3.1 The generic model of provider and education authority in partnership
Education Authority involvement
3.1.1 The New Opportunities Fund originally intended that the training providers would set up the training in direct partnership with each school. This pattern has been followed more widely in England. For a variety of reasons, the partnerships which have developed in Scotland have been between the providers and the EAs. Schools have been given a choice of provider, but often a group of headteachers has examined each contender's training model and materials and has recommended the most appropriate. In addition, four of the Scottish providers are each based within a specific EA and the training has developed as a closer partnership set within the ICT development of that EA.
Strengths of the partnership model
3.1.2 Over the period of the initiative, the EA partnership arrangements within each of the training models have evolved and a more consistent approach has now emerged across the country. The resulting common model has a number of potential strengths, particularly in the area of joint management. The partnership can:
3.1.3 This potential is being fulfilled in a number of education authorities. Most authorities incorporated the NOF training as a clear part of their plans for ICT. Most have also ensured that there are EA personnel in place to manage the training, monitor its progress, offer support where needed and assist in assessing its quality and impact. In the most successful cases, the EA has:
3.1.4 Where the provider works within its own education authority, the relationship between provider and schools is generally a strong one. Such a provider can build seamlessly on the authority's previous ICT training and can dovetail its operations more systematically with the organisation of ICT roll-out and the expectations of staff development and CPD (continuing professional development).
3.2 The key features and strengths of the individual training programmes
Introduction
3.2.1 The ten models of training provision in Scotland have evolved considerably since early 2000, to address the issues identified by central and internal quality assurance and to respond to market demand and users' concerns.
Different training models
3.2.2 The style of training across the models differs in terms of the balance of face to face training, distance learning/self-study, and ongoing support. A very wide range of models has developed. At one end of the continuum, training packages include a significant number of face-to-face components. At the other extreme, packages rely predominantly on participants working through a programme of self-study, with some face-to-face sessions and support afforded by a variety of means. Some providers are implementing their training differently across different EAs.
3.2.3 Distance learning training models have proved to be fully effective only where the trainer maintains regular contact with participants. The majority of training participants have preferred face-to-face contact with a tutor. Attempts by some providers to implement a supported on-line programme, with limited face-to-face activity, have met with less success. Many participants have not yet fully recognised the advantages of being able to access their professional development flexibly and at their own pace through self-directed on-line work. The lack of confidence in a number of teachers in their use of ICT has contributed to this position. However, some more confident users have welcomed distance learning opportunities which have enabled them to progress through the training at their own pace.
3.2.4 In some models, the provider's own tutors have delivered the face-to-face training and support but this is now less common, except in the case of the EA providers.
3.2.5 While the number of providers offering training to school librarians is small, they use different models. The most common, however, is a combination of face-to-face training and supported self-study.
Involvement of in-school trainers
3.2.6 Several providers train key personnel at school level to deliver training and mentor and support their colleagues. The training of these personnel is generally well focused and very thorough. This model of in-house support is potentially a very strong one. Those who are fulfilling the role of tutor or mentor know, and are known by, their colleagues. They are aware of the school's hardware, software and networking. They offer the potential of being more responsive and offering regular informal support. Most importantly, this model of training offers the possibility of leaving a legacy of expertise in the school to continue support for future developments in the area of ICT. A general issue concerning this kind of model has been the ability of providers to find sufficient tutor volunteers to operate them.
Involvement of EA personnel
3.2.7 Another approach is for EA personnel, for example development officers, to act as tutors and organisers on behalf of the provider.
3.2.8 Typically, training models organised by education authority providers include a substantial amount of face-to-face training. In some cases, the authority deploys tutors to deliver training and also to support teachers in the classroom, in order to assist them in embedding their newly acquired skills. Some authorities also run ICT "surgeries" which teachers can attend to consolidate their skills.
3.3 The training materials
Nature and quality of the materials
3.3.1 The quality of most current training materials is good or very good. As stated in Chapter 2, one of the major areas of concern in the initial stages of training was the over-emphasis on skills acquisition. There was a corresponding imbalance in the training materials. Training providers were required to have an appropriate focus in their training on the application of ICT in the primary classroom, secondary subject area and school library. The availability of appropriate materials, offering a range of exemplification, played an important role in this. The providers have responded rigorously to concerns from both users and the HMIE evaluation team and have revised their materials suitably, and sometimes significantly.
3.3.2 Teachers have responded best to materials which are accessible and flexible. They have particularly valued a clear overview of the shape of the materials, a range of entry points within them and clear pathways through them. Many have found the materials to be a valuable ongoing source of information and guidance beyond the training period.
3.3.3 The training materials for school librarians have generally been of good quality and have offered a range of relevant experiences. School librarians recognised that the materials had been tailored to meet their context and needs and that the materials would continue to be of value as a point of reference. Providers made available a useful range of extension materials for more advanced learners.
3.3.4 Most of the providers have used the technology to extend the range of materials available to their trainees. Some have committed their textual resources to CD ROM or have placed them on-line for ease of access. Some providers have created very good quality video and audio case studies for exemplification. They have also attempted to enrich their programme by adding exemplars of lesson plans, for example, to their Intranet site.
This section deals with Key Area 3 of the evaluation framework.