Successful informatisation should be understood as a long-term strategic vision of the educational system. It includes further ICT-supported development of curricula and of teaching and learning modes, as well as the professional training of teachers and school management personnel.
Informatisation of business processes in schools is a process aiming to ensure the transparency of business operation and the general availability of data, as well as their integration, the faster and more secure business operation, and, in general, more effective school business operation. The schools’ data processing systems (ERPs) will be compatible with the central data receiving system to ensure simple, fast and transparent control of the schools’ business activities, both to the founders (local self-government units), and to the government, i.e. the competent ministry. Among other things, such a system will also enable efficient prediction of needs, both at school level and at the level of the local self-government units and the government.
Informatisation of the in-class teaching and learning processes represents the totality of all forms of application of the information and communication technology in classes and is essential for the educational side of the project. It includes computer equipment and digital educational content, wireless Internet in the entire school and the education of and support to teachers in the implementation of e-classes. In the long term, the concept of school system informatisation should contribute to the possibility that, in the future, all children would be able to follow classes entirely via digital educational content, using their tablet/laptop/mobile phone or some other similar device. This project places emphasis on digital educational content development models, as well as on the development of content itself, which will enable teachers to use all the benefits of informatisation for a more effective achievement of learning outcomes in any student.
E-Schools envisage a gradual, voluntary transition to digital content, in which teachers will have the decisive role, as key stakeholders of each educational process, both in the past and in the future.
It will be difficult to achieve the goals of the project if the teaching and administrative staff do not receive appropriate education and full support, both from their colleagues and from the line ministry, in the application of new technologies, content and services.