation is very
similar concerning teacher trainers:
At present most teacher trainers are not yet role models for teaching with ICT.
Traditional forms of teaching are still dominant, coupled with considerable
scepticism of many regarding the potential of ICT to improve teaching and
learning outcomes.
Interested teacher trainers perceive a lack of own pedagogical training for using
ICT in teaching.
Because of time constraints many teacher trainers find it difficult to acquire
necessary skills and to explore the use of ICT in classroom settings.
Assessment of teacher competences does not involve the use of ICT in teaching
and, hence, personal incentives for a more intensive usage are missing.2
Even though the Austrian Cyber Security Strategy does mention the importance of media
competence in teacher training, its significance seems to remain rather low also in the
future (as already mentioned): [It] is an important prerequisite for teaching the relevant
skills that ICT (security) competence becomes part of the curricula of teacher training
colleges and universities. Adequate in-service training programmes for fully-fledged
teachers will ensure that ICT training can be implemented fast, effectively and on a
sustainable basis. ... All students undergoing teacher training require ICT training to
enable them to use new technologies and media safely in their fields.... The sustainable
ICT competence of teachers must be ensured in programmes offered by teacher training
colleges and universities. [Finally, special programmes have to be developed for parents
within the school system which will help them to become a knowledgeable source of
advice for their children and to examine their use of new media and the media skills.3
On the one hand, the role conceded to media and learning still greatly depends on the
teacher training institution itself, on the other hand the commitment of the people
responsible for the teacher training programmes or of the lecturers themselves remains
crucial.
In the last few years, more and more training opportunities addressing both the actual
use of ICT as well as media literacy are offered the variety ranges from on-site
workshops or online seminars lasting several weeks to postgraduate university
programmes.
In general, there is an increasing number of initiatives and networks of and for schools
which dedicate to exchanging best practice examples concerning the use of media in
1Moser,
H.
(2006).
Standards
in
der
Medienbildung.
p.
10,
http://www.uibk.ac.at/elearning/news/bildungsstandards-innsbruck-2010_prof.-moser.pdf
from
and
Communication
Technology
in
Initial
Teacher
Federal Chancellery (2012). National ICT Security

http://www.oesterreich.gv.at/DocView.axd?CobId=48411.
Training.
Strategy
Austria.
p.
45,
p.
21.
from
From
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education. Recently, the most notable ones include E-Learning 1x1 a collection of ideas
for the use of digital tools and media in secondary education and KidZ a project
dedicated to exploring the future classroom in which digital media (mainly tablets) is
ubiquitous. They make it easier for teachers to actually use media in their everyday work,
to overcome restraints and make steps towards a modern and future-oriented way of
teaching.
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Bulgaria - ITPIO
3.7.1 Introduction
There are over 2,100 schools1 as well as 53 universities and colleges2 in Bulgaria. In all of
them ICT are used, in one way or another, and media literacy is acquired. In this total
number of schools there are also certain schools and universities where profiled and indepth computer training is offered, and others, where various methods of elearning/teaching are used.
The acquisition of knowledge in information technologies in compulsory education
(primary, secondary general and secondary vocational) is governed by laws and
regulations, reviewed in detail in the following section. The sphere of higher education is
autonomous, thats why more attention will be paid to the current practices in students
training and to the use of different platforms of e-learning/teaching. In vocational training
in school institutions, measures are also taken concerning the promotion of students
media literacy which are addressed below. Initiatives, projects and practices related to
media and learning will be considered.
Apart from this, national normative documents related to the media literacy of students
and trainees in all spheres of education and training will be reviewed and campaigns and
successful practices in this regard will be presented.
In addition to public institutions, there are also a number of NGOs and business
organisations, which in one way or another, work actively to expand the use of ICT in the
process of teaching and learning, and which also have a significant impact on the increase
of media literacy.
This chapter of the report provides a general overview of policy and practice in Bulgaria
at a national level regarding education and training and media literacy. It contains specific
information about the extent to which media literacy is incorporated into compulsory
level education curriculum design, organisations actively engaged in this process and
examples of good practice. Summarized information about the initial preparation and inservice training of school teachers in use of information and communication technologies
for teaching and learning, as well as examples of good practice is presented in part four of
the chapter. Based on the information collected and analyzed trends and developments
are highlighted, too.
Data was collected and the report elaborated by the Institute for preparation of Personnel
in International Organisations (ITIPO). The Institute is a non-government organisation
with a statute of an association. Several Bulgarian universities and colleges (among which
the biggest economic university on the Balkans), one of the representative organisation
of employees in the country, municipalities, companies with various subject of activity,
non-government organisations and lots of outstanding experts in different fields,
1 , (Register of schools, kindergartens and servicing units). From:

http://www2.mon.bg/adminmon/schools/
2 28.02. 2014 .(Register of the higher schools in Bulgaria as of
28.02.2014).From: http://www.minedu.government.bg/left_menu/registers/vishe/registar.html
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including in the field of counseling in management of EU funded projects, are members of

the Association. ITPIO maintains various contacts with the European Commission, large
number of government and private partner organisations in EU Member States, candidate
countries and USA, established and developed in the frames of implementation of joint
projects. The expertise of ITPIO is in the fields of education and training, human resources
development, economic researches, analyses and prognoses in different sectors etc.

The data collected for the country chapter for Bulgaria is based on primary and secondary
literature sources published by the national public authorities responsible for educational
matters and media literacy, as well as their official websites. Results from discussions in
the frames of other projects were also used for the elaboration of the chapter.

The extent to which media is used in education and training differs greatly from place to
place. This means that it is difficult to come up with a common definition of media literacy
in Bulgaria.
However, the most common definition, used for media literacy, is published by the
European Commission: Media literacy may be generally defined as the ability to access
the media, to understand and to critically evaluate different aspects of the media and
media contents and to create communications in a variety of contexts. It relates to all
media, including television, cinema, video, websites, print media, radio, video games and
virtual communities. Furthermore, it relates to all informational and creative contents, i.e.
all the various texts, images, sounds and messages which we are being confronted with
daily and which are an important part of contemporary culture1. This definition is also
accepted by the government institutions, responsible for education and training in the
country, and most of the Bulgarian educational institutions.
In science and research communities, dealing with media literacy in the initial and
preschool pedagogy in Bulgaria, the term multimedia is associated with the concept of
literacy, which underlines the need to apply broader understanding of literacy beyond the
frames of reading and writing and using the alphabetic code. Multimedia literacy means
the ability to handle the audiovisual presentation of information. There is a trend to
supplement the use of printed materials with different electronic forms for storage and
use of information and this is one of the ways in which communication takes place today.
This view is accompanied by the trend in research and in applications in the field of
literacy of being oriented towards new ways of obtaining, processing and presenting
information.2 In the same text a thorough and detailed analysis of the concept of media
literacy can be found.
1 European Commission, Media literacy. From: http://ec.europa.eu/avpolicy/info_centre/a_z/index_en.htm

2 , , , (Yuri Todorov, Ivan Dushkov, The concept of media
literacy), pg. 1-2. From: http://web.clio.uni-sofia.bg/todorov/MuMeLit.pdf
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3.7.2 Policy and Practice in Place

The population of Bulgaria as of 31.12.20131 amounts to 7245667. There is a tendency of
demographic aging, resulting in a reduction in the absolute number and proportion of
population below 15 years of age and increase of the share of the population aged 65 and
older, similar to the greater part of countries in Europe. Education in the school system
starts at 7 years of age and it is compulsory until the age of 16. The pre-school system
involves children at 3 to 6/7-years of age. School education in Bulgaria is basic and
secondary. Basic education ( V grade) includes two stages - primary education ( V
grade) and lower secondary education (V V grade). Upper secondary education (IX
XII grade) is general and vocational. General secondary education is obtained in the
general education schools (training duration 4 years) and the specialized schools
(training duration 4 or 5 years). Students can enroll in specialized schools after
completing V or V grade and after passing exams (in Bulgarian language and
literature, mathematics, a humanitarian subject etc.). Vocational education ensures
opportunity to students to get diploma for general secondary education and certificate for
a qualification in the profession studied after successful passing a maturity exam and
theoretical and practical state exams in the studied profession and specialty. Vocational
education and training system includes also vocational training centres for adults
(persons above the age of 16), providing training for acquiring qualification in
professions. The vocational training in all institutions is carried out according to unified
State Educational Requirements for acquiring qualification in professions. According to
data of the Centre for information assurance of education of Ministry of Education and
Science the share of the students who have left the vocational education compared to the
overall number of students in secondary education is too high. The highest percentage is
observed in IXth grade (70,04% for school year 2011/2012), followed by th and th
grades for 2009/2010, 2010/2011 and 2011/2012 school years. In Bulgaria, as in most
European countries, higher education is in three degrees - Bachelor (two levels professional bachelor and bachelor), Master and Doctor. 20,2 % of the population
above 50 and 17,7% up to 30 years of age graduated higher education2.

In Bulgaria, the Ministry of Education and Science (MES) has primary competence for
development of policy and legislation in compulsory education and their implementation.
Regional Education Inspectorates of MES are responsible for implementation of the
national strategic and programme documents at regional and local level and for observing
the normative regulations and requirements by the education institutions on their
territory, including those in the field of utilization of information and communication
technologies in the training.
Representative for the attention, given to ICT implementation in education at national
level is the fact that in the structure of MES functions a Directorate Information and
Communication Technologies. Its responsibilities related to the theme of the current
1 Source: Unified system for civil registration and administrative servicing of the population
2 The data is from the last census of the population in 2011.
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chapter are coordination of the activities for production and updating of content for etraining, maintaining of the National Education portal.
One of the main legal documents, regulating education, is the Public Education Act, which
governs the structure, functions and management of the compulsory education system in
the country. Another important law for the public education system is the Law on the
Level of Education, General Education Minimum and Curriculum. General education in
Bulgarian schools is accomplished through the study of subjects grouped into cultural and
educational fields, among them mathematics, informatics and information technology. 1
There are also some other strategic documents that concern the use and development of
ICT in compulsory education, described in more detail in the next paragraphs.

In Bulgaria, two years of pre-school training are mandatory before the child enters school.
Pre-school training of children takes place in preparatory groups at kindergartens or in
preparatory groups in schools and should not start earlier than in the year in which the
child turns 5.
The Regulation about pre-school education and training determines the state educational
requirements for pre-school education and the preparation of children for school.
According to Art. 2 of this Regulation, the educational content of pre-school training
includes development of knowledge, skills and attitudes in educational areas and are in
accordance with the cultural and educational spheres as per Art. 10 of the Law on the
Level of Education, General Education Minimum and Curriculum. It is in fact determined
by this text that the education of pre-school children may include training related to
information technologies because they are part of the third cultural and educational
sphere.
According to the curricula, in all Bulgarian schools pupils from the first to the fourth grade
(7 to 10 years old) may choose to study information technology in the form of a
compulsory optional subject. The Compulsory Optional Education (COE) provides
additional training in subjects included in the cultural and educational spheres and/or
vocational training in accordance with the individual abilities and interests of pupils and
the resources of the school. In the curricula for lower secondary education the subject of
IT is mandatory for pupils (11 to 14 years old).

Secondary education is aimed at pupils from 15 to 18 years old, takes four years of study
and is carried out after completion of basic education. It covers the IX to XII grade.
Training is conducted in high schools, specialized schools (where students are trained
additionally and more intensively in one discipline, such as IT, math, etc.), secondary
1 , (Law on the Level of Education, General

Education Minimum and Curriculum), last changed 15.09.2009, Art. 10. From:
http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_obr_minimun.pdf
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general education schools, vocational secondary schools, sports schools, art schools and
special schools.1
Studying IT in Bulgarian secondary education is part of the mandatory education for IX
and X grade (school students aged 15 16 years). The emphasis in the teaching of the
subject is placed on acquiring skills about the most popular IT applications. This
contributes to building up of pupils confidence in the applicability of the acquired skills
in real life situations.
In order to support implementation of ICT, MES maintains a web site http://www1.znam.bg/zmonres/edu/, where e-content for main school subjects in the
curricula for IX to XII grade is published.

The national legislative framework defines the general requirements for the position
teacher in kindergartens, primary schools and in secondary schools and the in-service
teacher training. The Public Education act2 (PEA) states that teachers and headmasters
are provided with conditions for in-service training. The Regulations for Implementation
of the Public Education act (RIPEA)3 states specifically that the school creates conditions
for teacher in-service training in organized forms of training and through selfpreparation.
The teacher and management staff training in the system of compulsory education are
carried out with the financial resources of the state budget in national programmes of
MES. The programmes are implemented each year by the National institute for training
and career development in the system of education (NITCDSE) and in the existing
Departments for information and in-service teacher training to the Higher Education
Institutions (HEIs) on the territory of the country (Shumen, Stara Zagora, Sofia, Varna,
Veliko Tarnovo). In order to be involved in training the candidates should hold a diploma
for Bachelor or Master Degree in the respective vocational area.
Additionally, HEIs offer short-term trainings (16 to 24 hours) in different thematic fields
in order to support development of teachers digital literacy and competences for
implementation of ICT. Summarized information about this issue is presented in part four
of the chapter.
MES, as a contracting authority of Operational Programme Human Resources
Development, initiates and implements schemes aimed at improvement of teachers
qualification, including in the implementation of ICT in training. For example, in the
project BG051PO001/3.1-01/001 ICT in Education the main activities include
development of educational contents, applications and system software and training of
teachers for implementation, as well as creation of e-libraries with educational content,
accessible for higher education students, teachers and researchers. The project duration
1 (Implementing Regulations of the National Education Act), last

changed 27.11.2009, Art.34. From: http://sacp.government.bg/normativna-uredba/podzakonovi/pravilnik-zakon-narodnaprosveta/
2 (National Education Act), last changed 16.12.2011, Art.39. From:
http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_prosveta.pdf
3 (Regulations for Implementation of the National Education Act), last

changed 27.11.2009. From: http://sacp.government.bg/normativna-uredba/podzakonovi/pravilnik-zakon-narodna-prosveta/
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is 6 years (2008 2014). About 80 000 school and university teachers, researchers,
students and pupils will be involved in the project activities.

Higher education is provided by higher education schools and universities. Admission to
universities takes place upon completion of secondary education. MES is the government
institution responsible for development and implementation of the national policy in
higher education.
The main legal document regulating matters concerning higher education in Bulgaria is
the Law on Higher Education. In chapter three of the Law, it is stated that the university
is a higher school, which, among other criteria, must have a library and other information
services necessary for training and scientific research.1
Despite the lack of more comprehensive regulatory requirements to increase media
literacy, higher education institutions in Bulgaria have taken significant steps on this
important issue, some of which are described below.
In most of the universities in Bulgaria effective systems for e-learning have been
implemented, accompanied by a strategy for the introduction of ICT in the education
process. This shows that information technologies are of specific interest to university
managements. All higher education schools in Bulgaria are represented on the Internet
with their own websites. Some university sites also provide an extended range of services
such as web access to email and internal information systems, access to the catalogue of
the university library, etc. Platforms for e-learning are used in almost all universities. The
IT solutions in this area are very diverse and some universities even use systems they
have developed themselves. Considering that HEIs are the main providers of initial and
in-service teacher training, the facts pointed out support the conclusion that their capacity
in providing training in modern environment is growing.

Vocational training in Bulgaria is carried out in the system of formal education and
training, as well as through many forms of non-formal education and informal selflearning. Initial vocational training and continuing vocational training are associated with
the acquisition of knowledge and skills in a profession, with increasing the level of
qualification and with gaining new qualifications. Vocational education and training are
provided by vocational secondary schools, HEIs, licensed vocational training centres,
organisations of the employers and the employees, NGOs, etc.2
Concerning vocational education and training, the National Agency for Vocational
Education and Training (NAVET) is the government institution which plays important
role for quality assurance in vocational education and training of young people and adults
adequate to the labour market needs.3 It is a legal entity funded by the state budget with
(Law on Higher Education), Last changed 16.12.2011, Art.17. From:

http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/documents/law/zkn_vo.pdf
2 () 2008-2013 (National Strategy for Lifelong Learning /NSLL/20082013), Pg.21, From:
http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf
3 (About NAVET) From:http://www.navet.government.bg/bg/AboutNAPOO
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headquarters in Sofia and is a specialized body of the Council of Ministers of Bulgaria,

established by the Vocational Education and Training Act (VETA) in 2000.
Through its participation in the development of policy documents and improvement of
legislation in the field of vocational education and training, NAVET contributes to the
optimization of education and training standards, including those related to increasing
media literacy and e-learning/teaching in the sphere of vocational education and training.
According to VETA vocational training programmes are developed on the basis of State
Educational Requirements for Acquiring Qualification in Professions (SERAQP). They
define training objectives and the learning outcomes, which include knowledge skills and
competences in: interacting with professional information from different sources;
communication in foreign language in professional context; using ICT. The level of
development varies according to the specifics of the respective profession. This and the
fact that SERAQP define also the requirements to the training facilities makes them
documents with important potential to contribute to improvement of training, related to
media literacy, as well as of the training environment.

According to the National Strategy for Lifelong Learning (2008 2013), an "adult" is
anyone who is 16 and older. Lifelong learning offers a variety of possibilities for learning
and training, tailored to different target groups in different stages of their lives: young
people, elderly people, unemployed as well as employed people who may have skills, that
do not corresponding to the new challenges.1
The National Strategy for Lifelong Learning for the next period 2014 20202 underlines
the crucial importance of adult learning pointing out the fact that the number of
population in active working age decreases and that of persons above the age of 60
increases every year. The prognosis is that until 2050 the labour force will decrease with
up to 40%. The Strategy defines fields of intervention aimed at improvement of the
existing opportunities for adult learning vocational training, training for development
of the nine key competences, non-formal and informal training contributing to preserving
of employment. Among the activities envisaged are creation of instruments and e-learning
platforms, modernization of the learning process through implementation of ICT based
methodological models, introducing new methods of learning organisation open
educational resources, including for education and training at the work place,
improvement of school teachers and academic staff capacity for providing training using
new methods, instruments and media. Employment Agency organizes courses for
improvement of digital and foreign language competences of employed and unemployed
persons, funded by the state budget and Operational Programme Human Resources
Development.
1 () 2008-2013 (National Strategy for Lifelong Learning NSLL/20082013), Pg. 13. From: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-102008.pdf
2 2014 - 2020 (National Strategy for Lifelong Learning for the period
2014 - 2020 ). From http://www.mon.bg/?go=page&pageId=74&subpageId=143
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Informal education is not regulated by any laws, rules and regulations. It can be
implemented in institutions as well as independently of them. Informal education covers
all age groups. In informal education, learning content, forms, methods and educational
technology are defined in dialogue between the trainer and the learner. This actually
determines the broad possibilities of using ICT, especially with regard to distance learning
forms.
In Bulgaria, a lot of informal training is dedicated to the use of multimedia applications or
is aimed at expanding multimedia literacy. Mostly, this includes seminars, open online
forums and discussions, workshops and so on. In addition, web portals, providing an
opportunity for e-learning, such as the National portal for vocational education and
training1, National Educational Portal2 and information systems of NAVET3, allow access
for all citizens to education and training resources, as well as to institutions providing
vocational education and training.
The use of ICT in informal education is directly related to the availability of computers
and access of learners to those computers on the one hand, and to the accessibility of ICT
in the sense of using the learned skills on the other hand. An example for the active
implementation of informal education is the setup of computer centres in all Bulgarian
residential settlements and in particular in the community centres and libraries built on
their territory. They provide broad public access to modern technologies (including free
Internet access) thus increasing the multimedia literacy of citizens. In many of these
centres, clubs which are open to all citizens regardless of their age have also been
established. Thus citizens who are interested in ICT can help each other in the learning
process and can benefit from the organisation of group courses, lectures and
consultations.
The acquisition of skills and experience outside the professional and the school
environment prepares young people much more for the free labour market than
traditional education. This has led to a steady interest in online courses and workshops,
which are provided by different NGOs and some specialized organisations in this field.
Development of non-formal and informal learning, especially among young people
outlines the necessity of intensification of the actions undertaken for ensuring all
necessary conditions for validation of the knowledge, skills and competences, acquired
through these forms of learning.
3.7.3 Media and Learning in Curriculum Design

Media and learning is an important part of compulsory education curriculum. This
ensures conditions for students not only find out how to use IT and media applications in
1 (National portal for vocational education and training):

http://www.vet-bg.com
2 (National Educational Portal): http://start.e-edu.bg/
3 (information system of NAVET): https://is.navet.government.bg/test/
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their daily life and in learning but also develop competences to search, analyze and use
information for solving different tasks more effectively.
MES as a government institution, responsible for the development and introducing of the
state educational requirements for pre-school education, for the development and
implementation of the syllabi and curricula in school subjects of the general and
vocational education, ensures integration of media and learning in the curriculum design.
The educational content in IT for all levels of general education is organized in four core
areas, determined by the state educational requirements: "Computer System",
"Information and Information Activities", "Electronic Communication" and "Information
Culture".1 The first core area, Computer System, aims to improve the students
knowledge in topics such as main parts of computer systems, peripheral devices and their
functions. The Information and Information Activities core area concentrates on
information related activities, including browsing, collection, storage, distribution, etc.
The third core area, Electronic Communication builds on the knowledge of what the
Internet is and how to use information networks; understanding of computer networks
and e-communication. The Information Culture core area improves students skills in
terms of finding and using specific information, related to training assignments or
educational games. The training tasks are given in teams or individually.

The educational content of pre-primary preparation builds on knowledge and skills,
which are developed during the pre-school years (3 to 7 years) in accordance to Art. 10
from the Law on Degree of Education, General Education Minimum and Learning Plan.
Currently, this educational stage does not include subjects related to IT knowledge.
However, the Law states that education in information technologies may be included as a
part of the third cultural and educational sphere.
Training in IT in primary education is preparatory in nature and is aimed at acquiring
basic knowledge, skills and attitudes. It is carried out on the basis of modern computer
systems and software, appropriate to the age of the students, which creates a positive
emotional attitude and fosters the overall development of the child's personality. The
pupils gradually get acquainted with the computer as a technical device and the main
parts of the computer system, get to know the basic features of programs for processing
graphics, sound and text, acquire and develop skills to use them in performing learning
tasks with increasing complexity, acquire skills for electronic communication and the
1 A detailed description of the contents of the four cores for primary, basic, lower secondary and secondary education is presented in
Annex 3 of the Ordinance 2 of 18.05.2000 about the curriculum.
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Internet. The preparation at this level is a basis for integration of IT in the teaching of
other educational subjects.12.3.4
According to the curricula for grades V to VII (11 14 years old pupils) 5 6 78, the pupils
are introduced to the basic capabilities of modern computer systems and acquire
knowledge of presenting information in different forms, gaining access to a variety of
information from different sources, including the Internet, and handling this information,
acquire skills for creating text documents and spread sheets and learn basic operations
with files. Electronic communication is introduced and skills for processing graphics and
using graphical and animation effects when providing information are developed. The
training contributes to forming of responsible attitude to the data being processed by
computer systems and respect for intellectual property. Additionally, skills for teamwork
develop. During the last year of the period pupils orient themselves in the world of
modern information and communication technologies with the aim of choosing future
career realization.

The educational content of pre-primary preparation does not directly address IT, but
depending on the capacity of the teachers it is included in the third cultural and
educational sphere.
In the primary education IT is a compulsory optional subject and in the lower secondary
mandatory. The students skills are assessed in every grade by exams.
According to the revised curricula of IT in compulsory education, multimedia literacy
refers to the students ability to handle different ways of understanding, presenting and
use of information computer systems. The trend of replacement of printed materials with
different electronic forms for storage and everyday usage underlines the importance of IT
skills. This view is also reflected in the training process of other educational subjects, for
1 1 (Curriculum of Information
Technology as Compulsory Optional Subject in the first grade):
http://www.minedu.government.bg/opencms/export/sites/mon/top_menu/general/educational_programs/1klas/it_1kl.pdf
2 2 (Curriculum of
Information Technology as Compulsory Optional Subject in the second grade):
Technology as Compulsory Optional Subject in the third grade):
Technology as Compulsory Optional Subject in the fourth grade):
5 5 (Curriculum of Information Technology
as Compulsory Subject in the fifth grade):
as Compulsory Subject in the sixth grade):
as Compulsory Subject in the seventh grade):
as Compulsory Subject in the 8th grade):
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teaching of which usage of IT technologies for obtaining, presenting and processing

information is increasing.

The main objectives of IT-education in grade IX (15 years aged) are: to reflect on the
purpose and application of computing and IT for solving practical problems associated
with information activities; to overcome any psychological barriers and to gain
confidence in working with computers and information technologies; to get acquainted
with the purpose and function of the software selected for learning and to use their
resources for solving problems in other subject areas; to master the basic activities that
can be performed in the operating environment and to use word processing systems,
graphical editors and tabular processors.1
During the second year of secondary education the following topics are covered by the ITclasses: databases, presentation, networks. During grade X (16 years old), students are
expected to gain knowledge in the use of computers and IT for solving practical problems,
related to activities in the global information space as well as the legal and aesthetic
norms associated with these activities; to get acquainted with the purpose and function
of the software selected for learning and to use their resources for solving problems in
other subject areas; to learn the basic operations that can be performed using the
programs for working with databases and presentations; to develop an individual or a
group project, resolving a problem through the studied IT. 2 The students skills are
assessed in every grade by exams.

According to the current legislation, there is no requirement for mandatory training in
information technology in grades XI and XII (17 18 years aged) and, therefore, no such
curriculum exists for the time being.3
However, the Rules of Implementation of the Public Education Act permit the use of
distance learning at schools. It is defined as a remote form of studying where learning
takes place by means of modern information and communication technologies.4 This text
of the Act is applicable to all grades of primary and secondary education in Bulgaria.
as Compulsory Subject in the 9th grade):

2 10 (Curriculum in Information
Technologies for the compulsort education in the 10th grade):
3 (Curricula of MEYS). From:
http://www.minedu.government.bg/top_menu/general/educational_programs/index.html
4 (Implementing Regulations of the National Education Act), last
changed 27.11.2009, Art.86 Par.2. From: http://sacp.government.bg/normativna-uredba/podzakonovi/pravilnik-zakon-narodnaprosveta/
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The development of key competencies like ICT is included in the activities foreseen by the
National Strategy for Lifelong Learning for the period 2008 20131 and 2014 - 20202. The
new Strategy plans further updating the education documentation - state educational
requirements, curricula, syllabi and national examination programs, as well as
introducing interactive methods of training and attracting new target groups through
further activities for ICT implementation in teaching and learning process and
management of education.
3.7.3.4 Organisations active in incorporating media literacy in the curriculum and

examples of good practice
As mentioned above, the Bulgarian MES has primary competence for policy and
legislation development in education.
Concerning the promotion of media literacy of people with disabilities, including students,
the Agency for the Disabled3, an executive agency of the Ministry of Labour and Social
Policy, has developed an electronic information portal which contains a database of
education and training opportunities by locations and types of specialized educational
resources for people with disabilities as well as specialized ICT and products. 4
An important document concerning the improvement of media literacy is the
Memorandum signed by the MES and the Bulgarian Association of Information
Technology. It defined the cooperation of these institutions in the implementation and
application of ICT to develop the education system and improve the quality of education.5
The signing of this memorandum is a good example of cooperation on the political level
between government and NGOs in Bulgaria, as a result of the objectives, priorities and
measures outlined in all presented policy documents concerning development and
expansion of media literacy.
Regarding the IT curricula, reviewed in this part, it should be noted that their
development and implementation was supported by the National Programme
"Information and Communication Technologies (ICT) at Schools. It has contributed to
increase of media literacy in primary as well as in secondary schools ensuring upgrading
and replacing the computer stations in schools with modern terminal solutions; ensuring
the minimal technological requirements of each school through computer terminal
equipment solutions; providing each school with computer terminal stations or funds for
their purchase; supporting school programs for continuing implementation and
upgrading of ICT in schools by providing funds to implement additional technological
1 () for the period 2008 2013 (National Strategy for Lifelong Learning
/NSLL/), From: http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/LLL_strategy_01-10-2008.pdf
3 (Agency for people with disabilities). From: http://ahu.mlsp.government.bg/
4 ,
(Information portal, data base for education and training as per locations ant types of
specialized educational resources offered to disabled people). From:
http://ahu.mlsp.government.bg/cat/store/listclass.asp?idCategory=53
5
(Memorandum between the Ministry of Education and Science and the Bulgarian Association of Information Technology), 2007, Pg.1.
From: http://www.minedu.government.bg/opencms/export/sites/mon/documents/07-12-15_bait_memorandum.pdf
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activities according to the wishes of schools; providing each school with high-speed
information connectivity to national and international educational resources. 1
Also, through the implementation of the National Programme for Development of School
Education and Pre-school Education and Training, additional specific measures were
carried out relating to the penetration of ICT in compulsory education and the increase of
media literacy both in primary and the secondary education. Such measures include:
provision of high-speed Internet in every school; creation of a national educational portal;
development of e-learning courses and provision of multimedia in every school. Content
descriptions of these measures are presented in the National Programme.2
One of the main objectives of the National Strategy for Introducing ICT in Bulgarian
schools 2005 2007 3 was the effective use of modern information and network
technologies to enhance the quality of education, enrich the educational content and
introduce innovative educational methods and technologies in the learning process.
Considering the importance of further large scale actions in this field, in 2014 a draft of
Strategy for Effective Implementation of Information and Communication Technologies
in the Education and Science of Republic of Bulgaria (2014 - 2020) was published for
public consultation4, by the MES.

Training in production and use of educational media for teachers in the pre-primary,
primary and secondary education (general and vocational) is provided in the frames of
the training for acquiring teacher qualification and during in-service teacher training. The
teachers in higher education are involved in in-service trainings in the area, with different
duration, planned and organized by the respective higher education school or university.
The issue of improvement of teachers capacity in use of contemporary educational media
is integrated at policy level in national strategic documents pointed out in the previous
items (33, 39, 40) and further developed in National Strategy for Lifelong Learning for the
period 2014 20205 and drafts of strategies for development of pedagogic staff6, for
effective implementation of information and communication technologies in the
1 () (National Programme
Information and Communication Technologies /ICT/ at School), From:
http://www.minedu.government.bg/opencms/export/sites/mon/left_menu/projects/national_programs/2012-3-IKT.pdf
2 2006 - 2015
(National Programme for Development of School Education and Pre-school Education and Training 2006 - 2015), From:
http://www.mon.bg/opencms/export/sites/mon/left_menu/documents/strategies/programa_obrazovanie.pdf
3 (National Strategy for Implementing ICT in Bulgarian
Schools). From: http://helpdesk.mon.bg/files/strategia_ikt.pdf
4
(2014 -2020.) (Strategy for Effective Implementation of Information and Communication Technologies in the
Education and Science of Republic of Bulgaria (2014 - 2020). From http://www.mon.bg/?go=page&pageId=381&subpageId=63

6 2014 - 2020 (National Strategy for Development of Pedagogic
Staff 2014 -2020). From http://www.mon.bg/?go=page&pageId=381&subpageId=63
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education and science1, for development of higher education2. In all documents the use of
modern information and communication technologies in training, as well as the
competences of trainers in this respect, at all levels of the education system, is assessed
as insufficient. The measures planned for effective utilization of ICT in teaching and
learning are in the context of priorities related to improvement of quality of training,
increasing the motivation and involvement in lifelong learning, increasing employability
of graduates at the labour market.
The practice in the field of training in production and use of educational media is still
underdeveloped. Summarized information is provided below.

In Bulgaria there are two options for acquiring teacher qualification. The first one is
during the main course of higher education in different specialties at education and
qualification degrees specialist in ..., bachelor and master. The second one in
courses for acquiring teacher qualification in the specialty of the higher education already
graduated. There are unified state requirements for acquiring teacher qualification, which
regulate the obligatory subjects and the minimum training hours. The subject Audiovisual and information technologies is among the obligatory subjects with minimum 15
hours. In-service teacher training for production and use of educational media is provided
by higher education schools and universities through their departments for improvement
of teacher qualification or centres for after post graduate qualification.
At local level the Regional Inspectorates of MES plan and support organisation of trainings
for improvement of teachers qualification summarize training needs and assist
organisation of different qualification forms for the teachers in the region, organize
seminars and qualification courses.
In the budget of schools there are funds for teachers qualification, which allow provision
of 1-2 courses a year, depending on the training needs declared by the teachers and the
opportunity to organize a course meeting them. It should be pointed out that the issues of
production and use of educational media are quite insufficiently covered in these courses.
Initiatives under Operational Programme Human Resources Development are
implemented in order to provide trainings in effective use of ICT in teaching and learning,
which will be presented below.
The main problem related to teachers qualification, including in implementation of
educational media, is the lack of standards for initial training, continuous training, control
1
(2014 -2020.) (Strategy for foe Effective Implementation of Information and Communication Technologies in
the Education and Science of Republic of Bulgaria (2014 - 2020). From http://www.mon.bg/?go=page&pageId=381&subpageId=63
2 . 2014-2020 . (Strategy for Development of Higher
Education in Republic of Bulgaria for the period 2014 - 2020. From http://www.mon.bg/?go=page&pageId=381&subpageId=63
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of quality of performance, control of the trainings offered for improvement of

qualification1.

3.7.4.2.2.1 Pre-primary and primary education
The training of pre-primary and primary school teachers is provided by higher education
schools and universities in bachelor and master programmes. The duration of bachelor
programmes is 4 years for regular courses and 5 for correspondence courses. The
duration of master programmes is 1 year for the regular form and 1 year and a half to 2
years for the correspondence form. The training in use of educational media is limited to
methodology of training in information technology, which is among the obligatory
subjects in bachelor programmes with 3 ECTS credits.
Some universities have recently started offering master programmes in implementation
of IT in education, which could be marked as a positive fact. For example, South-West
University Neofit Rilsky provides master programme Information and Communication
Technologies in Primary education. The theory and practice are balanced in the curricula.
One of the learning outcomes is development of competences in design and creation of etextbooks and multimedia training materials.
The data show that teachers frequency of use of ICT equipment in lessons is close to the
EU average at all grades. There are slightly more teachers using ICT in more than 25% of
lessons, above the EU average, at grade 4 but fewer at the other grades of primary
education2. Teachers in Bulgaria are relatively low users of ICT in lessons when
considering percentages using ICT in more than one in four lessons, ranking twelfth at
grade 4. Percentages of students taught by digitally supportive teachers (i.e. teachers with
high confidence/attitude as well as high access to ICT and low obstacles encountered) in
Bulgaria, compared to other countries, are close to the EU averages at all grades except
for grade 4 where it is higher.
The situation of the initial training of subject teachers in secondary schools does not differ
much compared to primary education teachers. It is carried out by higher education
schools and universities at bachelor level. In the curricula for the specialty studied a
module for acquiring teacher qualification is included, conducted facultative for students,
who have expressed interest in it. Training in audiovisual and information technologies
in teaching is included in the module with duration not much exceeding the minimum,
defined in the requirements.
1 2014 - 2020 (National Strategy for Development of Pedagogic

Staff 2014 -2020). From http://www.mon.bg/?go=page&pageId=381&subpageId=63
2 Survey of Schools: ICT in Education. Country profile: Bulgaria, 2012. From https://ec.europa.eu/digital-agenda/sites/digitalagenda/files/Bulgaria%20country%20profile.pdf
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The insufficient training in production and use of educational media is to some extent
compensated by the master programmes offered in the last years by some universities.
For example, Sofia University St. Kliment Ohridsky provides master programme ICT in
Education, applicable for primary and secondary teachers, and headmasters of education
institutions. The competences developed during the training are: planning, organisation,
leadership and quality control of courses, which include e-learning; planning and
organisation of training, which integrates ICT in different learning activities; design and
assessment of e-teaching and e-learning materials; design of online learning activities;
design and development of functional and adequate from pedagogical point of view tools
for e-learning; training of trainers in the field of ICT implementation in education; forming
communities, providing e-learning.
The data from the survey, pointed out in the previous item, show that there are slightly
more teachers using ICT in more than 25% of lessons, above the EU average, at 11
vocational but fewer at the other grades in primary and secondary education. The most
intense use is at grade 11 general where about one in five use ICT with their students in
more than 75% of lessons, close to the EU level. Bulgaria ranks in the bottom five at grade
8, and grade 11 general, and fifteenth at grade 11 vocational, in the middle group of
countries around the EU average. As regards teachers use of ICT, relatively few teachers
in Bulgaria have been using ICT in lessons for more than six years.

The opportunities for in-service training the field include short- (below 60 hours) and
long term-trainings (above 60 hours). The main providers are structures of higher
education schools and universities for postgraduate studies, Institute for qualification of
staff in education, private person and private training institution, having the required
capacity for providing training.
The themes of practically oriented training offers of universities in the field of
implementation of ICT in teaching and learning are of two main types - focused on more
general issues and issues related to implementation of an approach or a tool in training in
specific school subjects or cycle of subjects. Examples of both type are provided below:
Innovations, interactive methods and ICT in education process;
ICT in pre-school education;
Basics of Computer graphics. Editors for vector and raster graphics;
Elaboration web sites;
Elaboration of multimedia training contents;
Problem based training through use of digital instruments;
Implementation of interactive whiteboard;
Elaboration of multimedia and interactive presentations;
Elaboration of training presentations;
Online games in foreign language training;
Implementation of Web 2.0 tools in foreign language training;
Implementation of Web 2.0 tools in history training;
Implementation of ICT in the history training;
Implementation of cinema in the history training;
Museum didactics new technologies for work with different museum exhibitions;
Elaboration of multimedia products for schools subjects in the philosophy cycle;
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Active learning through implementation of digital tools in humanitarian school

subjects;
ICT in citizenship training;
ICT in arts training;
Computer in arts training;
The portfolio in arts training.
The opportunities for funding of in-service training include delegated budgets of schools
(there is a fixed eligible sum for teacher qualification per year), own resources of teachers,
funds from Operational Programme Human Resources Development, co-financed by
ESF. The implementation of the last source of funding prevails due to the limited amount
of the others.
The data of the research pointed in previous two items reflects the practical situation with
respect to teachers in-service training in the matter under discussion. All students at
grade 11 vocational in Bulgaria are taught by teachers who have invested more than 6
days in professional development activities during the past two years, above the EU
average, but considerably fewer at grade 8, and below the average at other grades. In the
Bulgaria more students are in schools where teachers have spent between 1 and 3 days
on ICT professional development activities, above the EU mean. Those who have spent no
time are above the EU mean at all grades, except at grade 4 which is slightly below.

In Bulgaria the academic staff uses ICT in the training process but e-education and
distance training in higher education are still of supportive character not main forms of
training. The opportunities for preparation of university teachers for production and use
of educational media include actions planned and organized by the management of the
respective university, independent self-training, combination of self-training and training
with the support of university ICT centre, trainings in the frames of EU funded projects.

The examples presented below are selected because their impact is a long-term and
concerns involvement of a large number of teachers from the respective target group in
training for implementation of ICT in teaching and learning. This in turn will have positive
effect on training process quality of and attractiveness of learning for students.
Considering the insufficiency of the existing opportunities for academic staff training
and of universities financial resources, the MES has initiated a grant scheme under
Operational Programme Human Resources Development BG051PO001-3.1.09
University teachers Qualification and Career Development System (2012 2014). Each
University has the right to apply for a grant with a written project proposal, according to
the Guidelines for applicants. One of the eligible activities is training of the academic staff
in implementation of modern training methods trough ICT.
MES in partnership with Microsoft established and maintain the portal Network for
Teachers-Innovators www.teacher.bg (2003 now). It ensures access to software in
education, opportunities for teachers to learn and exchange news and experience in
implementation of ICT in the training process. The number of teachers who have already
registered in the portal is 30 000, 2 materials developed by teachers have been published.
The virtual school provides free of charge training in the recent technologies, methods
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and programmes for introducing e-contents in the class room of all registered in the
network teachers. According to programmes, developed especially for the network, over
200,000 students were trained.
3.7.5 Trends and Developments with regard to policy

Analysis of the steps taken in Bulgaria at policy level shows that they are based on the
understanding that effective utilization of the advantages of modern technologies in
teaching and learning in all education and training sectors need systematic and
continuous actions targeted at ensuring of contemporary education environment at
system and providers level, integrating various media, especially ICT. This is reflected in
national strategic and programme documents developed, implemented and in a process
of implementation during the last ten years. In support to this conclusion, the most
important policy documents are reviewed below.
The National Strategy for Implementing ICT in Bulgarian Schools 1 set the basis for
increasing media literacy in the sphere of compulsory education and expanding the use of
information technologies. This strategy was implemented in the period 2005 2007 and
as a result over 65,000 computers were installed in Bulgarian schools. The programme
Information and communication technologies (ICT) in school for 2012 sets the
beginning of a new four-year renovation cycle and aims to modernize technological
facilities in Bulgarian schools and to allow the use of the latest IT developments in the
education system.2 Based on analysis of the results achieved and of the state of affairs at
system and providers level a draft of a new Strategy with horizon 2020 (40) has recently
been published. Compared with the previous one it is with a larger scope with respect to
the sectors addressed (all levels of the education system and the sector of science).
Actions for cooperation and coordination of activities between all sectors are envisaged.
Due to limited financial resources in the national budget for education, funds of
Operational Programme Human Resources Development (OP HRD) have been invested
for integration of ICT in teaching and learning. The project "ICT in education", funded by
OP HRD and implemented by MES will ensure sustainability and effectiveness of the
National Education Portal3 as an abundant resource of training and self-learning
materials. It provides free educational and information resources which will be available
to all citizens. For the period 2012 - 2013 the agreed indicators are that 42,148 students
and teachers register in the portal and that at least 183,440 visits are recorded. Other
examples of actions funded by OP HRD are provided in the previous paragraphs.
The actions implemented under the National Lifelong Learning Strategy 2008 2013 (32),
as well as those planned for the period 2014 2020 (33), give basis to expect positive
developments in integration of ICT in education. This will no doubt contribute to
improvement of media literacy. As is evident in the above paragraphs, many of the
1 (National Strategy for Implementing ICT in Bulgarian

Schools). From: http://helpdesk.mon.bg/files/strategia_ikt.pdf
2 () (Nationa Program Information and
communication technologies /ICT/ in school), Pg.1. From:
http://www.mon.bg/opencms/export/sites/mon/left_menu/projects/national_programs/2012-3-IKT.pdf
3 (National Educational Portal). From: http://start.e-edu.bg/
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mentioned priorities and measures have already been implemented, but there are also
ones which are being executed at the moment and will continue during the next years.
In the sphere of higher education, developments related to lifelong learning are foreseen
in the Strategy for Development of Higher Education (44) and the Higher Education Act
by 2013. The most important issue related to media literacy is to use ICT based
approaches and tools more efficiently in all qualification improvement courses organized
by the HEIs.
The actions planed, as a content and scope, address substantial improvement of the
education environment in education and training institutions, ensuring development of
digital and media literacy of trainees and trainers. In order to make these objectives
realities, development of new regulations is planned. Most important of them are
standards for the content, methods and organisation of e-learning and its integration in
the training process, standards for initial and in-service training of pedagogic staff and the
quality of trainings.

In all sectors of education and training in Bulgaria, modern information technologies are
used in one way or another, aiming both to improve the quality of teaching and learning
and to enrich the multimedia literacy of the different target groups of learners. In addition,
teachers and trainers capacity to use and apply modern ICT in the educational sphere is
growing.
In the different sectors, levels and forms of education and training in Bulgaria, policies
and initiatives related to the expansion of multimedia literacy and the use of modern
methods of e-learning and teaching are carried out. In the sphere of school education
(primary, secondary and vocational secondary), the implementation of strategies and
programmes is observed. This contributes to the introduction of ICT in Bulgarian schools,
modernization of facilities and equipment, ensuring free Internet access, improvement of
education providers capacity through training of teachers and school directors, etc.
In the curricula of IT for the compulsory education level, gradual expansion and
enrichment of the knowledge and skills of students, according to their age and grade is
ensured. The development of key competencies, like ICT competency, set out in primary
and secondary school education, is included as part of the activities foreseen by the
National Strategies for Lifelong Learning for the period 2008 2013 and for the period
2014 2020.
According to curricula, the training in IT in the primary classes is preparatory in nature
and is aimed at acquiring basic knowledge, skills and attitudes. It is carried out on the
basis of modern computer systems and software, appropriate for the age of the students,
creates a positive emotional attitude and fosters the overall development of the child's
personality.
In secondary education, the IT knowledge and skills of the students are further developed.
Curricula assist development of positive attitude and skills to use computing and IT for
solving practical problems associated with search, processing, analysis and presentation
of information.
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Normative documents concerning the expansion of multimedia literacy of learners

include obligations for the study of information technologies in grades V to X (11 16
years aged pupils) and provide the opportunity for students in the lower grades to study
IT as a compulsory optional subject.
Higher education institutions (HEIs) have taken significant steps to increase development
of media literacy of trainees and academic staff and integrate ICT in teaching and learning,
despite the lack of more comprehensive regulatory requirements related to this
important issue. Platforms for e-learning are used in almost all universities. The IT
solutions in this area are very diverse and some universities even use systems they have
developed themselves. Considering that HEIs are the main providers of initial and inservice teacher training, the facts pointed out support the conclusion that their capacity
in providing training in modern environment is growing.
The training of school teachers in audiovisual and information and communication
technologies is regulated. Initial training in this respect is insufficient but this is
compensated by the trainings offered by HEIs. The financial resources of schools and
school teachers are still not enough for participation in courses meeting the training
needs. Activities implemented under OP HRD are the main opportunity for school
teachers and academic staff to improve their qualification in use and production of
education media.
During the last years the policy in the field of utilization of audio visual and information
and communication technologies has developed strategic documents were elaborated
and actions for their implementation were taken.
The data collected and presented in this chapter describing the situation in Bulgaria
allows us to conclude that information technology in education is used in all educational
and training institutions and that the level of its penetration and spread among the
population is sustainable. It is necessary to add that positive trends are indicated by a
number of projects which support media and learning at national level.
However, the analysis of the experience gained also allows us to draw some conclusions
about some shortages and deficiencies, which require purposeful actions in order to
achieve the objectives defined in the strategic documents.
The policy development is not sufficiently evidence based. There is a tendency to measure
the impact of interventions at system and providers level by quantitative indicators, for
example the number of computers provided to schools and the number of teachers
involved in training for the development of audiovisual and digital skills. Collection and
analysis of qualitative data is crucial for adequate assessment of the results achieved and
planning of future actions. Another important issue is the capacity of those who develop
the policy documents. It is necessary in the future to focus on the involvement of the right
experts in the working groups, which has not always been the case in recent years. In
order to ensure achievement of the objectives defined further systematic actions for
capacity building of institutions and organisations involved in the actions for their
implementation at regional and local level are also needed.
Considering the importance of trainers abilities to use various media and ICT especially
in teaching and learning, as well as the limited financial resources, it is necessary to plan
and organize training in a more systematic way on the basis of identified training needs
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and the specific objectives, defined in the field of media teaching and learning for the
respective education sector and provider. The issue of the approach, methods and
organisation of training of trainers also needs more attention and further development.
Last but not least is the issue related to the approach and methodology for elaboration
and regular updating of the curricula in the field of development of media knowledge,
skills and competences in all education sectors. Here there are important questions, which
should be discussed by appropriate experts from a media and a pedagogic point of view
which are the leading subjects, which is the best way to link them with other subjects,
what should be the content, which are the best methods for teaching and learning, taking
into account the rapid development of electronic media and ICT, as well as the fact that
young people acquire and develop ICT skills very fast, how often should the content be
updated etc. Not that these questions were not discussed until now but the practice shows
that this should be done in a broader scale and with the participation of as many experts
and stakeholders as possible.
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4 General conclusions and recommendations

Media education - in its full sense - connects culture
and classroom. It sets out a rationale for teaching that
reflects the changing nature of contemporary culture
and of young peoples experiences. Media education
is the process of teaching and learning about media;
media literacy is the outcome - the knowledge and
skills learners acquire.
The world of a child is predominantly

one of colours, images and dreams.
Hence children are best disposed to
perceive that world.
Therefore it is important that in any
media education for children,
sufficient opportunity and space is
provided for their imagination to be
expressed. Teaching of technics of
media must be subservient to providing
such spaces for children..
The media are undoubtedly the major

contemporary means of cultural expression and
communication: to become an active participant in
Manu Alphonse, Indian Antropologist
public life necessarily involves making use of the
on the MEDEAnet workshop for
modern media. The media are embedded in the
primary teachers in Brussels. May 8th
textures and routines of everyday life, and they
provide many of the symbolic resources we use to conduct and interpret our relationship
and to define our identities. It is for this reason that we should study and teach them.
Since culture is an organic term, we really have to re-think whether the aims hidden in
the media literacy definition will be achieved with educational merits and methods of the
past. We can question whether real progress will be achieved with another subject, with
more hours of ICT, even with more explicit curricula.
On the one hand, it is quite extraordinary that the majority of young people in the seven
partner countries should go through their school careers with so little opportunity to
study and engage with the most significant contemporary forms of culture and
communication. Clearly, there is an argument that still needs to be made. On the other
hand it can be stated that policy makers and stakeholders are increasingly interested in
media literacy and media based learning. More and more attention and effort is given to
this topic.
Creativity is a matter of showing
respect for the language which most
closely matches your personality. We
live in an age which over-valorises the
merit of verbal communication. In
reality this skill is very unevenly
distributed. There are many young
people who feel most comfortable if
they are able to express their emotions
in dance, music song, or visual
imagery But in daily life these are all
media which we tend to relegate to the
sidelines. Afterwards, they will often
also learn how to communicate better
through speaking.
Last years focus on teacher training, shows that

future teachers are not (yet) trained in a way that
will increase access to these opportunities. At the
moment students do not acquire the media literacy
in their training needed to realise this cultural
expression, reflection and media based learning.
Even where new methods and approaches are
prevalent in pre-service training, teachers often
revert back to old models when they are actually
teaching.
Teacher training sometimes focuses too much on

theory and not enough in practice. Furthermore,
there is quite some evidence to suggest that wide
Peter Adriaenssens, Belgian Professor
scale take-up of effective media education needs a
Child Psychiatry on Media and
critical mass of teachers who have systematically
Learning in Brussel, November 2011
gained basic competences in media education
training methods. In many of the countries studied,
media education and media literacy is far too often being led by single and sometimes
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isolated teaching champions who often have to struggle against their institutions to bring
innovative ideas into their teaching.
This led the MEDEAnet research team in the partner countries to thoughts about
autonomy versus responsibility: the role conceded to media and learning still greatly
depends on the teacher training institution itself. On the other hand the commitment
of people responsible for teacher training programmes or of the lecturers themselves
remains crucial.
the question of who will teach the teachers teacher? At present most teacher
trainers are not yet role models.
We have to understand that teacher training is key for the integration of media education
in formal education and for school support through continuing education and demands a
far highly level of resource and support than is currently the case in many parts of Europe,
The overview of media-based learning and education for media literacy is a very diverse
landscape. This diversity is apparent at different levels.
Firstly, in terms of use of definitions, as already
elaborated in the introduction chapter, definitions
differ quite extensively, although there is some
evidence that common threads are emerging, and
practically all definitions addressed by partners in
the MEDEAnet target countries or regions address
ability, opportunity and attitude to some degree.
This divergence often leads researchers and
practitioners alike to question the degree to which
they are talking about the same subject when
discussing media-based learning and education for
media literacy with colleagues from other countries.
The relationship with ICT remains complex with
some of the countries addressed in our research still
referring to training and awareness raising about
the value and impact of ICT in learning as being
synonymous with media in education.
..The students coming from a

community like dalits in India (I guess
the same applies to many outsiders in
Europe) are usually the first
generation, coming to schools, hence
attempting to make a transition for a
oral tradition to a literary tradition. In
such situations, teaching letters is best
done by involving the students in
activities like painting. After painting,
if the students can name the painting, a
word is born, but the beauty is that this
word is not an external imposition, but
owned by himself. Hence if such a boy
/girl can draw 50 pictures of his own,
in the process creating 50 words of his
own, which surely can become the basis
for a dictionary of his/her own!...
Secondly, we observed a remarkable difference

between the existence of national initiatives (such
as the Digital School programme in Greece), as
opposed to more local/small initiatives in other countries, such as Estonia. We feel this
has much to do with the difference in school autonomy. For example in Greece, schools
work in a very top down centralised structure, while in regions such as Flanders, this is
clearly not the case, as a result of a high level of school autonomy integrated in the
education legislation.
Thirdly, diversity is visible in the extent to which media literacy is (or is not) included in
policy for the different education levels, from compulsory education to lifelong learning.
Fourthly, diversity is shown in the way that media literacy is or is not integrated
specifically in the curriculum for compulsory education systems. It is clear that there is a
discrepancy between the presence of media literacy in the curriculum on the one
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hand, and the effective daily classroom practice on the other. In other words, even if
media literacy is integrated in the curriculum (either in an integrated way, or connected
to specific compulsory or optional courses), it mostly still depends on the
initiative/freedom/autonomy of the teacher
whether or not it is implemented, and in what way.
.In the recent Hindi film, TARRE
JAMIN PAR (Stars on Earth), the 10year old boy, who is considered as
useless both at home and in school, is
spotted by a teacher who grasps that
the world of the boy is one of colours
and images. And when the boy is
immersed in the world of painting, he
flowers forth and in the process, rediscovers his intelligence too!

We also faced a lack of quality assessment, partly

based on the fact that media-based learning and
education for media literacy are still fairly new
phenomena. It is not easy to describe specific
indicators to measure the level of media literacy,
and this lack of quality assessment is an important
factor in the education field, since there is a strong
connection between what can be tested and what
will be taught.1
Other key factors for a successful integration of

media literacy in the daily classroom practice,
besides the presence in the curriculum, are access to media in education, the availability
of tools, concrete working conditions (equipment, infrastructure,), and last, but
definitely not least, the attitude and skills of the teacher, who plays a crucial role and
doesnt always feel secure or self-confident in integrating media literacy in the teaching
practices
And finally, the research we have undertaken leads us to emphasise the importance of
high quality teachers, and by consequence, high quality teacher training, as a crucial
factor to familiarise teachers more with the issue. And more fundamentally, to enable
them to play their role as change-makers in education.
1 We see a growing importance of European Commission initiatives (e.g. e-twinning projects, teachers4europe,
) in the different countries, although these initiatives are not equally present in all countries. Given the extent
to which benchmarking is becoming more and more commonplace, these initiatives can maybe become more
and more a factor that can help bring forward media literacy in the education agenda.

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Charting Media and Learning in Europe

Contributing Authors: Atanas Boshkov,

Project Start date:

Lifelong Learning Programme

518938 LLP 1 2011 1 BE KA3 KA3NW

Contractual Delivery Date

Main author: Ine Vos & Dirk Terryn

Knowledge Building & Exchange

Work package Participants

Executive summary ................................................................................................................................................. 5

Overview of different partner countries ...................................................................................................... 14

Introduction ............................................................................................................................................................. 108

Conclusions and recommendations .............................................................................................................. 130

Introduction ............................................................................................................................................................. 133

General conclusions and recommendations .............................................................................................154

Charting Media & Learning in Europe Part 3

To provide partners with benchmarking opportunities and stimulus for reflection

MEDEAnet as a network project is closely connected to a wider community of interest

Purpose of this third annual report

Charting Media & Learning in Europe Part 3

Definitions used for media literacy

No formally agreed and

Various definitions of media

Media literacy may be

Media literacy may be

Media literacy is the whole

Several definitions used

The definition best accepted in

This definition of media

A definition put forward by

This definition is based on the

This definition is based on the

Further elaboration of what is happening in the different countries is given in later

Opportunity access to the necessary technical requisites;

Complementarity to existing initiatives

About this report

system. From http://dspace.utlib.ee/dspace/handle/10062/15899.

3 Overview of different partner countries

3.1.1.2 Data collection

3.1.1.3 Definitions used for media literacy

Werken aan mediawijsheid in Vlaanderen. Veldbeschrijving, SWOT-analyse van

Concept note Media literacy (Conceptnota Mediawijsheid), written by both the

beeldgeletterdheid, (audio)visual literacy as a part of media literacy receives extra

This description is becoming increasingly widespread in different levels of the Flemish

3.1.2 Policy and practice in place

Van Heusden, Barend in Culture in the Mirror. www.cultuurindespiegel.nl/english

stimulating and increasing skills and competencies;

creating an e-inclusive society;

creating a safe and responsible media environment.

It will focus on promoting and coordinating cooperation between different stakeholders,

3.1.2.2 Compulsory education

3.1.2.2.1 Pre-primary & primary education

Werken aan mediawijsheid in Vlaanderen. Veldbeschrijving, SWOT-analyse van

Education in Flanders. The Flemish educational

Werken aan mediawijsheid in Vlaanderen. Veldbeschrijving, SWOT-analyse van

Gent/Brussel: Instituut voor

4 Graffiti Jeugddienst & Jeugdwerknet (2012).

Apestaartjaren 4. Gent: Graffiti Jeugddienst & Jeugdwerknet,

3.1.2.3 Teacher training

3.1.2.4 Higher education

European Schoolnet, p.11.

3.1.2.5 Vocational training

3.1.2.6 Adult learning

Charting Media & Learning in Europe 2013 FINAL

Charting Media & Learning in Europe 2013 FINAL