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