Difference between revisions of "Another brick in the wall"
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<h2>2010-2015</h2> | <h2>2010-2015</h2> | ||
The signs of the financial and fiscal crisis [http://www.scenariothinking.org/wiki/index.php/Impact_of_the_European_sovereign_debt_crisis_on_education_spending] were still obvious in the European economy. Although Greece was forced to restructure its debt, the rest of the vulnerable European economies were not affected mainly due to timely and well-coordinated government actions. With increased solidarity, European officials realized that the monetary union was not enough to guarantee stability and they had to move faster towards the European integration. <br> | The signs of the financial and fiscal crisis [http://www.scenariothinking.org/wiki/index.php/Impact_of_the_European_sovereign_debt_crisis_on_education_spending] were still obvious in the European economy. Although Greece was forced to restructure its debt, the rest of the vulnerable European economies were not affected mainly due to timely and well-coordinated government actions. With increased solidarity, European officials realized that the monetary union was not enough to guarantee stability and they had to move faster towards the European integration. <br> | ||
[http://www.scenariothinking.org/wiki/index.php/Decrease_in_competitiveness_of_EU], leaders in Brussels started engaging European companies in order to address the issue. Together they realized that a fundamental change in the EU education system was required at all levels, even for primary and secondary education. <br> | |||
[http://www.scenariothinking.org/wiki/index.php/Decrease_of_Students'_Engagement]. Schools introduced the use of technology in order to facilitate teaching and make the learning experience more interesting and appealing to students. Schools which introduced tablets used them not only as a substitute for textbooks but also to provide a completely new way of learning. Companies were designing and developing functions and applications that migrated the learning experience to the digital world. <br> | |||
<h2>2015-2020</h2> | <h2>2015-2020</h2> | ||
However, global warming continued to worsen and imposed increased pressures on governments throughout the world. Governments had to allocate part of their budgets towards minimizing effects on the environment and reversing the damage that had already been caused. That translated into a smaller percentage of total GDP allocated to education. In 2015, after having explored alternative ways of rendering the educational system more efficient, EU governments, in cooperation with companies, started making substantial changes in the educational system. The first was the introduction of tablets in every school in the European region. The plan involved 50% regional coverage with tablets within the first 4 years of the program and a further increase to 70% in year five. The tablets were subsidized by the governments and companies, while parents were contributing only 30% of the final price. Technology companies provided tablets specifically designed for educational purposes that were addressing the needs of students for primary and secondary education. Publishers cooperated with application providers and adapted the existing learning materials for the new digital era. After the failure of widespread internet integration in classrooms in years past, publishers knew that content is the key to success in this new era. Although their power decreased because there were other parties participating in the development of e-books, such as graphic art and application providers, their role remained of primary importance. <br> | However, global warming [http://www.scenariothinking.org/wiki/index.php/Global_Warming_Threats] continued to worsen and imposed increased pressures on governments throughout the world. Governments had to allocate part of their budgets towards minimizing effects on the environment and reversing the damage that had already been caused. That translated into a smaller percentage of total GDP allocated to education. In 2015, after having explored alternative ways of rendering the educational system more efficient, EU governments, in cooperation with companies, started making substantial changes in the educational system. The first was the introduction of tablets in every school in the European region. The plan involved 50% regional coverage with tablets within the first 4 years of the program and a further increase to 70% in year five. The tablets were subsidized by the governments and companies, while parents were contributing only 30% of the final price. Technology companies provided tablets specifically designed for educational purposes that were addressing the needs of students for primary and secondary education. Publishers cooperated with application providers and adapted the existing learning materials for the new digital era. After the failure of widespread internet integration in classrooms in years past, publishers knew that content is the key to success in this new era. Although their power decreased because there were other parties participating in the development of e-books, such as graphic art and application providers, their role remained of primary importance. <br> | ||