Each of the inspectorates involved hosts a visit to their country and organises school visits. During these school visits, the hosts conduct their regular school evaluation, using the instruments, indicators and preparation as they would usually do. The goal is to identify strengths and transferable practices and indicators for stakeholders involved in quality assurance in education.

To organise the peer review, two ‘triangles’ were set up, one consisting of France, The Netherlands and Scotland, the other consisting of Ireland, England and Sweden. So, each country visited two other countries. During these three day visits, colleagues were introduced to the education system in the host country, to the position and working methods of the inspectorate and to how the evaluation of ICT is organised. A large part of the review is dedicated to actual school visits. Depending on the country, the visitors were either only observing the practice of their colleagues or were sometimes even invited to take part in the evaluation of ICT in a particular school. At the end of the visit a concluding session was spent on giving an impression of the school visits and on trying to answer the following questions:

- How effective was what you observed, what struck you?
- Which elements can and should be transferred to your own country?

When answering these questions we considered the role of the inspectorate, the instruments used and the expertise of the inspectors.

End of June 2005 all visits were concluded. The second part of the year will be used to synthesize our experiences. Two first impressions:

1. It is extremely insightful to observe colleagues in practice and to have in depth discussions about how we work and why we do things the way we do. There are many cultural dimensions that dictate our work and observing and discussing these dimensions certainly helped in understanding what happened. Also, this led to critical and open discussions about what both hosts as visitors deemed effective and less effective practices;

2. Although there are similar elements in the way we do our work, there are also many differences. It will be a challenge to come to statements that go beyond just concluding that these differences exist. Rather, we would like to look for common issues and based on them work towards a shared framework for the evaluation of ICT in education. Such a framework could indicate what type of activities, tools and instruments are suitable for evaluating ICT and possibly also provide a shared set of indicators.