Nachhaltigkeit von Modellversuchsprogrammen am Beispiel des BLK-Programms SEMIK

The successful implementation of educational innovations is
dependent on their sustainability. This paper discusses the success
of pilot programs in connection to sustainability and transfer. It
is argued that the conceptualisation and planning of innovations
must be considered as well as the complete process of
implementation, which consists of the phases of beginning, of
realisation and of continuation. The phase of realisation is
exceptionally significant in this context because important
processes must be initiated here. The educational program SEMIK
(Systematic Integration of Media, Information and Communication
Technologies in Teaching and Learning) is used as an example to
illustrate criteria for assessing successful sustainability and
possible measures to foster it. Consequences and problems in
concern to pilot programs are discussed. The main focuses of SEMIK
(development of new concepts of teaching and learning, school
development, teacher education and further education, curricula
development and technical tools) are examined in respect of their
sustainability. In the concluding discussion some pivotal aspects
are shown