This presentation was presented by Paul Bacsich (Sero Consulting, UK - VISCED Coordinator) during a webinar on 10 December 2012, organised by the VISCED Partnership. This webinar focussed on the main outputs of the project. See http://www.http://virtualschoolsandcolleges.info

1. Introduction to VISCED
Project background, rationale,
partnerships and main activities
Paul Bacsich
Project Manager
Sero Consulting (Coordinator)

2. VISCED project background
• Virtual universities are a well known concept
and prevalent in Europe (Re.ViCa – LLP)
• Virtual schools are known in US but a little-
known concept or institutional type in Europe
• Virtual colleges (post-secondary non-tertiary)
are known but not well known in Europe
• Thus, we proposed to study virtual schools –
and virtual colleges – for relevance to Europe
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3. VISCED project aim
• Make an inventory and carry out a
transnational appraisal of virtual schools and
colleges (including blended provision)
• Focus on students age 14-21
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4. VISCED partners
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5. VISCED outputs
• Handbook (2 volumes):
• http://www.virtualschoolsandcolleges.info/outcome/handbook
• VISCED web site with links to Newsletter, and to
Colloquium videos and data:
• http://www.virtualschoolsandcolleges.info
• VISCED wiki of country reports etc:
• http://www.virtualschoolsandcolleges.eu
• VISCED Outcomes (including Deliverables):
• http://www.virtualschoolsandcolleges.info/project/outcomes
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6. virtual school?
• An institution that teaches courses entirely or
primarily through distance online methods
• With courses which are similar (in purpose
and outcome) to those normally taken by
school-age children: ISCED 2 and 3
– lower/upper secondary – junior/senior high
• Our age focus (in funding terms) is 14-21
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7. VISCED
Main recommendations
for policy-makers
Paul Bacsich
Project Manager
Sero Consulting (Coordinator)

8. Policy and Legislative Landscape
• Removal of barriers
The Commission should remove any unnecessary
bureaucratic impediments which inhibit
the development and sustainability
of virtual schools and colleges.
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9. Supporting Education/Social Policies
• Raising Awareness
The Commission and individual governments should raise
awareness as to the value and impact of virtual schooling in
meeting education and social policies in general;
and in particular of the potential of virtual schooling in helping
students maintain timely progression through the curriculum
and in supporting students who require additional revision,
acceleration or have special educational needs.
• Early Leaving and STEM
The Commission and individual governments should encourage
virtual schooling options in traditional schools and colleges as a
strategy for reducing early leaving; and as a means of increasing
the uptake of STEM (Science, Technology, Engineering and
Mathematics subjects).
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10. Value for Money
• Teachers
The Commission and individual governments should support
schools and support teachers to develop the skills essential for the
delivery of high-quality virtual schooling.
• Wider Issues
The Commission and individual governments should encourage
and advise schools and colleges to exploit Open Educational
Resources (OERs).
and should exploit the potential for virtual schooling to drive
internet take-up, promote the information society, e-government
services and improve ICT skills of students/parents.
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11. More information
• The project partners will follow up any unanswered
questions or emerging issues on a 1:1 basis in the
days after the webinar
• Research Reports on Teacher Training, Critical
Success Factors and Innovative Good Practice will be
ready this month
• Project website: www.virtualschoolsandcolleges.info
with links to Colloquium, Handbook, wiki (others can
edit!), deliverables etc
• Twitter feed also – and note the hashtag #visced
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