MENTEP addresses the need in EU policies for high quality teachers able to innovate pedagogy using ICT, and for improved data on where to focus professional development to fill gaps in the proficiency of technology-enhanced teaching competence, i.e. the use of ICT in teaching, applying pedagogical and didactic judgment, and being aware of its implications for learning.

The Survey in Schools: ICT and education reveals that two-thirds of teachers in the EU learn about ICT in their own time, and a majority of teachers are positive about the relevance of ICT for students’ learning. Despite this willingness, the Survey also evidences that teachers’ ICT use in lessons and confidence in their technology-enhanced teaching competence has to increase. These findings plead for testing a collaboratively-developed, user-friendly tool for teachers and MoEs to monitor technology-enhanced pedagogy, its evolution and continuous professional development needs. 
MENTEP particularly aims to:
  • Develop a reliable, user-friendly and sustainable prototype tool for teachers to self-assess progress in Technology-Enhanced Teaching (TET) competence;
  • Test the tool’s impact on TET competencies and peer learning in field trials;
  • Provide policy-makers with a national and EU picture of teachers’ TET competence, its evolution over a school year and training needs;
  • Identify optimal conditions for the tool to be used;
  • Disseminate and sustain the tool, the experimental approach and the findings through online courses on the EUN Academy and other support materials;
  • Investigate the feasibility of European-wide certification of the TET competence;
  • Increase national capacity in running field trials and policy experimentation.
The MENTEP policy experimentation started in March 2015 and will run for three years in a dozen of countries, testing the TET-SAT prototype tool which will be available in each national language.

Who is involved?

The project is coordinated by European Schoolnet, a unique network of 30 Ministries of Education in Europe, and funded by the European Commission’s Erasmus+ Programme under the Key Action 3 Prospective Initiative. Fourteen public authorities in charge of education or organisations nominated to act on their behalf are project partners: Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Italy, Lithuania, Norway, Portugal, Slovenia and Spain. The evaluation of the policy experimentation is led by FBK-IRVAPP (Fondazione Bruno Kessler – Istituto per la Ricerca Valutativa sulle Politiche Pubbliche) based in Trento, Italy.

How will the project work in concrete terms?

The methodology is based on sampling first at school and then at teacher level, analysing the impact of field trials, using randomised test and control groups. The flow chart below represents the main processes and steps that will take place.

What will be the outcomes of the project?

  • A better understanding of teacher TET competence policies and existing self-assessment tools
  • Anonymised metrics on teachers’ TET competence at country and EU level at eight-month intervals
  • An adaptable new tool to support policy and enable teachers to self-assess TET competence
  • Quantitative evidence from field trials of the usefulness of this means of assessing and certifying teachers’ TET competence  
  • An understanding of conditions for mainstreaming the tool
  • A clearer view about the feasibility of Europe-wide certification of the TET competence
  • Evidence of using dynamic interactive technology in virtual classroom environments
  • More experience at country level to run randomised controlled policy experimentations in education, with the support of an EU capacity-building platform.


Status: Current


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