Virtual Education Wiki - User contributions [en]

Paul Lefrere

2010-11-15T14:35:47Z

Ujyqonedy:

>Dr ''Paul Lefrere'' is a Professor of eLearning at the [[University of Tampere]], [[Finland]] (Hypermedia Lab; Vocational Learning and e-skills Centre).

Before that, he was Senior Lecturer at the [[UK Open University]]'s Institute of Educational Technology.
From 2003-2005, he was on leave of absence as Microsoft's Executive Director for eLearning, in which role he served on various European and national advisory groups concerned with professional learning and related topics, and also on Europe's e-learning Industry Group, eLIG. Until 2003 he was Policy Adviser at the Open University, where he was also Academic Director of a number of international multi-university projects concerned with e-skills and knowledge management

Since he returned to the OU he has been engaged in a number of development and consultancy activities in many countries of the world including the [[Middle East]] and [[Pakistan]].

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> [[Experts]]

[[Category: Experts|Lefrere, Paul]]
[[Category: Experts from EEZ|Lefrere, Paul]]

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Jim Petch

2010-11-15T08:25:45Z

Ujyqonedy:

>Dr ''Jim Petch'' (James Petch) was until late 2007 the head of the Distributed Learning Centre at the University of Manchester, at which point he took early retirement in the light of a reorganisation of e-learning at the University. He is now operating as an independent consultant.

Formerly he was head of the team at the University responsible for managing and coordinating distributed learning (including distance learning) activities and for advising the university on policy and strategy in this area. He provided specialist advice on educational design, on quality assurance and on the management of distributed learning and related projects as well as on all aspects of planning and delivering distributed learning.

From September 2003 to the end of 2005 he was is co-director of the UKeU Research Centre, a joint venture with the University of Southampton and [[UKeU]]. The centre undertook research into pedagogic and process aspects of e-learning. In 2006-2007 his team was heavily involved in benchmarking e-learning, using the [[eMM]] methodology.

He is honorary senior research fellow in the Department of Planning and Landscape at the University of Manchester and is involved with a number of European projects on distance learning and use of the web.

He is a specialist in Central and Eastern Europe, in Geographical Information Systems and has long-standing scholarly interests in the philosophy of science and in research and management methodologies.

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> [[Experts]]

[[Category:Experts|Petch, Jim]]
[[Category:Experts from EEZ|Petch, Jim]]

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Business Academy West

2010-11-15T07:51:32Z

Ujyqonedy:

>{{stub}}

The ''Business Academy West'' ('''Erhvervsakademi Vest''', Business Academy SouthWest, BAWEST) supports part-time studies.

The mission of Business Academy West is to provide the students with education at the highest possible quality. Further more it is the aim to carry out the educations in close co-operation with local business and industrial companies as well as international companies.

The institution’s type is “Academies of Professional Higher Education” main office is in Esbjerg, [[Denmark]].

“At the moment the academy has [http://www.bawest.dk/show.aspx?id=626 550 full time students and 300 part time students].” (2008)

The academy is mainly financed by the Government and all programmes at the academy are approved by the Danish Ministry of Education. Although the academy has institutional autonomy, we must follow general regulations concerning teacher qualifications, award structures, study programmes and quality assurance. This sets a nationwide quality standard for higher education in Denmark.
E-learning wasn’t referenced on BAWEST's online page.

The web site is at http://www.bawest.dk

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> [[Denmark]]
> [[Programmes]]

[[Category:Denmark]]

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NHSU

2010-11-15T07:13:00Z

Ujyqonedy:

>The ''NHSU'' ('''National Health Service University,''' NHS University) was a scheme to establish a university for the National Health Service (NHS) in the [[UK]]. It was announced in 2001 but the project never really got off the ground and the nascent institution was abolished in 2005. Allegedly at least £72 million was wasted, considerably more than on [[UKeU]] (a parallel UK-based project).

== Details ==

''The rest of this section is adapted from NIACE material at http://www.niace.org.uk/information/briefing_sheets/43_NHSU.htm.''

The decision to establish a university for the NHS was announced in October 2001, following a commitment in the 2001 Labour Party manifesto. It followed a number of reviews of skills, workforce planning and development in the NHS:

# The NHS Plan (Department of Health, 2000) outlined a programme of investment and reform to rebuild the NHS for the 21st century: a health service designed around the patient.
# A Health Service of all the Talents (Department of Health, 2001) identified a number of weaknesses in the workforce planning including a gap between the needs of the NHS and the investment and priorities of educational providers and professional bodies.
# Hidden Talents (Audit Commission, 2001) identified common learning programmes for all health professionals based on core skills, with flexible arrangements for take-up and delivery.
# Working Together - Learning Together (Department of Health, 2001) set out for the first time a comprehensive lifelong learning strategy for the NHS.

The vision of NHSU was:

: to contribute to the transformation of the NHS and to help secure radical and tangible improvements for healthcare in this country, by providing learning for everyone. Working in partnership, NHSU will multiply and diversify learning opportunities throughout healthcare for all staff, patients and carers…NHSU will play a leading role on implementing policies for lifelong learning [and] the realisation of a skills escalator in the NHS…We will stimulate and support the creation of learning cultures across the whole of healthcare.

This overall vision of a "university for the NHS" - NHSU - was welcomed by all who believe that learning transforms lives. Not since the creation of the Open University has there been such potential for development of adult learning and for more and different adults to learn.

=== What was NHSU? ===

Due to launch in autumn of 2003, NHSU was to be a new kind of corporate university that would make training and development available for everyone at every level of the NHS, including those traditionally left out of workplace learning. The sole focus of NHSU was to be to deliver training and development for staff in healthcare, which benefits patients and service users through better patient care. It was established to help modernise the NHS and deliver the NHS Plan. With over one million people working in healthcare, and a million plus more in social care, NHSU was planned to be the world’s largest corporate university.

=== Why did the UK need NHSU? ===

The NHS believed - and still believes - that the quality of healthcare offered to patients depended first and foremost on the availability of well-qualified staff. NHSU aimed to improve patient care by providing staff with the skills and experience, which they need to deliver the best service at every level. This can improve career opportunities, retain and motivate good staff within the service and encourage more people to consider careers in healthcare.

Within the NHS, there were and still are large numbers of staff with little or no experience of education and training since leaving school. NHSU aimed to realise their potential to raise standards across the whole service and make learning a part of everyday life throughout the NHS.

=== Who was it for? ===

NHSU would provide learning opportunities for everyone working for and with the NHS, from those without any qualifications at all, right through to those who already have postgraduate degrees and professional qualifications. In time, NHSU was also to include social care.

=== What was to be delivered? ===

A whole range of programmes was to be provided, developed and expanded over time. Early curriculum development was driven by a combination of programmes suggested by key officials and strategies within the NHS and Department of Health.

A dedicated NHSU helpline would provide comprehensive advice, support and information, including signposting to existing courses and support for staff looking to return to learning.

Initially, NHSU was developing four programme areas designed to improve patient care - induction to the NHS, communication skills, first contact, and cleaning and infection control - as well as provision to support staff who work within the NHS - skills for life and health, health informatics, educator support, management skills, and clinical fellowships. NHSU also intends to offer staff who have been working in the NHS for over five years, without a formal qualification the opportunity to study for a Foundation Degree.

Eventually NHSU would establish a ‘Learning Needs Observatory’ which will collect data to establish what training and development is needed and also to measure the benefits of learning on patient care

=== Where and how would learning be delivered? ===

People will learn at work, in tutorials, with computers through the internet, in teams and face-to-face. NHSU will design programmes to be delivered where, when and how people want them - taking account of their commitments and lifestyle. Opportunities for peer support will be facilitated through the development of networks of learners, working both on-line and face-to-face. NHSU will offer all learners tutorial support, mentoring services and access to specialist services.

How would NHSU work with existing educational organisations that currently provide training?

NHSU intended to enhance rather than duplicate provision. It would work in partnership with a wide range of health and education organisations, to complement and extend what was already available as well as purchasing training. Key partners included the Open University, UfI/learndirect, UK e-university, NIACE, Campaign for Learning, Learning and Skills Council, Sector Skills Council, Department for Education and Skills, Department for Health, Health Authorities, NHS Trusts, Workforce Development Confederations, Primary Care Trusts, Modernisation Agency, Royal Colleges, professional bodies, universities, colleges and private learning providers.

=== The end ===

NHSU was closed down after a very adverse review in 2005.

== Reports and case studies ==

# [http://www.niace.org.uk/information/briefing_sheets/43_NHSU.htm NHSU - A ‘University for the National Health Service’]
# [http://www.e-health-insider.com/News/2611/report_warns_of_embarrassment_over_nhsu's_%C3%82%C2%A372m Report warns of embarrassment over NHSu's £72m], 12 Apr 2007
# [http://www.dh.gov.uk/prod_consum_dh/idcplg?IdcService=GET_FILE&dID=138264&Rendition=Web Review of NHSU - Progress and performance] (PDF, 255K)
# [http://www.dh.gov.uk/prod_consum_dh/idcplg?IdcService=GET_FILE&dID=138265&Rendition=Web Review of NHSU - Looking forward : a focussed role for NHSU in the wider health education and training system] (PDF, 259K)
# The NHSU Abolition Order 2005 - abstract at http://www.opsi.gov.uk/SI/si2005/20051781.htm

There are several more reports to analyse.

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> [[UK]]
<br>
> [[Programmes]]

[[Category:United Kingdom]]
[[Category:Universities]]
[[Category:National initiatives|United Kingdom NHSU]]
[[Category:FELIs]]

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Rwanda

2010-11-15T07:01:50Z

Ujyqonedy:

>== Partners situated in Rwanda ==

None.

== Rwanda in a nutshell ==
(sourced from http://en.wikipedia.org/wiki/Rwanda)

''Rwanda'', in full the '''Republic of Rwanda''', known as the '''Land of a Thousand Hills''', is a country located in the Great Lakes region of eastern-central [[Africa]], bordered by [[Uganda]] to the north, [[Burundi]] to the south, the [[Congo Democratic Republic]] to the west and [[Tanzania]] to the east. Although close to the equator the country has a cool temperate climate due to its high elevation. (Kigali has an average temperature of 19 degrees Celsius.) The country is slightly smaller than the [[US]] state of Massachusetts, or about half the size of [[Scotland]] in the UK.

Its population is a little over 10 million.

Its capital is Kigali.

Rwanda is also renowned for its beautiful terrain with mostly grassy uplands and scenic, gently rolling hills. Its abundant wildlife, including the rare mountain gorillas are popular with eco-lovers and tourism has become one of the biggest sectors of the country's economy.

It is not the general policy of Re.ViCa to dwell on the troubled past of countries, but it is impossible to discuss the situation in Rwanda without referring to the 1994 genocide, in which an estimated 800,000 people were killed. (For an entry to this material see http://en.wikipedia.org/wiki/Rwandan_Genocide.)

[[Image:Rwanda.gif|right|thumb|400px|Source : http://www.cia.gov]]

Since then the country has made a remarkable recovery and is now considered as a model for developing countries. In 2009 a report labeled Rwanda as "Africa's biggest success story", having achieved stability, economic growth (average income has tripled in the past ten years) and international integration. The government is widely seen as one of the more efficient and honest ones in Africa.

Rwanda is, as of November 2009, a member of the [[Commonwealth of Nations]], making the country one of only two in the Commonwealth without a British colonial past.

Rwanda is divided into five provinces (intara) and subdivided into thirty districts (akarere). Four provinces have the unexciting names of North, South, East and West; and the fifth province is Kigali Province.

Most Rwandans speak Kinyarwanda, one of the country's three official languages, and in market towns many people speak Swahili. Educated Rwandans speak French and English. In 2008 the Rwandan government announced that English would become the primary language of instruction in schools, replacing French. This change was initiated "to ensure further integration with the global economic community".

Most Rwandans are Christian, with significant changes since the genocide. A 2006 study reported that some 56% of the population were Catholic and 37% Protestant. Some estimates suggest that the Muslim population of the country is as high as 14% but others suggest levels as low as 5%.

== Rwanda education policy ==

Net primary enrollment rate was at 74 % in 2004. Public expenditure was at 3.8 % of the GDP in 2002-2005.

A significant minority of the adult population of Rwanda is illiterate, particularly women.

Public primary education has become fee-free. Kinyarwanda, French and English are taught generally.

== Rwanda education system ==

As of 2003/4 there were 2262 primary and 504 secondary schools in the country. A small subset of these are listed at http://en.wikipedia.org/wiki/List_of_schools_in_Rwanda

'''Primary schools'''

The language used for teaching in the first three years of primary education is Kinyarwanda. In the fourth through sixth years, this becomes English or French.

'''Secondary Schools'''

The teaching language is English or French

For further details see http://en.wikipedia.org/wiki/Education_in_Rwanda

== Higher education ==

In the last 10 years there has been a massive expansion of the number of higher education institutions. Currently there are 20 higher education institutions in Rwanda: 6 public and 14 private:

'''Public'''

# National University of Rwanda (established 1963) - http://www.nur.ac.rw
# Kigali Institute of Science and Technology (established 1998 by UNDP) - http://www.kist.ac.rw
# Kigali Institute of Education - http://www.kie.ac.rw

and more recently

# Umutara Polytechnic (established 2004)
# Kigali Health Institute
# Higher Agriculture and Veterinary Institute
# School of Finance and Banking

'''Private'''

# Adventist University of Central Africa
# Kigali Independent University
# Kigali Lay Adventist University
# Gitwe Institute of Education
# Kibungo University of Agriculture, Technology and Education
# Kabgayi Catholic University
# Butare Protestant Theological College
# International College of Accountancy and Management
# Nyakibanda Major Seminary
# Byumba Polytechnic Institute
# Rwanda Pentecostal University
# Kigali Professional Institute

=== Universities in Rwanda ===

The only public university is the well-established National University of Rwanda, based in Butare in the south of Rwanda.

Private institutions calling themselves "University" include:

# Adventist University of Central Africa
# Kigali Independent University
# Kigali Lay Adventist University
# Kibungo University of Agriculture, Technology and Education
# Kabgayi Catholic University

=== Polytechnics in Rwanda ===

A number of institutions in the lists above are best thought of as polytechnics, including (but not only) Umutara Polytechnic

== Higher education reform ==

=== The Bologna Process ===

== Administration and finance ==

== Quality assurance ==

== Rwanda HEIs in the information society ==

=== Towards the information society ===

=== Information society strategy ===

Rwanda leads the region in terms of ICT adoption and infrastructure development. The country has a 100% mobile telecommunication coverage. Three Mobile phone operators (MTN, RwandaTel and TIGO) provide 3G mobile phone and internet services.

In 2009, WiBro technology was launched in Kigali enabling users to access high speed wireless Internet from any part of the city.

The postal system is mostly reliable. Those wishing to receive post must register and pay for annually, a Post Office Box at the Post Office.

There is one national television station: Rwanda Television which broadcasts feeds from various international broadcasters during the day. The evening programming largely consists of locally produced news programming repeated in Kinyarwanda, English and French.

Subscription-based satellite television is easily available. There are currently two operators: South African based DSTV and China based Star Communications.

=== ICT in education (schools) ===

Some years ago the Rwandan government formed a national strategy for information and communications technology ("ICT") aiming to link public institutions of higher education (and later, private institutions) via network then called RWEDNET. There is also hope that this can be expanded to link secondary schools (and potentially, primary schools) together.

There is a shortage of ICT skills at the present time which limits ICT education to tertiary institutions and elite secondary schools.

Rwanda is a participant in the '''imfundo''' project (which means “education” in the Ndebele language), a partnership between [[DFID]], large high technology companies, and a number of developing countries. The aim of the project is to raise attainment through distance learning and professional development courses in ICT for teachers. There is hope that advancing the development of these skills will allow Rwanda's economy to grow into new and more profitable areas. This is limited, however, by weaknesses in infrastructure. Many areas lack phone lines, let alone computing facilities. In an effort to improve the situation, the government has been opening telecommunications centers where staff can receive ICT training.

This training is already paying dividends, with many students now being offered well paid (by local standards) part time work. Rwanda could attract business through the bilingual French and English skills many locals have.

In October 2006, the NEPAD e-Africa Commission launched a project to further develop ICT in Rwandan schools. The project will link up schools across Africa, including primary and secondary levels, and is intended to grow; eventually it will incorporate all Rwandan secondary schools.

A lot of work in ICT education is being done by KIST (Kigali Institute of Science and Technology) and the E-ICT Integrated Training Center.

=== IT in Higher Education ===

'''RwEdNet'''

RwEdNet, the Rwanda Education and Research Network was conceived in around 2002. It has taken some years to come to fruition. A presentation of its current stage can be found at https://wiki.cac.washington.edu/download/attachments/12405224/1Rwednet_presentation_Nairobi_East_Cluster_meeting_06_Oct_08-2.ppt

RwEdNet also crops up in many other locations, including as the topic in thesis projects at KTH in Sweden - see http://www.tslab.ssvl.kth.se/thesis/projects

== Virtual Campuses in HE ==

=== Interesting Virtual Campus Initiatives ===

None identified so far but work is ongoing.

=== Interesting Programmes ===

'''National University of Rwanda e-Learning Unit'''

The National University of Rwanda (NUR) was created in 1963 conjointly by the Rwandan government and the Congregation of the Dominicans from the Province of Quebec (Canada). It was then composed of three academic units: the Faculty of Medicine, the Faculty of Social Sciences and the Teacher Training College (ENS). At that time, it had 51 students and 16 lecturers. By 2005, the university had 8221 students and 425 lecturers.

The e-Learning Unit is part of the Center for Instructional Technology (CIT). It is an international focal point for e-learning infrastructure and standards development.

Some details follow, taken from http://elearn.nur.ac.rw/

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The Unit consolidates National University’s position at the leading edge of best practice in e-learning.

Through collaborations with educational organisations, government and commercial partners, NUR eLearning unit fosters the adoption of the next generation of distributed e-learning and information systems. NUR eLearning unit’s unique approach fosters innovation and creativity in e-learning software development and implementation driven by open standards.

NUR eLearning unit recognises that no one e-learning system can do everything. The central challenge ahead is unifying different learning and information technologies within a common framework.

In computer based technologies students are helped to think constructively, critically and reflectively. The main aim of the NUR eLearning unit is to bridge the currently existing gap between the advanced, technology enhanced teaching and learning methods in Europe and Rwanda. These advanced teaching methods should enhance the National University teaching staff skills, provide better feedback facilities on students' performance, and afford continuous fruitful monitoring.

Moreover, the elearning environment allows interaction between students and makes student-student and student-teacher synchronous and asynchronous communication possible. Offering learning on demand, and life long learning possibilities to everybody is also an advanced goal of the centre.
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'''Kigali Institute of Education Tele-Learning'''

There appear to be distance education programmes available from [[Amity University]] and [[Indira Gandhi Open University]] ([[IGNOU]]). See http://www.kie.ac.rw/spip.php?rubrique105

'''African Virtual University'''

There is activity from the [[African Virtual University]].

=== Re.ViCa Case-study ===

None.

== Lessons learnt ==

An energetic small and well-governed country can overcome a troubled past and many obstacles to achieve interesting results in e-learning.

== References ==

'''General background'''

# DFID Country Plan: Rwanda 2008-2012, DFID, http://www.dfid.gov.uk/Documents/publications/cnty-plan-rw-2008-2012.pdf

'''Education (all sectors)'''

''There is much material in the following two documents that needs to be incorporated in this country report:''
# Education Sector Strategic Plan 2008–2012 (DRAFT), Ministry of Education, Republic of Rwanda, June 2008, http://www.mineduc.gov.rw/IMG/pdf_pdf_ESSP_2008-2012_July_2008_Final-3-3.pdf
# PROGRAM IN SUPPORT OF THE EDUCATION SECTOR STRATEGIC PLAN (ESSP) 2006-2010: APPRAISAL REPORT, May 2006, http://www.mineduc.gov.rw/IMG/pdf/RWANDA_20EDUCATION_202006_20ENGL.pdf

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> [[Countries]]
<br>
>> [[Main Page]]

[[Category:Rwanda| ]]
[[Category:Africa]]
[[Category:Sub-Saharan Africa]]
[[Category:Commonwealth countries]]

[[Category:Countries of interest]]

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United States

2010-11-15T05:46:19Z

Ujyqonedy:

>== Partners situated in the United States ==

None. However, there are various American contributors to Re.ViCa, including [[Sara Frank Bristow]] and [http://www.wcet.info/2.0/index.php?q=node/35 Russell Poulin] (WCET).
At present there are no members of the [[International Advisory Committee]] based in the US.

== United States in a nutshell ==

(sourced in part from http://en.wikipedia.org/wiki/United_States and https://www.cia.gov/library/publications/the-world-factbook/geos/us.html)

=== Overview ===

[[Image:US.gif|right|thumb|400px|Source : http://www.cia.gov]]

The United States ('''United States of America'''; '''US''', '''USA''', or '''America''') is a federal [http://en.wikipedia.org/wiki/Constitutional_republic constitutional republic] comprising 50 states and a federal district. The country is situated mostly in central [[North America]], where its 48 contiguous states and Washington DC, the capital district, lie between the [[Pacific Ocean]] and [[Atlantic Ocean]], bordered by [[Canada]] to the north and [[Mexico]] to the south.

Separate from the contiguous US, the state of Alaska is in the northwest of the continent, with [[Canada]] to its east and [[Russia]] to the west (across the Bering Strait). The state of Hawaii is an archipelago in the mid-Pacific. The country also possesses several territories, or insular areas, in the [[Caribbean]] and [[Pacific Ocean]] – some are discussed below.

At 3.79 million square miles (9.83 million km<sup>2</sup>) and with about 309 million people, the United States is the third or fourth largest country by total area ([http://en.wikipedia.org/wiki/List_of_countries_and_outlying_territories_by_total_area depending on definition]), and third largest by land area and by population.

The capital of the US is Washington DC and the largest city is New York, [[New York]].

The United States is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries.

The US economy is the largest national economy in the world, with an estimated 2008 gross domestic product (GDP) of US $14.4 trillion (a quarter of nominal global GDP and a fifth of global GDP at purchasing power parity).
The US emerged from World War II as the first country with nuclear weapons and a permanent member of the [http://www.un.org/Docs/sc/ United Nations Security Council]. The end of the Cold War and the dissolution of the [[Soviet Union]] left the United States as the sole "superpower". The country accounts for two-fifths of global military spending and is a leading economic, political, and cultural force in the world.

=== Government ===

The United States is the world's oldest surviving [http://en.wikipedia.org/wiki/Federation federation]. It is a constitutional republic and representative democracy, "in which majority rule is tempered by minority rights protected by law." The government is regulated by a system of checks and balances defined by the [http://en.wikipedia.org/wiki/US_Constitution US Constitution], the country's supreme legal document. In the American federalist system, citizens are usually subject to three levels of government: federal, state, and local; the local government's duties are commonly split between county and municipal governments. In almost all cases, executive and legislative officials are elected by a plurality vote of citizens by district. There is no proportional representation at the federal level, and it is very rare at lower levels.

=== The States ===

[[Image:US_map_states_wikicommons.png|thumb|right|300px|Wikimedia Commons Map of US states]]

The United States is a federal union of 50 states. The original 13 states were the successors of the 13 colonies that rebelled against British rule; most of the other states have been carved from territories obtained through war or purchase by the U.S. government. The states do not have the right to secede from the union. See the Wikipedia article on [http://en.wikipedia.org/wiki/USA_states US States] for a full list.

The states compose the bulk of the US land mass; the two other areas considered integral parts of the country are the District of Columbia, the federal district where the capital, Washington, is located; and Palmyra Atoll, an uninhabited but incorporated territory in the Pacific Ocean. The United States also possesses five major overseas territories: [[Puerto Rico]] and the United States [[Virgin Islands]] in the [[Caribbean]]; and [[American Samoa]], [[Guam]], and the [[Northern Mariana Islands]] in the Pacific. Those born in the territories (except for American Samoa) possess US citizenship. These territories are considered separately in the Re.ViCa wiki.

According to 2009 estimates, the largest contiguous state, [[California]], has 37 million people; and the next, Texas, has 25 million (2008). Nine states have a population of 10 million or more: [[California]], [[Texas]], [[New York]], [[Florida]], [[Illinois]], Pennsylvania, Ohio, Michigan, and Georgia. Eight states have populations of less than 10 but more than 6 million. 33 states have populations less than 6 million - of these, 20 states have populations in the range of 1 to 3 million.

The current list of states with their own Re.ViCa entries resides at [[:Category:States of the United States]]. US regional sub-categories have been created for certain states with a high incidence of significant e-learning programmes, e.g. [[California]] and [[Colorado]]. Others may be added as activity is identified.

=== The relevance of the US to European e-learning ===

==== Do US ideas in e-learning transfer to Europe? ====

Many European analysts consider US universities - both large and small, public and private - more successful at developing and implementing substantial e-learning programmes than their European counterparts. Online learning in the US is indeed expanding at a remarkable and enviable pace: the average growth rate for online university enrolments has increased by roughly 13% per annum over the past seven years (compared with 2% for US "brick and mortar" enrolments). Other indicators of success include completion rates, programme sustainability over a number of years, and academic reputation.

Researchers have (understandably) questioned why the success of e-learning in US universities does not transfer more readily to a European context. Is it the economy, the geography, the demographics, or the population density; the nature of the respective educational funding models; or something else entirely? Indeed, these are but a few of the differences that may contribute to the challenge of e-learning transfer. Consider also the vast differences in accreditation models, academic focus, relevant public policy, language/culture, and technology uptake. In a global culture where online degrees are rapidly acquiring credibility, and students have begun to actively pursue online degrees via overseas institutions, these are critical questions to consider when pondering the future of education in Europe.

While e-learning penetration in European countries may not yet match that typically seen across the US as a whole, it is certain that North American ideas in e-learning form worthy comparators, and in countless cases do see transfer to Europe (and beyond). For example, many of the early course/learning management systems which formulated our earliest understanding of [http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s "online learning" in the mid-1990s] were developed in either America or Canada, e.g. LotusNotes, FirstClass, Blackboard and WebCT. A distinctly American company with American attitudes and products, Blackboard [[learning management systems]] remains in common usage across Europe (despite recent trends towards [[OER]] in the market). Institutions worldwide have sought to mirror the success of the US in exporting learning via the internet.

There is also more general discussion of the "Americanisation of Education" seen in some European countries - which is too broad and controversial a topic to address here.

Whatever the ramifications, the past would suggest that European analysts might examine US e-learning trends in order to better understand (and possibly predict) directions for growth in their own countries.

==== Is the relevance of the US or of its states? ====

Hovering around 308.6 million as of early 2010, the population of the USA seems enormously large compared with that of most European countries. (For comparison, the population of the [[UK]] is estimated at 62 million, the [[Netherlands]] at 16.6 million, and [[Finland]] at 5.3 million.) Nevertheless, the federal structure of the US and the deregulated nature of its educational systems indicate that it is reasonable to look to the state level when studying e-learning in the US.

Note that this "relevance" depends solely on comparing US states to discrete European ones - it is extremely difficult to compare and contrast the US and Europe as a whole (in e-learning or otherwise), for reasons including those identified in the previous section.

The population of the EU is now estimated at over 500 million, about 1.5 times that of the US, and its inhabitants speak over 170 languages (of which 23 are considered "official"). While the US itself has no "official" language, nearly all Americans speak English, and moreover share essentially similar cultural expectations. This (in conjunction with the US's underlying federal governance structure) often results in a velocity of propagation of ideas nationwide which is rarely replicated across the EU.

As of April 2010 the Re.ViCa wiki includes entries for six US states: [[California]], [[Colorado]], [[Florida]], [[Hawaii]], [[Illinois]] and [[Utah]]. Five of these are relatively large, and each references several institutions of interest. If this level of analysis is deemed useful, perhaps in a later phase the Re.ViCa community will wish to extend coverage.

The current list of states covered is at [[:Category:States of the United States]].

== United States education policy ==

As outlined in a [http://www2.ed.gov/about/overview/fed/role.html recent US Department of Education publication],
education is primarily a state and local responsibility in the United States, with most decisions made (and policies established) on that basis. It is states and communities, as well as public and private organisations of all kinds, that establish schools and colleges, develop curricula, and determine requirements for enrolment and graduation - not the federal (central) government. The structure of education finance in America reflects this predominant state and local role. Of an estimated $1.1 trillion being spent nationwide on education at all levels for school year 2009-2010, a substantial majority comes from state, local, and private sources. This is especially true at the elementary and secondary level, where about 89.5% of the funds will come from non-federal sources.

== United States education system ==

(sourced in part from http://en.wikipedia.org/wiki/Usa#Education)

As notes in the previous section, American "public" education is operated by state and local governments, and regulated by the United States Department of Education through restrictions on federal grants. In 2008, about 74 million people (both citizens and foreign nationals) were enrolled in American schools, colleges and universities.

===Elementary and secondary education===

Children are required in most US states to attend school from the age of five or six until 16, 17 or 18 - generally bringing them through grade 12, or twelfth grade, the end of high school.

86% of American schoolchildren enroll in the "public" (publicly funded) system. About 12% are enrolled in parochial or nonsectarian "private" (non-publicly funded) schools, and 2% are home-schooled.

[http://en.wikipedia.org/wiki/US_education Public school curricula], funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts with many directives from state legislatures. School districts are usually separate from other local jurisdictions, with independent officials and budgets. Educational standards and standardised testing decisions are usually made by state governments, with curricula varying widely from district to district.

Individual states, counties, and school districts have considerable leeway in how they choose to divide their school levels. Ordinarily, students complete elementary school and then move on to secondary school. American secondary schools are often divided into "middle schools" or "junior high schools" (typically grades 5-8 or 6-8, though this may vary) and "high schools" (typically grades 9-12). Middle school is seen as a conceptual bridge between elementary and high school; it does not usually occupy a separate campus or facility.

In 2008, 87% of Americans over the age of 25 had graduated from high school. High school graduates may either enter the workforce or continue education, e.g. at a higher education institution. Those who do not have high school diplomas may obtain a high school level certification by taking a GED (a.k.a. the General Educational Development; General Equivalency Diploma; General Education Diploma) test. Many government institutions and universities regard the GED as the same as a high school diploma with respect to program eligibility and as a prerequisite for admissions.

In recent years, the US has seen an explosion of virtual elementary and secondary schools, or "virtual schools" – see http://en.wikipedia.org/wiki/Virtual_schools#United_States for more information.

== Higher education ==

The American higher education system, like the primary and secondary education systems, is largely decentralised. With a limited number of exceptions, the federal government does not directly regulate universities (although it may award them federal grants).

The majority of public universities are operated by the states and territories, usually as part of a "state university system". Each state supports at least one state university and several support many more. Many private colleges and universities also exist. Tuition is charged at almost all American universities, and is often exorbitant compared to that which is more common in other countries. (For the 2007–08 academic year, annual prices for undergraduate tuition, room, and board were estimated to be [http://nces.ed.gov/fastfacts/display.asp?id=76 $11,578 at public institutions and $29,915 at private institutions].) Many students rely on student loans and scholarships from their university, the federal government, or a private lender. By a wide margin, "state schools" tend to be the most affordable to residents from within that state. Every state has an entity designed to promote coordination and collaboration between higher education institutions.

The US higher education system is considered by many to host some of the finest universities in the world. According to the Shanghai Jiao Tong University's [http://www.arwu.org/ Academic Ranking of World Universities], more than 30 of the highest-ranked 45 institutions are in the United States (as measured primarily by awards and research output).

In 2008, [http://www.census.gov/Press-Release/www/releases/archives/education/013618.html 29% of American adults] 25 and older had a bachelor's degree.

===Accreditation in the US===

It is difficult to summarise in brief the uniqueness and complexity of the academic accreditation process in the US.

* There is no single governmental accrediting body for American postsecondary educational institutions. Rather, the US Department of Education (ED) relies on 74 private and state-based accrediting agencies to provide oversight of member institutions.

* These agencies are divided into subgroups which are not considered equal among the "elite" in American academia: 16 "regional" accrediting agencies are regarded as the most selective, accrediting well-regarded institutions like Harvard University and Pennsylvania State. The remaining "national," "hybrid" and "programmatic" agencies may certify lesser-known and/or specialised entities such as [[Full Sail University]] and Texas Chiropractic College – whose students may find themselves unable to transfer earned academic credits into regionally accredited schools. (Transfer of credits among US universities is otherwise quite common.)

* Agencies awarded recognition by the US Department of Education are not the only ones permitted to provide university accreditation; they have simply met a certain set of ED criteria. '''Recognition is not a requirement for an accrediting body to operate legally''' - although without it, institutions it certifies cannot participate in federal student aid programs.

* Non-accredited institutions are often perceived as lacking in quality and rigor, and may be termed "diploma mills".
Naturally, most postsecondary institutions do seek accreditation, and those which achieve international standing normally have accreditation from the most rigorous ED agencies.

===Community Colleges in the United States===

US "community colleges" are state-based, public, two-year institutions of higher education (once commonly called "junior colleges").

Community colleges usually operate under a policy of "open admission" and are in some ways akin to the polytechnics found in many other countries. Many students view community college as an inexpensive alternative to a pricier four-year institution; others use community college as a vehicle for subsequent acceptance to such an institution.

[http://en.wikipedia.org/wiki/Community_colleges_in_the_United_States Most community colleges] are operated either by special districts that draw property tax revenue from the local community, as a division of a state university, or as a sister institution within a state-wide higher education system. In recent years, many community colleges have added online courses to their catalogues, and in some states have become hotbeds of e-learning activity.

Community colleges typically offer 2-year "associates degrees" and/or trade certifications, as well as services to the local community (e.g. library, job placement). Some offer courses towards a four-year bachelor’s degree and/or guarantee admission to a partner university.

While most enrollees proceed directly from high school to community college, and are therefore quite young,
community college is also an attractive venue for American adults returning to education after a hiatus; professionals seeking further certification in their field (or another); or hobbyists looking for an inexpensive way to further their personal interests.

US "community colleges" should not be confused with regular "colleges", as the latter term is used uniquely in the US to refer to four-year teaching institutions which do offer bachelor's degrees (but are not attached to broader postgraduate institutions). Community colleges almost always have "community" in their name, e.g. Wytheville Community College (Virginia) or Red Rocks Community College ([[Colorado]]).

=== Colleges and Universities in the United States ===

US undergraduate degrees in the US are typically awarded by degree-granting institutions in one of the following categories:

* Liberal Arts Colleges: Four-year, undergraduate institutions emphasising undergraduate study in the "liberal arts", leading to either a bachelor’s of arts or a bachelor’s of science (BA or BS) degree. A "liberal arts" curriculum may encompass literature, languages, philosophy, history, mathematics, and science. Graduates may enter the workforce in a professional capacity, or continue on to postgraduate study at another institution.

* Universities: Four-year institutions of higher education and research, awarding '''both undergraduate and postgraduate degrees'''.

In the absence of postgraduate study programmes, an American HEI is considered a "college" – a critical difference in terminology which can confuse newcomers to the world of US education. Americans often do not distinguish verbally between "college" and "university" – those attending a university would refer to this process as "going to college" while in pursuit of their undergraduate degree. (Note, though, that for historical reasons, a select number of US institutions (e.g. Dartmouth College or and The College of William & Mary) have retained the term "college" in their names even though they do offer postgraduate degrees.)

As odd as it might seem, it is difficult to identify the precise number of "universities" in the United States - in part because of varying definitions of the term, and in part because of the diversity of potentially applicable institutions. Moreover, a US university need not be "accredited" in order to operate (see the note above on this topic).

With these caveats in mind, estimates fall in the thousands. A [http://www.utexas.edu/world/univ/alpha/ recent estimate] by the University of Texas at Austin counts 2,043 colleges and universities (in an inventory which omits community colleges). The US Department of Education [http://ope.ed.gov/accreditation/ Database of Accredited Postsecondary Institutions and Programs], on the other hand, counts over 8,000 institutions; their count includes community and vocational colleges. And the Chronicle of HE’s 2009 [http://chronicle.com/section/Almanac-of-Higher-Education/141/ Almanac of Higher Education] counts 4,811.

See the [[Programmes]] list for numerous Re.ViCa links to US postsecondary institutions, among others; or the [[:Category:United_States]] for US institutions only.

===Polytechnics in the US ===

The term "polytechnic" is not used as such in the US. There are, however, a variety of "institutes of technology", "technical institutes" and "technical colleges", which may be considered to occupy a similar educational niche. Many of these have come to increasingly utilise distance and online learning in recent years, and may be of interest to European researchers. See also the section on "community colleges" above.

== Higher Education Reform ==

Given the decentralised nature of the US HE system, federal reform might never reflect the kind of sweeping mandates periodically effected in other countries or unions. Nevertheless, certain proposed and actual reforms (largely addressing issues of affordability and access) pressed through or discussed from 2008-2010 are of interest. Not all are exclusively higher-education specific. Some are detailed here:

* The [http://www.broadband.gov/ National Broadband Plan] (March 2010) - relevant in its potential to transform education in the US, as noted in the report itself. Despite early advances in the arena, for nearly 10 years the United States has lagged behind many other developed countries in the adoption of broadband technology. America's first National Broadband Plan recommends sweeping improvements to US broadband governance, infrastructure, affordability, and deployment, dedicating $15.5 billion to broadband deployment over the next decade.

* The [http://en.wikipedia.org/wiki/Health_Care_and_Education_Reconciliation_Act_of_2010 Health Care and Education Reconciliation Act of 2010] - which includes the Student Aid and Fiscal Responsibility Act, reforming the process by which American students receive much-needed loans to participate in higher education.

* The [http://www.ed.gov/technology/netp-2010 draft National Educational Technology Plan]" - not higher-education specific, but extremely relevant. Released on March 5 2010, the plan outlines "ways in which information and communication technologies can be leveraged to help transform American education". It details [http://www.ed.gov/technology/netp-2010/goals-and-recommendations five specific goals] with recommendations for states, districts, the federal government, and other stakeholders in the US education system that address learning, assessment, teaching, infrastructure, and productivity. A wide variety of stakeholders played a role in developing the new plan: see http://www.ed.gov/technology/netp-2010/how-plan-developed for details.

* The American Recovery and Reinvestment Act (ARRA) of 2009 – "[http://www2.ed.gov/about/reports/annual/2009review.html with a goal to get America on track and to return to being number one in the world in high school and college graduation rates, school readiness and overall academic achievement]." This included $98.2 billion in appropriations for the Department of Education, more than 1.5 times the Department’s entire appropriation for the previous year.

* The Student Aid and Fiscal Responsibility Act of 2009 – [http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml whose goals include] "producing the most college graduates by 2020 by making college accessible and transforming the way our student loan programs operate. It will expand quality early education opportunities that will put more children on the path to success. It will strengthen community colleges and training programs to help build a highly-skilled, innovative, 21st century workforce ready for the rigors of a global economy."

* Announcement by President Obama in July, 2009 - A promise to devote $12 billion over 10 years to improve programs, courses, and facilities at [[US]] community colleges, with $500 million devoted to freely available online courses. As of April 2010 the future of most of these declarations was unclear (although portions were realised in the Health Care and Education Reconciliation Act of 2010).

Read about numerous current issues in the realm of US Higher Education reform at the Teachnology, Inc. web site: http://www.teach-nology.com/highered/reform/

=== The Bologna Process ===

The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

:Former Secretary of Education, Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community… Such purblind stances are unforgivable in a world without borders.

This report's author, [http://www.ihep.org/press-room/news_release-detail.cfm?id=62 Cliff Adelman] ([http://www.ihep.org/ Institute for Higher Education Policy]), is among numerous vocal proponents of US participation in a process similar to that set forth by Bologna. Lumina promotes [http://www.luminafoundation.org/our_work/tuning/Q_and_A-Bologna_and_Tuning.html "Tuning"], explored in papers such as [http://go2.wordpress.com/?id=725X1342&site=gsed.wordpress.com&url=http%3A%2F%2Fwww.ihep.org%2Fassets%2Ffiles%2FTheBolognaClub.pdf The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction] - which set forth the goal that attainment of high-quality undergraduate degrees and credentials in the United States should increase to 60% by 2025.

Adelman's efforts and those of others like him are not widely known. Bologna's spirit of harmonisation, unity and "work towards a common cause" is not often felt across US state borders, and there are few models of cross-border cooperation that even scratch the surface of the Bologna Process's goals.

As a separate issue, some European researchers have explored evidence of US hostility towards the Bologna Process itself, in terms of its perceived success in attracting overseas students who might otherwise pursue studies in the US. As an increasing number of "geographically mobile" students choose European universities over American ones, some believe that Bologna is a seen as a threat – yet one that US officials have been unwilling to acknowledge or name. For one example of this research track, see Charlier and Croche's 2008 piece on [http://mesharpe.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,9,24;linkingpublicationresults,1:110907,1 The Outcome of Competition Between Europe and the United States].

== Administration and finance ==

(sourced largely from the US Department of Education web site, http://www2.ed.gov)

=== The US Department of Education===

[[Image: Ed_gl_org_chart.gif|thumb|right|150px|2007 US Department of Education]]

US Congress established the [http://www.ed.gov/ US Department of Education] (ED, or externally USDE) on May 4, 1980. The Department of Education is administered by the United States Secretary of Education. Its mission is "to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access."

ED is the agency of the federal government that establishes policy for and administers most federal assistance to education. Its elementary and secondary programs serve more than 14,000 school districts and 56 million students, attending some 97,000 schools and 28,000 private schools. Department programmes also provide financial assistance to about 11 million postsecondary students.

'''The US Department of Education does:'''

* Establish policies relating to federal financial aid for education, and administer distribution of those funds and monitor their use. Distribute financial aid to eligible applicants throughout the nation for early childhood, elementary, secondary and postsecondary education programmes.
* Collect data and oversee research on America’s schools, and disseminate this information to Congress, educators and the general public.
* Identify the major issues and problems in education and focus national attention on them. Make recommendations for education reform, advising the president and implementing his/her education policies.
* Enforce federal statutes prohibiting discrimination in programmes receiving federal funds, and ensure equal access to education.

'''The US Department of Education does not:'''

* Establish schools and colleges
* Develop curricula
* Set requirements for enrollment and graduation
* Determine state education standards
* Develop or implement testing to measure whether states are meeting their education standards

These are responsibilities handled by various states and districts, as well as by public and private organisations.

(Note that in March 2010 [http://www.nytimes.com/2010/03/14/education/14child.html President Obama announced] planned changes to the "No Child Left Behind" Program which may enforce new Federal standards; this section will be updated accordingly.)

====The Office of the Under Secretary (OUS)====

ED oversees a wide variety of offices charges with various diverse tasks. The [http://www2.ed.gov/about/offices/list/ous/index.html?src=oc Office of the Under Secretary] (OUS) oversees policies, programmes, and activities related to postsecondary education, vocational and adult education, and federal student aid. It consists of the following subdivisions: Office of Postsecondary Education (OPE); Office of Vocational and Adult Education (OVAE); Office of Federal Student Aid (FSA); President's Advisory Board on Tribal Colleges and Universities (WHITCU); and President's Advisory Board on Historically Black Colleges and Universities (WHIHBCU). These are examined in brief below.

===== The Office of Postsecondary Education (OPE) =====

The [http://www2.ed.gov/about/offices/list/ope/index.html Office of Postsecondary Education] formulates federal postsecondary education policy and administers over 40 programmes that address critical national needs in support of its mission: to increase access to quality postsecondary education.

OPE includes two major organisational components:

* [http://www2.ed.gov/about/offices/list/ope/ppi.html Policy, Planning, and Innovation] (PPI) develops postsecondary education policy and legislative proposals and is responsible for budget formulation and forecasting for programmess administered by OPE.

* [http://www2.ed.gov/about/offices/list/ope/hep.html Higher Education Programs] (HEP) administers programmes that increase access to postsecondary education for disadvantaged students, strengthen the capacity of colleges and universities that serve a high percentage of disadvantaged students, provide teacher and student development resources, and increase expertise in foreign languages and international studies.

Additionally, [http://www2.ed.gov/admins/finaid/accred/index.html Accreditation and State Liaison] (ASL) has responsibility for the accrediting agency recognition process and for the coordination of activities between states and the US Department of Education that impact institutional participation in the federal financial assistance programs. The [http://www2.ed.gov/about/bdscomm/list/naciqi.html National Advisory Committee on Institutional Quality and Integrity] provides recommendations to the Secretary of Education regarding the recognition of postsecondary accrediting agencies.

See http://www2.ed.gov/about/offices/list/ope/programs.html for a full list of OPE programmes.

======FIPSE======

One of the US [[Office of Postsecondary Education]]'s primary programmes is the [http://www2.ed.gov/about/offices/list/ope/fipse/welcome.html Fund for the Improvement of Postsecondary Education] (FIPSE). FIPSE's main activity each year is conducting the [http://www2.ed.gov/programs/fipsecomp/index.html Comprehensive Program], a grant programme intended to support innovative, replicable postsecondary education improvement projects.

FIPSE also administers four international consortia programmes, co-funded by foreign government partners. Programmes support multi-institutional collaboration; student exchange; faculty cooperation and exchange; shared and common curricula; mutual recognition of credits; acquisition of host country languages; and apprenticeships and other work activities. The current "special focus" international competitions are:

* The [http://www2.ed.gov/programs/fipseec/index.html European Union-United States Atlantis Program] - provides funding for joint or dual undergraduate degrees in a wide range of academic and professional disciplines.

* The [http://www2.ed.gov/programs/fipsenortham/index.html Program for North American Mobility in Higher Education] - provides funding for institutional cooperation and student exchange among colleges and universities in the United States, Canada, and Mexico.

* The [http://www2.ed.gov/programs/fipsebrazil/index.html US-Brazil Higher Education Consortia Program] - sponsors projects promoting institutional cooperation and student mobility between the United States and Brazil.

* The [http://www2.ed.gov/programs/fipserussia/index.html United States-Russia Program] - supports consortia of institutions of higher education to promote cooperation in education and science between the United States and Russia.

Read more about FIPSE’s programmes at http://www2.ed.gov/about/offices/list/ope/fipse/brochure.html

=====The Office of Vocational and Adult Education (OVAE)=====
The [http://www2.ed.gov/about/offices/list/ovae/index.html Office of Vocational and Adult Education] (OVAE) administers and coordinates programmes related to adult education and literacy, career and technical education, and community colleges.

OVAE oversees:
* The Division of Adult Education and Literacy
* The Division of Academic and Technical Education
* US Community Colleges

===== Office of Federal Student Aid (FSA)=====
The [http://www2.ed.gov/about/offices/list/fsa/index.html Office of Federal Student Aid] (FSA) directs, coordinates, and recommends policies for programmes that are designed to:

* Provide financial assistance to eligible students enrolled in postsecondary educational institutions.
* Deliver grants, loans, and work-study assistance to nearly nine million students through approximately 6,000 postsecondary institutions, 4,800 lenders, and 35 guarantee organisations.
* Collect more than $150 million in outstanding loans with data systems that track 93 million student loans and 15 million Pell Grants.

===== The White House Initiative on Tribal Colleges and Universities (WHITCU)=====
The [http://www2.ed.gov/about/inits/list/whtc/edlite-index.html Office of the White House Initiative on Tribal Colleges and Universities] (WHITCU) ensures that the US's [http://www2.ed.gov/about/inits/list/whtc/edlite-tclist.html Tribal Colleges and Universities] (TCU) are fully recognised and have full access to federal programs benefiting other higher education institutions.

There are 36 federally recognised Tribal Colleges and Universities in the United States, serving approximately 30,000 full- and part-time students. They offer two-year associate degrees in over 200 disciplines (and some provide bachelor's and master's degree). They also offer 200 vocational certificate programs. The WHITCU web site notes:

:Tribal Colleges and Universities are both integral and essential to their communities. They are often the only postsecondary institutions within some of our Nation's poorest rural areas. Tribal Colleges and Universities serve a variety of people, from young adults to senior citizens, American Indians to non-American Indians. They also provide crucial services and add hope to communities that suffer high rates of poverty and unemployment.

===== White House Initiative on Historically Black Colleges and Universities (WHIHBCU)=====
The [http://www2.ed.gov/about/inits/list/whhbcu/edlite-index.html White House Initiative on Historically Black Colleges and Universities] seeks to strengthen the capacity of [http://www2.ed.gov/about/inits/list/whhbcu/edlite-list.html Historically Black Colleges and Universities] (HBCUs) to provide excellence in education. A fact sheet available on the web site notes:

:The nation’s Historically Black Colleges and Universities (HBCUs) hold a 130-year record of significantly increasing the percentage of black Americans who are able to attend college, effectively creating cohorts of black leadership, and helping achieve economic mobilisation of African-American communities. Many HBCUs specialise in teaching students from disadvantaged backgrounds.

===== Office of Educational Technology (OET)=====

(sourced from http://www2.ed.gov/about/offices/list/os/technology/index.html)

The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) provides leadership for maximising technology’s contribution to improving education at all levels. OET develops national educational technology policy, ensures that the department's programmes are coordinated and consistent, and supports efforts across the federal government. OET leverages the best modern technology to:

* Support progress toward college and career-ready standards and rigorous assessments that will improve both teaching and learning;
* Connect and support teachers and ensure all students have access to highly effective teaching;
* Engage students and turn around low-performing schools; and
* Improve student learning, teacher performance, and college and career readiness through enhanced data systems.

OET released the National Educational Technology Plan (NETP) in March 2010; see the "Reforms" section above for more information.

See http://www2.ed.gov/about/offices/list/os/technology/techreports.html for a list of OET's previous research outputs.

== Quality assurance ==

Quality Assurance in US Education is not typically overseen at the federal level. The matter is discussed by the [http://www2.ed.gov/about/offices/list/ous/international/usnei/edlite-index.html US Network for Education Information] (USNEI), which reports:

:Quality assurance takes several forms in the U.S. education system. The approval of institutions and programs is generally undertaken by state agencies and accrediting agencies, with the latter also responsible for the establishment and maintenance of academic and administrative standards. Professional and academic disciplinary associations also play a role in influencing and assessing quality. Educational potential, progress, and outcomes, as well as inputs and outputs, are measured by surveys, studies, tests, and other assessments at the national, regional, state and institutional levels.

Various documents outlining assessment, evaluation, and standards activities in U.S. education at all levels can be reviewed at http://www2.ed.gov/about/offices/list/ous/international/usnei/us/edlite-structure-us.html. The site also offers overviews of associates, bachelor’s, and postgraduate degrees - though these are not federally regulated.

USNEI hosts a web site on Accreditation and Quality Assurance across US education. Fact sheets and URLs address the separate issues of:

* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-school.doc School-Level Accreditation] - the accreditation process at the primary and secondary education levels and provides links to accrediting agencies recognised by state governments and other authorities.
* [http://www2.ed.gov/admins/finaid/accred/accreditation_pg6.html#NationallyRecognized Nationally Recognised Accrediting Agencies] - the U.S. Department of Education's directory of federally recognised accrediting agencies, both regional and national.
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-postsec.doc Postsecondary Accreditation] - describes the accreditation process at the tertiary level, and provides links to recognised accrediting agencies which are members of the Council for Higher Education Accreditation (CHEA).
* [http://www.chea.org/Directories/index.asp CHEA Directory of Recognised Accrediting Organisations] - the Council on Higher Education Accreditation's directory of recognised accrediting agencies.
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-fed.doc Federal Recognition and Approval] - the nature and limitations of the federal role in recognising accrediting agencies and in approving institutions.
* [http://www.aspa-usa.org/ Association of Specialised and Professional Accreditors] (ASPA) - national association of accreditation agencies for regulated professions.
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/accred-state.doc State Approval of Schools and Postsecondary Institutions] - the process of licensing or chartering educational providers by state authorities.
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc Other Quality Assurance Provisions] - additional quality assurance activities in the United States.
* [http://www2.ed.gov/about/offices/list/ous/international/usnei/us/fraud.doc Diploma Mills and Fraud] - information and links on the problems of unaccredited institutions and bogus accreditors in the US.

== USA's HEIs in the information society ==

Education in the US has seen rapid uptake of learning technology in all spheres, seen in many areas including the development of [http://en.wikipedia.org/wiki/Virtual_schools virtual schools], a longstanding tradition of computer-based training among corporations, and – more relevant to Re.ViCa – in the increasing popularity of hybrid and online university courses. While only those higher education programmes deemed sizable, significant or otherwise "notable" in e-learning terms have their own entries in the Re.ViCa wiki, one has the sense that not a single US university remains which does not offer online courses.

The USA has a complex structure of HE e-learning providers, including organisations offering both face-to-face and e-learning (usually blended) provision via different subsidiaries. There are numerous universities offering courses exclusively online; some have developed via conventional "brick-and-mortar" institutions, while others have evolved from traditional "correspondence (distance-learning) schools". While many online universities target adult and military learners, some young American students simply prefer online courses for scheduling and financial convenience. In 2008 when global oil costs (and thus US fuel costs) rose astronomically, many schools saw surges in online enrolment as students decided that commuting had become too expensive.

In terms of blended/e-learning provision, some players of note in the US include:

*The [[University of Phoenix]] (UOP), with over 109,000 attending via the Internet through the University’s Online Campus (out of over 213,000 students total as of May 2004). Despite the public-sounding nature of the name, UOP is a private, for-profit institution, which has been a global driver of adult-oriented online learning in the past decade.
* The [[University of Maryland University College]] (UMUC), with over 110,000 online enrolments spread over 540 distinct courses online. UMUC is an actual public university, with a physical campus.
* [http://www.mit.edu/ MIT], known in particular for its [[OpenCourseWare]] initiative

There are many more. The [http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Re.ViCa Handbook] offers a "World Tour" overview of notable US institutions when it comes to e-learning; see also the Re.ViCa wiki's [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States United States] category for US institutions only; or the section below for a longer list.

=== Towards the information society ===

The US has long been considered one of the most technologically powerful nations in the world. Nevertheless, recent concerns about the quality of US primary education, broadband infrastructure, security against terrorist attacks, and ability to maintain "fair" foreign policy agreements have cast doubt as to whether the country will indeed be equipped to lead in the new "information society".

In the past decade, the US's driving role in information manipulation via technology-related developments such as internet navigation (Yahoo, Google), social media tools (e.g. Facebook, Twitter), citizen media (blogs, podcasts, YouTube), and of course learning management systems (e.g. Blackboard), have seemingly reinforced its reputation as it has positioned itself to maintain its position as a world leader. Moreover, the current administration has unveiled a series of internet- and education-related initiatives which promise a solid foundation moving forward.

=== Information society strategy ===

A variety of offices, agencies and non-profits monitor and direct US activity and strategy in the information society.

* The [http://www.fcc.gov/ Federal Communications Commission], an independent US government agency, regulates interstate and international communications by radio, television, wire, satellite and cable. (As noted above, it has unveiled the first US [http://www.reuters.com/article/idUSN2224640220100223 National Broadband Plan] in March 2010, reinforcing the notion that all Americans are entitled to "affordable access to robust and reliable broadband products and services".)

* The Department of Education’s [http://www2.ed.gov/about/offices/list/os/technology/index.html Office of Educational Technology] (OET) supports the use of technology in education. (It released its draft "National Education Technology Plan" in March 2010 to "provide the context and vision for how information and communication technologies can help transform American education" - see details above.)

* The [http://www.whitehouse.gov/omb/e-gov/ Office of E-Government & Information Technology], is part of the Office of Management and Budget (OMB)

* The [http://it.usaspending.gov/ IT Dashboard], launched in June 2009, allows the American people to monitor IT investments across the Federal government.

* Founded in 1969, the [http://www.nascio.org National Association of State Chief Information Officers] (NASCIO) represents state chief information officers and information technology executives and managers from the states, territories, and the District of Columbia. The primary state members are senior officials from state government who have executive-level and statewide responsibility for information technology leadership.

* The [http://www.cio.gov/ Chief Information Officers] (CIO) Council serves as the principal interagency forum for improving practices in the design, modernisation, use, sharing, and performance of Federal Government agency information resources

This is not a comprehensive list - and in particular does not identify any state or regional programmes (of which there are many). See http://www.usa.gov/Government/State_Local/Technology.shtml for more related agencies/organisations.

=== Benchmarking e-learning ===

The term "benchmarking" – and perhaps the very concept - has not been as commonly applied in US higher education as in many other countries. Skeptics might argue that this is due to of that country’s general tendency towards solitude and unilateralism in these matters. Where the term "benchmarking" does occur in reference to e-learning, we find it applied in diverse (and often corporate-training-related) evaluation methodologies and systems:

* Interactive Quality Assessment Tool (IQAT™), http://www.iqat.org/

* Flashlight Online, via the TLT Group, http://www.tltgroup.org/Flashlight/flashlightonline.htm (powered by the Skylight Matrix Survey System, funded by FIPSE)

* National Survey of Student Engagement (NSSE), Indiana University Center for Postsecondary Research, http://nsse.iub.edu/index.cfm

For a more abstract interpretation of "benchmarking" in the US, see the Educational Research Reports Center at the United States Distance Learning Association (USDLA) for a [http://www.usdla.org/index.php?cid=180 variety of reports] which compare approaches to e-learning in K-12 and general education, undertaken by the National Center for Education Statistics, US Department of Education; the Sloan Consortium; and others.

==Virtual Campus Initiatives in Higher Education==

As noted above, most US universities offer at least one hybrid or fully online program. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels. There are no relevant federal initiatives of note.

Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities are examined as well. Some major institutions/initiatives include:

* [[Capella University]]
* [[Carnegie Mellon University]]
* [[University of Central Florida]]
* [[Colorado Community Colleges Online]]
* [[DeVry University]]
* [[Laureate Education]] ([[Walden University]])
* [[University of Maryland University College]]
* [[University of Phoenix]]
* [[Penn State World Campus]]
* [[Regis University]]
* [[SUNY Learning Network]]
* [[Strayer University Online]]
* [[UT Telecampus]]
* [[University of the People]] - new, but noteworthy

There are many more. See [http://www.virtualschoolsandcolleges.eu/index.php/Category:United_States the US category] for a full list of those programmes indexed by the Re.ViCa wiki.

== Lessons learnt==

Some countries - like the US - offer regional initiatives which merit study alongside national ones. The decentralised approach to US education renders it suitable for study by European analysts.

The apparent success of e-learning/online higher education in the [[US]] must be approached with care - quality may vary widely from institution to institution (and programme to programme). One must always remember that the US accreditation mechanisms are complex and not subject to federal standardisation (per se); and that there are certainly some US online universities which operate legally without any accreditation, respected or otherwise.

== References ==

* "2009 Year in Review", US Department of Education, January 2010, http://www2.ed.gov/about/reports/annual/2009review.doc
* "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University, http://www.arwu.org/. Retrieved 2010-02-28
* Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Produced with primary support of the Lumina Foundation for Education to the Global Performance Initiative of the Institute for Higher Education Policy, April 2009, http://www.ihep.org/assets/files/EYESFINAL.pdf Retrieved 2010-02-15
* "Ages for Compulsory School Attendance..." US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d02/dt150.asp. Retrieved 2010-02-15
* Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium
* "The Almanac of Higher Education". The Chronicle of Higher Education LVI (1): 5. August 28, 2009.
* "As Economy Wavers, Online Enrollments Climb". November 13, 2008, http://www.insidehighered.com/news/2008/11/13/sloan Retrieved 2010-02-15
*Brady, P. Is there a Paris match for UK's overseas appeal? 10 August 2007, Times Higher Education, http://www.timeshighereducation.co.uk/story.asp?storyCode=90207&sectioncode=26 Retrieved 2010-02-15
* Charlier, J.-E., and Croche, S. "The Bologna Process: The Outcome of Competition Between Europe and the United States and a Stimulus to This Competition", European Education, vol. 39, no. 4, Winter 2007–8, pp. 10–26.
* Database of Accredited Postsecondary Institutions and Programs, US Department of Education, http://ope.ed.gov/accreditation/ Retrieved 2010-02-15
* "Educational Attainment in the United States: 2003." US Census Bureau. http://www.census.gov/prod/2004pubs/p20-550.pdf. Retrieved 2010-02-28.
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* "Demographics of the European Union". Wikipedia, http://en.wikipedia.org/wiki/Demographics_of_the_European_Union Retrieved 2010-02-08
* "Digest of Education Statistics: 2008". US Dept. of Education, National Center for Education Statistics, http://nces.ed.gov/programs/digest/d08/ Retrieved 2010-02-08
* "Diploma Mills and Accreditation". US Department of Education web site, http://ed.gov/students/prep/college/diplomamills/accreditation.html
* "Education in the United States". http://en.wikipedia.org/wiki/Education_in_the_United_States Retrieved 2010-02-15
* "European Union". Wikipedia, http://en.wikipedia.org/wiki/European_Union Retrieved 2010-02-08
* "Fading Stimulus Saved Colleges". Inside Higher Ed, February 11, 2010, http://www.insidehighered.com/news/2010/02/11/sheeo
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* "General Educational Development". Wikipedia, http://en.wikipedia.org/wiki/General_Educational_Development
* "Higher Education in the United States". http://en.wikipedia.org/wiki/Higher_education_in_the_United_States Retrieved 2010-02-28
* "History of Learning Environments". Wikipedia, http://en.wikipedia.org/wiki/History_of_virtual_learning_environments_1990s Retrieved 2010-02-15
* Kittredge, B. "Student Aid and Fiscal Responsibility Act". Blog of the Committee on Education and Labor, July 15, 2009, http://edlabor.house.gov/blog/2009/07/student-aid-and-fiscal-respons.shtml
* Krueger, D, and Kumar, K.B. "US-Europe Differences in Technology-Driven Growth: Quantifying the Role of Education". Journal of Monetary Economics, Elsevier, vol. 51(1), pages 161-190, 2004, http://ideas.repec.org/p/nbr/nberwo/10001.html
* Lieven, M., and Martin, G. (2006) "Higher Education in a Global Market: The Case of British Overseas Provision in Israel", Higher Education, 52: 1
* "List of countries by population". Wikipedia, http://en.wikipedia.org/wiki/List_of_countries_by_population Retrieved 20010-02-08
* Osgood, R.K., "Making Liberal Arts Colleges Sustainable", Forbes.com, http://www.forbes.com/2010/02/17/liberal-arts-college-thought-leaders-osgood.html
* "Overview: The Federal Role in Education". United States Department of Education, http://www2.ed.gov/about/overview/fed/role.html Retrieved 2010-02-15
* "Overview: 10 Facts About K-12 Education Funding". US Department of Education, http://www2.ed.gov/about/overview/fed/10facts/index.html Retrieved 2010-02-28
* Patterson, D., Jung, G. and Broadhead, G. (2009) "The UK e-learning market 2009", Learning Light Limited, http://www.learninglight.com/doc/download/16
* "Accreditation and Quality Assurance: Other Quality Assurance Provisions." International Affairs Office, US Department of Education, 12/2007, http://www2.ed.gov/about/offices/list/ous/international/usnei/us/qualassurance.doc
* Schreurs, B. (ed.) (2010) Reviewing the Virtual Campus Phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide, EuroPACE, Re.ViCa Project, E.C. Agreement no. 2007-2608/001-001, http://revica.europace.org/Re.ViCa%20Online%20Handbook.pdf Retrieved 2010-02-15
* Stephan, A., ed. "The Americanization of Europe: Culture, Diplomacy, and Anti-Americanism after 1945." New York: Berghahn Books, 2007.
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* "United States". International Monetary Fund, http://www.imf.org/external/pubs/ft/weo/2009/02/weodata/weorept.aspx?sy=2006&ey=2009&scsm=1&ssd=1&sort=country&ds=.&br=1&c=111&s=NGDPD%2CNGDPDPC%2CPPPGDP%2CPPPPC%2CLP&grp=0&a=&pr.x=64&pr.y=8 Retrieved 2010-02-08
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* "U.S. state". Wikipedia, http://en.wikipedia.org/wiki/U.S._state Retrieved 2010-02-15
* "US to unveil broadband plan Mar 17, sees barriers". Reuters.com, Feb. 23 2010, http://www.reuters.com/article/idUSN2224640220100223 Retrieved 2010-02-28
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* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf

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