scalability and impact at system level Mainstreaming ICT-enabled Innovation in Education and Training in Europe European commission Joint Research Centre Institute for Prospective Technological Studies Contact information Address:
overcome the current economic crisis and grasp new opportunities. Innovating in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy,
and also in the latest EC Communication on'Opening up education'.'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment.
Policy-makers and educational stakeholders recognise the contribution of ICT to achieving these targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education and Training (E&t) and for learning in general.
This report presents a set of policy recommendations developed through a mixed-research approach involving around 300 educational stakeholders.
We are especially grateful to the 149 educational stakeholders who participated in the online consultation to validate
Policy actions for sustainability, scalability and impact at system level. JRC Scientific and Policy Reports.
Large-scale pilots in reallife environments have been conducted in the E&t context in many countries in Europe
and validated through an online consultation with a variety of educational stakeholders. In particular, 149 educational stakeholders evaluated a set of 60 policy recommendations.
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven in depth expert interviews
6 Increase efforts and investment in ICT infrastructure of appropriate performance and interoperability;(Re) design and/or (re) arrange physical space
and other stakeholders when taking sensible risks and trying new things. Recommendation 10 Research area Encourage research on the implementation process of ICT-ELI,
and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
and also emphasised to the European commission's recent Communication on'Opening up education'and its supporting documents (European commission, 2013a).
Large-scale pilots in real-life environments have been conducted in the E&t context in many countries in Europe
and validated and prioritised through an online consultation with educational stakeholders who are involved in a wide diversity of contexts,
support DG EAC in establishing an extensive dialogue on CCR with multiple key stakeholders; and propose concrete policy recommendations for the further development and sustainable mainstreaming of ICT-ELI in Education and Training (E&t) across Europe.
2013) and on findings from the online stakeholder consultation, this report presents a comprehensive set of recommendations for policy actions to further develop
and others. 6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of ICT to modernise learning and teaching practices.
whereas the term Classrooms is considered in its largest sense as including all types of learning environments,
and the validation and prioritisation of the proposed set of policy recommendations through an online consultation with educational stakeholders (Figure 1). Figure 1:
In parallel, a number of consultation rounds with key educational stakeholders (policy-and decisionmakers, teachers, researchers, IT developers etc.
there was continuous consultation with stakeholders in DG EAC and the members of the DG EAC Thematic Working group on ICT and Education,
many stakeholders emphasised how monitoring and constant evaluation is important for implementing learning innovations and scaling them up.
an online stakeholder consultation to validate and prioritise the proposed set of recommendations for policy action was conducted.
In the following section, the online stakeholder consultation is discussed in more detail. 2. 3. 1 The online stakeholder consultation The online survey built on the findings of previous research activities by further exploring the stakeholders'perspectives with respect to:
which gave the participants the opportunity to comment, explain or propose missing policy recommendations. In order to avoid an order effect,
2. 3. 2 Participants The purpose of this phase was to have the policy recommendations evaluated by representatives of the following stakeholders in the field of ICT in Education:
One hundred and forty-nine (N=149) educational stakeholders with diverse backgrounds took part in the online consultation.
The survey was disseminated to stakeholders in two ways: A personal invitation was sent to a list of identified stakeholders with qualifications and expertise in the field of ICT in education.
Additionally, the survey was promoted through the Open education Europa portal; 10 the Future of Learning Linkedin Group;
teachers and other educational stakeholders, has different enablers and barriers compared to small-scale projects and initiatives (Kampylis, Law, et al.,
) In general, the more innovative a learning environment is, the more challenging it is to scale up
and a great individual and collective effort from all the stakeholders involved is required (ibid.;Law, Yuen, & Fox, 2011.
and EU levels, involving a wide-range of stakeholders. Top-down strategies are needed for supporting bottom-up innovations at pedagogical, technological and organisational levels.
Hence, policy-and decision-makers should support the involvement of educational stakeholders (i e. teachers, researchers, parents etc.
Besides teachers, a variety of other educational stakeholders such as curriculum developers researchers, parents, publishers, IT developers etc.
%)Policy actions should support exchanges between these stakeholders to encourage wider collaboration and innovation in this area.
and process of learning. 149 57.7 6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
There is a consensus among educational stakeholders that what is assessed and examined determine what is valued and what is taught in real settings.
There was a consensus among the stakeholders involved in the development and validation of the recommendations that teachers are key agents for any sustainable implementation
-and decision-makers should recognise the key role of teachers, among other stakeholders, in guiding and implementing ICT-ELI
and changes in their practices by all the stakeholders involved (Kampylis, Law, et al.,2013). ) As teachers are the main actors in this continuous process of innovation
and incentivise teachers to share their innovative practices with peers and other stakeholders through online and/or offline networks (71.1%).
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 135 71.1 19.
Evidence-based, multidisciplinary research can reveal weaknesses, strengths, opportunities and challenges and increase the knowledge base for the scaling up and progressive mainstreaming of ICT-ELI.
This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc. 129 58.0 26.
Encouraging the dissemination of findings from a variety of research fields (e g. neuroscience) to stakeholders,
and shared among all the stakeholders involved to meet local circumstances and needs. Monitoring mechanisms should evaluate progress and effectively refocus organisational practices.
Policies should encourage learning organisations to embrace the technological opportunities available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.
Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same organisation,
political commitment and sustained effort over time including (i) a significant level of financial investment,(
and (iii) multi-pronged strategies targeted at school leaders, teachers, teacher trainers, parents and other stakeholders.
and other stakeholders when taking sensible risks and trying new things. 120 73.3 32. Developing long-term strategies to advance the capacity of school leaders to adopt
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 122 59.8 44.
Promoting programmes and initiatives that develop the knowledge-and innovationmanagement abilities of stakeholders (i e. education decision-makers, school leaders etc..
Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 121 57,0 47.
in order to co-develop indicators and benchmarks for ICT-ELI. 122 55.7 48. Taking the initiative (e g. forming cross-sector working groups
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
and other stakeholders when taking sensible risks and trying new things, while for policy/decision makers and others it is:
ICT-enabled learning innovation is a complex and slow process that requires cultural change and collaboration between stakeholders from policy (e g.
ICT offers unprecedented opportunities for educational stakeholders to connect with others beyond the constraints of time
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI.
Research reveals that effective implementation of new pedagogical technologies is ensured best through learning opportunities that are linked
and (ii) enhanced by horizontal communication with peers who are already successful in practising these technologies.
and maintenance of‘learning networks'that provide opportunities for professional peer exchanges (65.8%)(e g. Vuorikari et al.
Following the Open Method of Coordination*for identifying common challenges and opportunities, in order to support peer learning
%to aggregate learning opportunities and knowledge exchange on a large scale. Cross-border professional networks, such as etwinning (e g.
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
Developing long-term sustainability and scalability strategies for cross-border professional networks such as etwinning, for disseminating pedagogical innovation. 119 61.3 55.
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning
"Researchers, however, value most the recommendation"Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for teachers'professional development
Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc.)
as one of the participating stakeholders pointed out"efforts to increase infrastructure and access are needed in some countries more than others.
but also the effective support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies.
and furniture) and high investment in school infrastructure to support the longstanding innovation history of the school (Kampylis,
In conclusion, policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc.)
Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 120
while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more important. 3. 8 Interrelation between the seven areas
and other stakeholders when taking sensible risks and trying new things. 73.3 120 21. Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 72.5 131 As can be seen from the table above,
it is recommended highly that more investment be made into teachers'Continuous Professional Development and Initial Training and that knowledge exchange is encouraged to ensure that they acquire the key competences (including digital competence) required to apply
Change in one area demands change in others too. For instance there is strong relationship between Assessment and Content and Curricula.
Curricular changes (see Section 3. 1) are evolving processes that require the engagement of several stakeholders, especially teachers.
and validated and evaluated through an online consultation with educational stakeholders involved in a wide diversity of contexts, scales and levels of educational innovation in Europe and beyond.
-and decision-makers should encourage the involvement of a wide-range of stakeholders in ICT-ELI
among other stakeholders, in guiding and implementing ICT-ELI and invest significantly in updating their continuous professional development to ensure that they acquire the key competences required for applying innovative pedagogical practices in real settings. 7. Policy actions at local, regional,
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI. 32 10.
Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc.)
Exploring conditions for sustainability, scalability and impact at system level (pp. 36-51. EUR 26199 EN.
Exploring conditions for sustainability, scalability and impact at system level (pp. 52-62. EUR 26199 EN.
Exploring conditions for sustainability, scalability and impact at system level. EUR 26199 EN. Luxembourg: Publications Office of the European union.
Exploring conditions for sustainability, scalability and impact at system level (pp. 21-35. EUR 26199 EN.
Exploring conditions for sustainability, scalability and impact at system level (pp. 78-90. EUR 26199 EN.
Creating Effective Teaching and Learning Environments. First Results from TALIS. Retrieved 10 november 2013, from OECD Publishing, http://www. oecd. org/dataoecd/17/51/43023606. pdf OECD. 2013.
Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en OECD. 2013.
Teacher networks-Today's and tomorrow's challenges and opportunities for the teaching profession. Brussels:
extensive consultation with stakeholders, semi-structured interviews with education experts and practitioners and a number of case reports of ongoing ICT-ELI in Europe and Asia.
Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc. in the co-development of flexible and research-based curricula.
Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 7a.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc.
Encouraging the dissemination of findings from a variety of research fields (e g. neuroscience) to stakeholders
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 39 1 2 3 4 5 6 7 Developing mechanisms
and other stakeholders when taking sensible risks and trying new things. Promoting diversity in ICT-ELI by funding a number of pilots in different contexts and with diverse implementation strategies.
communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives.
in order to codevelop indicators and benchmarks for ICT-ELI. Following the Open Method of Coordination*for identifying common challenges and opportunities,
in order to support peer learning and exchange of effective policies and practices among the Member States.
Promoting programmes and initiatives that develop the knowledge-and innovation-management abilities of stakeholders (i e. education decision-makers, school leaders etc..
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks.
Developing long-term sustainability and scalability strategies for cross-border professional networks, such as etwinning, for disseminating pedagogical innovation.
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
1 2 3 4 5 6 7 Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time
and process of learning. 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
and other stakeholders, such as parents, community and businesses..7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1 Promoting a blended approach to continuous professional learning and development that combines online professional
8 4. 6 3. 8 11.5 21.4 22.9 35.1 58.0 Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers
fields (e g. neuroscience) to stakeholders, in order to help them to further the evolution of ICTELI..8 3. 1 3. 1 11.5 23.8 26.9 30.8 57.7 Supporting the development of common metrics (indicators, measurements,
and other stakeholders when taking sensible risks and trying new things..8. 8 5. 0 5. 8 14.2 24.2 49 49.2 73.3 Developing long-term strategies to develop the capacity of school leaders to adopt
8 1. 6 5. 7 10.7 20.5 35.2 25.4 60.7 48 Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of
and initiatives that develop the knowledge-and innovation-management abilities of stakeholders (i e. education decision-makers, school leaders etc.).
8 4. 1 4. 1 9. 8 22.1 26.2 32.8 59.0 Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich
and benchmarks for ICT-ELI. 3. 3 4. 1 8. 2 5. 7 23.0 32.0 23.8 55.7 Taking the initiative (e g. forming cross-sector working groups
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
8 1. 7 5. 0 14.9 25.6 28.1 24.0 52.1 Following the Open Method of Coordination*for identifying common challenges and opportunities,
learning opportunities on a large scale (e g. learning resources for teachers professional development) and exchange knowledge. 2. 5 3. 3 6. 7 5. 8 17.5 31.7
32.5 64.2 Developing long-term sustainability and scalability strategies for cross-border professional networks, such as etwinning, for disseminating pedagogical innovation. 1. 7 3. 4
range of opportunities for peer learning and collaboration than the smaller networks. 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5 1-not relevant at all;
Infrastructure policy recommendations-frequency distribution(%)1 2 3 4 5 6 7 Cumulative (6 and 7) Increasing efforts and investment in ICT infrastructure (e g.,
(2. 17) 21 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)in the co-development of flexible and researchbased curricula. 5. 26 (1. 71) 68 5. 75 (1. 48) 32 5. 43 (1. 32) 28
. 62 (1. 53) 26 5. 95 (1. 47) 19 Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
19 (1. 35)( 1. 13)( 1. 53)( 1. 47) Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
. 21)( 1. 42) Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value
and other stakeholders when taking sensible risks and trying new things. 6. 12 52 6. 19 27 5. 67 24 5. 88 17
communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 5. 55 53 5. 59
in order to codevelop indicators and benchmarks for ICTELI.**5. 57 53 5. 52 27 5. 4 25 4. 12 17 (1. 41)( 1. 42)( 1. 32)( 2. 12
) Following the Open Method of Coordination*for identifying common challenges and opportunities, in order to support peer learning
and initiatives that develop the knowledge-and innovationmanagement abilities of stakeholders (i e. education decision-makers, school leaders etc.).
and/or partnerships) to promote communication between stakeholders from policy (e g. Ministries of Education), industry (e g.
networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks. 5. 47 (1. 72) 53 5. 31 (1
Developing long-term sustainability and scalability strategies for cross-border professional networks, such as etwinning, for disseminating pedagogical innovation. 5. 7 (1. 59) 53 5
-linked portals, to aggregate learning opportunities on a large scale (e g.,, learning resources for teachers professional development) and exchange knowledge. 5. 66 (1. 59) 53 5. 65 (1. 57) 26 5. 58 (1. 14
Increasing efforts and investment in ICT infrastructure (e g.,, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 5. 98 (1. 38) 53 5
Policy actions for sustainability, scalability and impact at system level Authors: Barbara N. Brecko, Panagiotis Kampylis & Yves Punie Luxembourg:
continuous stakeholders consultations; and in depth expert interviews. The final set of recommendations was validated further and prioritised through an online consultation with 149 educational stakeholders.
The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI:
environment and climate change; energy and transport; agriculture and food security; health and consumer protection; information society and digital agenda;
13 Capability Maturity Model 13 Enterprise Architecture 14 Australian National ehealth Interoperability Maturity Model 14 Interoperability Maturity Model levels 14
and communication technologies (ICTS) have great potential to improve health in both developed and developing countries by enhancing access to health information and making health services more efficient;
they can also contribute to improving the quality of services and reducing their cost. Patient information systems, for example, have the ability to track individual health problems and treatment over time, giving insight into optimal diagnosis and treatment of the individual as well as improving the delivery of services.
This is particularly useful for chronic diseases, such as diabetes and cardiovascular diseases, and for maternal and child health services where a record of health and treatment over a period of time is required.
Analysis of data in patient information systems can lead to new insight and understanding of health and disease
while this is seen primarily in higher-income countries, emerging economies such as Brazil, China and India,
these require significant investments for their successful implementation. In fact, these systems require abundant resources including skilled labour, technological,
or scanned image technology where the communication is electronic but the origin and destination are paper.
'given that many patients receive services from separate facilities and care providers, some form of electronic record system could compile these data
because they facilitate clear communication. In addition, most countries have taken steps to establish legal frameworks for the protection of patient data.
Introduction 9 As part of its ongoing objective to the improvement of health through information and communication technology (ICT), the Global Observatory for ehealth (GOE) of the World health organization (WHO) conducted an extensive ehealth survey in 2009
These are useful benchmarks when looking at patient information systems. Capability Maturity Model The Capability Maturity Model (CMM)( 4) was defined originally for software development by Carnegie mellon University
Enterprise Architecture An alternative method is the Enterprise Architecture (EA) approach. 1 An early description of this methodology was described by Spewak
and Hill (5). which is adopted best at the highest level,‘enterprise'.'Although now twenty years old, the publication is considered still a foundation text in its field.
In order to implement the Enterprise Architecture process, the organization must first establish the preliminary framework and principles, a requirements management process, and governance.
architecture vision, business architecture, information system architecture, technology architecture, opportunities and solutions, migration planning, implementation governance,
Australian National ehealth Interoperability Maturity Model Individual health information must follow the patient as s/he receive services from various providers.
shared understanding of data services or internal processes as well as initial governance established to ensure repetition of earlier successes. Defined:
An organization has defined a set of guidelines for the adoption of ehealth standards for data, services and processes,
Communication standards for interaction with internal and external partners are established, facilitating a shared understanding across technical and semantic issues. 1 See for more information, http://enterprise-architecture. info/and http://www5. opengroup. org/togaf Patient information systems in the literature 15 Measured:
An organization has established processes for appraising and measuring ehealth interoperability. Optimized: The organization has implemented processes to support continuous interoperability improvements,
Since it is based on a hospital environment, some of the steps may not be appropriate for outpatient care models.
The closed loop medication administration environment is implemented fully in at least one patient care service area. Stage 6:
The hospital has a paperless EMR environment. Clinical information can be shared readily via electronic transactions or exchange of electronic records with all entities.
It is useful to design a communication strategy with the ICT project to ensure that everyone understands what is being done
and why to foster support. infodev has created also a continuously updated database to function as an ongoing resource for stakeholders. 4
Benefits included increase in immunization rates, improved data collection, increased staff productivity, increased visitor satisfaction with services, improved communication, quality of care, access
and supported by private enterprise and also in the form of free open source software systems which are supported by non-profitmaking organizations and private enterprises.
Open source systems have advantages of local sustainable community development and support and lower cost by building on a proven software foundation (19.
Personal history records have additional potential benefits to improve patient health and communication with providers (20.
Another area of demonstrated improvement is increased in the coverage of preventive care services such as influenza vaccination,
'i e. to measure quality of services and outcomes and use this to introduce changes. 2. 4 mhealth The use of mobile technologies for data collection about individuals
and interactive information services are a part of a growing area of ehealth called mhealth. The GOE published a volume on this subject in 2011 (25) which documents the uptake of mhealth worldwide by types of initiatives and main barriers to scale.
there must be standards for representing the data and for communication. Distributed health data networks have been proposed to improve the ability to collect
and communication technology in health care due to its potential for improving the efficiency of health care delivery and quality of care, particularly through interoperable data standards.
In addition to the cost of the computer hardware and software, EMR/EHR systems require substantial resources including electricity, a controlled environment, training, maintenance and support.
-middle income Low income None No answer Paper Electronic Electronic transmission Data formats Data format There appears to be a direct relationship between country income and the adoption of electronic patient information systems and communication
In contrast, only a small percentage (4%)of low-income countries report medium adoption of electronic patient information systems and communication of health data and none report higher levels
or scanned image technology where the communication is electronic but the original is in paper format.
It is at this level that local facilities are monitored closely and improvements in the delivery of services suggested.
These offices can benefit from electronic information formats and communication. Often there is some significant distance between the regional or district office and local care facilities
Key findings A limited number of countries reported widespread use of electronic formats and communications.
Across the Atlantic, the United states has put in place significant financial incentives for health services to adopt electronic patient records.
Some mhealth initiatives which have been adopted at higher rates than others are health call centres and emergency call services.
training and tools to improve monitoring and evaluation of health services. It provides a framework
Further complicating use of metadata standards is the lack of communication that is often in evidence between the professionals who develop digital information systems
and environment of data. The purpose of defining metadata is to improve interoperability of data through standardization,
Level 7 the application layer of the Open Systems Interconnection OSI Communication Reference Model, developed by the International organization for Standardization ISO.
and device communication as well as privacy and security issues related to patient data. Fifteen per cent of the responding countries use this standard.
The adoption of a national standard requires broad consensus among the stakeholders who will be using it.
In health they can also refer to procedures for collecting information, providing services, or working with development partners.
For clear communication it is vitally important to have given each health term precisely defined so that it will not lead to confusion
It may also include metadata about the definitions or environment of the data. The message itself is in a precisely defined format
and implementation of ehealth services including patient information systems. It calls on governments to form national ehealth bodies to provide guidance in policy and strategy, data security, legal and ethical issues, interoperability, cultural and linguistic issues,
and request input from WHO offices to assist with the more detailed elements of strategy development and ehealth services planning including advice on patient information systems.
implementation, and evaluation of their ehealth strategies. 11 4. 2 Framework for action Both the survey and literature reveal the pressing need for investment in human resources and ICT infrastructure.
It is essential that Member States adopt data interoperability standards for the recording and communication of health information.
Electronic health information systems have been shown to be effective at improving the quality and efficiency of health services.
The use of free open-source software to develop sustainable health informatics capacity may leverage the investment in developing such systems.
This can lessen the demand for expensive external resources and enable the development of sustainable health information systems.
Further, it can leverage the investment in trained human resources for maximum benefit. A major and well recognized obstacle to the adoption of patient information systems, particularly in developing countries, is the lack of skilled health informatics professionals.
Enterprise Architecture planning-developing a blueprint for data applications and technology. Hoboken, NJ, John Wiley and Sons, 1993.6.
Effect of the implementation of an enterprise-wide electronic health record on productivity in the Veterans Health Administration.
Health Economics Policy, and Law, 2006; 1 (Pt 2): 163 169.15. Garrido T et al. Effect of electronic health records in ambulatory care:
GNI Gross National income is the total value of all that is produced within a country plus the net income from trade with other countries.
Information and communication technology (ICT) Includes the computers software, data-capture devices, wireless communication devices, and local and wide area networks that move information,
and administration of data whereby the communication and use of those data are improved. 65 Purpose The World health organization's ehealth resolution WHA 58.28 was adopted in 2005 and focused on strengthening health systems in countries through the use of ehealth (1);
The GOE's first objective was to undertake a global survey on ehealth to determine a series of benchmarks at national,
The aim was to provide governments with data that could be used as benchmarks for their own development as well as a way to compare their own progress with that of other Member States.
and multilingual communications. elearning Analyse the extent of use and effectiveness of elearning for the health sciences for students and health professionals. ehealth country profiles Presentation of all participating Member States ehealth data aggregated by country to act as ready reference of the state
Member States differ with respect to size, economy, and health care challenges. Nevertheless, it is still important to present high-level ehealth analyses at the regional level as this reflects the organizational structure and operational framework of WHO.
Member States participating in the survey may reflect a commitment to moving forward with ehealth. 74 Response rate by World bank income group The World bank classifies all economies with a population greater than 30 000 into four
income groups based on gross national income (GNI) per capita. 15 The classification is as follows: low income (US$ 975 or less), lower-middle income (US$ 976 3855), upper-middle income (US$ 3856 11 905),
however, low and middle-income countries are referred sometimes to as‘developing'economies and high-income countries as‘developed',for convenience.
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