THE NATIONAL GRID FOR LEARNING

Authors: Kate Worlock, Director & Lead Analyst; Lara Carim, Analyst

The National Grid for Learning briefing paper provides an introduction to the concept of the NGfL, and examines the impact it may have on the various groups involved in its implementation. The report looks at the r�le of the content provider, the technology/infrastructure provider, the teacher, the school, the LEA and the pupil, and seeks to evaluate the effect which the increased usage of ICT will have upon educational practice in the UK. The report looks not only at the use of ICT in the classroom, but also at how these systems may be used in the home to supplement skills taught in class, and at the services which schools may require for administration and purposes other than teaching.

The NGfL concept has been mooted by the government since 1997, and this report has been timed to coincide with the government?s announcement of the first 12 companies to receive accreditation as Managed Services suppliers. This announcement will obviously be of great concern not only to those technology providers who failed to receive certification, but also to content providers keen to access these prime routes to market, and to evaluate other market entry options which may be available.

While the concept of the Grid is not a new one, its format has not always been clear to observers. This report explains how the Grid has developed, from its early stages where it provided management information for managers, then the movement to providing teaching information for teachers, and the present development of starting to offer learning information for learners. The Grid should eventually join up government organisations (including BECTa and the Department for Education) with public bodies such as LEAs, public service broadcasters, libraries, museums and galleries, and finally private enterprises such as educational publishers, all of which will seek to provide information to teachers and learners to improve educational standards in the UK

There will of course be many difficulties along this road, and the response to the government?s initial consultation paper on the subject raised many issues which have not yet been fully addressed. The concept of the ?information poor? is of great concern, with the fear that some children (such as those with a PC in their home) may receive such an advantage from this that they leave their less fortunate classmates behind. Of great concern to publishers is the creation of firm routes to market and the determination not to be driven out of the market by technology providers who have the natural advantage in terms of direct access to the customer. Of concern to the government, other than the attempt to raise educational standards, is that schools are able to buy the best services available under their limited budgets, and it is hoped that this will be addressed by the Managed Services providers accreditation scheme.

This report concludes with a look into the future, to examine what impact the current developments may have on future generations, and whether the use of ICT in education will be as momentous as some commentators perceive.