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Strategic planning
In 1971, Alan Kay, inventor of key technologies behind the first graphical computer user
interface, said, “The best way to predict the future is to invent it.”1 The sentiment arose, one can
infer from the context of the citation, from circumstances in which stakeholders involved in a
project did not share a common vision. In this specific instance, the conflict was between
researchers at the Xerox Palo Alto Research Center and a team of researchers who, by 1979,
had a lab of computers networked together, sharing email and running a crude version of a
mouse- and windows-driven user interface. Yet all of these core technologies were developed
and brought to market with wild success by companies other than Xerox. In hindsight, it is easy
to look back and judge winners and losers based on how the marketplace responded to the
companies commercializing the technologies, but the core lesson is more subtle and more
powerful: Had all stakeholders embraced the same vision and strategic plan
for Xerox the company, as opposed to having been in conflict, perhaps Xerox
might have left behind a richer, more transformative technological legacy.
The heart of good strategic planning works to resolve the conflict
between keeping operations running as efficiently as possible and the
need to drive an organization to new and exciting places. Shifting
from an operational mindset to a strategic mindset can be difficult and
confusing, however. In fact, multiple sources and surveys point to the
lack of good strategic planning as a top concern for information and
communication technology (ICT) in education.2, 3 The processes that
define “operations” typically approximate closed-loop systems with
well-defined approaches to management and resourcing. Strategy, on the
other hand, requires consideration of the environment outside of the walls
or the network. Good strategies must consider the core competencies
that will drive future success and must therefore take into account how
the internal environment compares to others in the global marketplace.
Strategic planning that aligns all policy stakeholders with an exciting and
transformative vision of education for a prosperous future can turn cynics
into optimists and can be a key driver of future economic success. We
believe that strategic planning for education policy can invent the
future for your own geography.
Education leaders and policymakers can benefit from working with partners who
understand these ideas and who take the time to work through approaches that
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drive scalable innovation in efficient ways. Such partners would also understand the
core wants and needs of all key stakeholders—not from reading about them but
from deep experience of working with them, at scale, across all facets of the global
education ecosystem.
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1. Vision. Leadership at all levels is needed, and governments must involve all key
stakeholders in the creation, planning, and delivery of education policy.
2. Policy. Schools do not have the resources to build ICT infrastructure without
appropriate ICT policy for allocating the proper resources. Policy should define
plans, goals, and milestones so that each school can address their own needs
within the context of the overall plan.
3. Research. Stakeholders must assess, quantify, and evaluate the impact of ICT
investment on the education community and use this evidence to provide
real-time guidance to the planning and implementation processes.
4. ICT Infrastructure. Education infrastructure must provide access to reliable
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power, Internet resources, and affordable computer hardware. Additionally, the
latest PC technology, coupled with local content and quality software, can help
to promote social and economic inclusion.
5. Software. Innovative solutions capable of incorporating ICT into the education
process can give students, teachers, and parents the tools they need to help
ensure effective instruction and optimal student performance.
6. Curriculum. Classroom content must match the needs and priorities of the local
education community.
7. Training. Educator development should not only help ensure that all teachers
have basic literacy with core ICT tools but also provide for ongoing training for
all educators so that education remains relevant to local communities and the
global marketplace.
8. Communities. Educators must find and develop connections with each other
and with education partners so that they can share best practices, test ICT
solutions, and connect with others working on similar issues. Dynamic learning
communities can help drive transformative change by helping to bridge the
divide between borders, cultures, and languages.
9. Support. Sustainable use of ICT in education requires an ongoing commitment
to deploying service and support that is both affordable and effective, while
meeting the needs of staff and students within the school.
Bill Gates, referring to education, states, “Of course technology by itself is not
the answer. It needs to be part of an integrated, holistic approach that includes
teacher training, relevant curricula, parental involvement, and programs.” Microsoft
understands that the introduction of ICT into education is not a panacea; building
systems and support that foster local innovation and workforce development requires
deliberate and strategic planning. We believe that after these drivers of social
inclusion are satisfied, we will be one step closer to our wider global goals of
increased wealth, better health, greater prosperity, and improved economic and
environmental sustainability.
Successful education policies are routinely built around a vision—a clear and
articulate view of criteria and objectives. It is essential that a clear vision narrative be
created as a context for policy development.
Working with local authorities, public sector and school officials, and ICT providers,
Microsoft has developed a unique Envisioning Workshop in conjunction with its
education partner, Education Impact. Education Impact (www.educationimpact.net)
is an independent global fellowship of the world’s leading consultants focused on the
effective use of information technology to transform teaching, learning, systems, and
institutional administration. The fellows at Education Impact are leading strategists
who share your vision and appreciation for the transformative power of technology
in education, and all of them come from a strong education background—whether at
the policy level or from a grass-roots teaching environment.
The Envisioning Workshop and its related resources were developed to support
policymakers as they create, refine, or confirm a vision of transformed
learning wherever they are on the ICT spectrum, from building infrastructure to
1:1 computing.
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Overview of Envisioning Workshops
The three-day Envisioning Workshops offer ways for educators to develop, refine,
and share the education vision that supports new initiatives, policies, or reforms—
regardless of existing infrastructure and resources.
The workshops focus on helping to ensure that strategic plans and new initiatives
are deployed in thoughtful and comprehensive ways. This helps achieve goals
and smooth transitions, despite the complexities of context, location, and existing
systems.
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Case Studies
Results from pilot Envisioning Workshops with Education Impact
Kazakhstan
Challenge or issue leading to workshop
• The Ministry of Education chose the workshop to help integrate international
perspectives and modern trends on ICT in education into the ministry’s vision
for e-learning.
Outcome
• International perspectives and modern trends were integrated into the Ministry
of Education’s strategic plan for education.
Next steps
• Develop secondary school portal.
• Establish a remote monitoring system to monitor students’ progress at a
regional level.
• Organize distance learning.
• Create electronic information-sharing model.
• Provide database for administrators and decision-makers.
Malaysia
Challenge or issue leading to workshop
• The Ministry of Education wanted to consolidate and prioritize national
initiatives for ICT in education for K–12 schools in Malaysia.
• The ministry also wanted to enhance the alignment of private/public
partnership programs in support of the goals identified.
Outcome
• The Ministry of Education strengthened the education partnership with
Microsoft by extending the Partners in Learning (PiL) program until 2013.
• The ministry signed a three-year consortia agreement for Microsoft licenses
covering 10,000 public schools and 300,000 desktops.
• It also integrated PiL programs into the National ICT Strategic Plan, which
goes into effect in 2011.
Cape Verde
Challenge or issues leading to workshop
• Cape Verde wanted further development of its existing ICT strategy road map
for its ICT-in-education program, Mundu Novu.
• It hoped to overcome key change management issues in Mundu Novu by
bringing a global perspective to attendees and by telling the Cape Verde story
to a global audience.
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Outcome and next steps
The Envisioning Workshop yielded the following recommendations on the Mundu
Novu program:
• Help ensure that future ICT rollouts are driven by use of ICT for core functions
of schooling.
• Emphasize professional development and leadership capacity.
• Deepen local ownership of Mundu Novu.
• Develop showcase to share Cape Verde’s vision and achievements.
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Microsoft Partners in Learning Alliance
Microsoft has significant investments in programs that offer affordable solutions
for students, educators, institutions, and governments. The Microsoft Partners in
Learning Alliance focuses on aligning our solutions against your unique needs. It is
an agreement tailored specifically to the requirements of your region or
country. Microsoft can work with you to understand which of our programs would
be most beneficial for your geography.
The table below shows how specific Microsoft programs map to the Microsoft
approach to strategic planning for education:
ICT Infrastructure
Communuties
Curriculum
Research
Software
Support
Training
Vision
Policy
1 2 3 4 5 6 7 8 9
School Agreement
Transforming
Education
Campus Agreement
Microsoft Live@edu
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1. http://www.smalltalk.org/alankay.html
2. EDUCAUSE Review Magazine Top Ten IT Issues 2009. http://www.educause.edu/2009IssuesResources. (Additionally, “IT
Funding” has been at or near the top of the list of concerns for IT for each of the last 10 years.)
Visit us at www.microsoft.com/education.
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