An Effective use of ICT for Education and Learning by Drawing on Worldwide Knowledge, Research, and Experience:
ICT as a Change Agent for Education
(A LITERATURE REVIEW)
Syed Noor-Ul-Amin
Ph.D Research Scholar
Department Of Education, University Of Kashmir
e.mail:syd_aman@https://www.doczj.com/doc/199368641.html,
The purpose of this paper aims to bring together the findings and key points from a review of significant part of the available literature associated with ICTs for Education and ICTs in Education. This review set out to identify and evaluate relevant strategies in national and international research and initiatives related to measuring and demonstrating the effective use of ICT for education with regard to the teaching learning process; ICT and quality and accessibility of education; ICT and learning motivation, ICT and learning environment, and ICT to enhance the scholastic performance.
Abstract:
Information and communication technologies (ICT) have become commonplace entities in all aspects of life. Across the past twenty years the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-centred learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century. In this paper, a literature review regarding the use of ICTs in education was provided. Effective use of ICT for Education, along with ICT use in the teaching learning process; quality and accessibility of education; learning motivation. Learning environment. Besides, an overview of the ICT and scholastic performance.
Introduction
According to Daniels (2002) ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to ‘computers and computing related activities’. This is fortunately not the case, although computers and their application play a significant role in modern information management, other technologies and/or systems also comprise of the phenomenon that is commonly regarded as ICTs.Pelgrum and Law (2003) state that near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology) signifying a shift of focus from computing technology to the capacity to store and retrieve information. This was followed by the introduction of the term ‘ICT’ (information and communication technology) around 1992, when e-mail started to become available to the general public (Pelgrum, W.J., Law, N., 2003). According to a United Nations report (1999) ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services,
and other related information and communication activities. According to UNESCO (2002) information and communication technology (ICT) may be regarded as the combination of ‘Informatics technology’ with other related technology, specifically communication technology. The various kinds of ICT products available and having relevance to education, such as teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counselling, interactive voice response system, audiocassettes and CD ROMs etc have been used in education for different purposes (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007)..
The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005).As Jhurree (2005) states, much has been said and reported about the impact of technology, especially computers, in education. Initially computers were used to teach computer programming but the development of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a rapid rate. Computers and applications of technology became more pervasive in society which led to a concern about the need for computing skills in everyday life. Hepp, Hinostroza, Laval and Rehbein (2004) claim in their paper “Technology in Schools: Education, ICT and the Knowledge Society” that ICTs have been utilized in education ever since their inception, but they have not always been massively present. Although at that time computers have not been fully integrated in the learning of traditional subject matter, the commonly accepted rhetoric that education systems would need to prepare citizens for lifelong learning in an information society boosted interest in ICTs (Pelgrum, W.J., Law, N., 2003).
The 1990s was the decade of computer communications and information access, particularly with the popularity and accessibility of internet-based services such as electronic mail and the World Wide Web (WWW). At the same time the CD-ROM became the standard for distributing packaged software (replacing the floppy disk). As a result educators became more focused on the use of the technology to improve student learning as a rationale for investment. Any discussion about the use of computer systems in schools is built upon an understanding of the link between schools, learning and computer technology. When the potential use of computers in schools was first mooted, the predominant conception was that students would be ‘taught’ by computers (Mevarech & Light, 1992).In a sense it was considered that the computer would ‘take over’ the teacher’s job in much the same way as a robot computer may take over a welder’s job. Collis (1989) refers to this as “a rather grim image” where “a small child sits alone with a computer”. However, the use of information and communication technologies in the educative process has been divided into two broad categories: ICTs for Education and ICTs in Education. ICTs for education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process.
ICT enhancing teaching and learning process
The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning and research (Yusuf, 2005) .ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). In a rapidly changing world, basic education is essential for an individual be able to access and apply information. Such ability must find include ICTs in the global village.
Conventional teaching has emphasized content. For many years course have been written around textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and learning activities designed to consolidate and rehearse the content. Contemporary settings are now favouring curricula that promote competency and performance. Curricula are starting to emphasize capabilities and to be concerned more with how the information will be used than with what the information is. Contemporary ICTs are able to provide strong support for all these requirements and there are now many outstanding examples of world class settings for competency and performance-based curricula that make sound use of the affordances of these technologies (Oliver, 2000). The integration of information and communication technologies can help revitalize teachers and students. This can help to improve and develop the quality of education by providing curricular support in difficult subject areas. To achieve these objectives, teachers need to be involved in collaborative projects and development of intervention change strategies, which would include teaching partnerships with ICT as a tool. According to Zhao and Cziko (2001) three conditions are necessary for teachers to introduce ICT into their classrooms: teachers should believe in the effectiveness of technology, teachers should believe that the use of technology will not cause any disturbances, and finally teachers should believe that they have control over technology. However, research studies show that most teachers do not make use of the potential of ICT to contribute to the quality of learning environments, although they value this potential quite significantly (Smeets, 2005). Harris (2002) conducted case studies in three primary and three secondary schools, which focused on innovative pedagogical practices involving ICT. Harris (2002) concludes that the benefits of ICT will be gained “…when confident teachers are willing to explore new opportunities for changing their classroom practices by using ICT. As a consequence, the use of ICT will not only enhance learning environments but also prepare next generation for future lives and careers (Wheeler, 2001). Changed pool of teachers will come changed responsibilities and skill sets for future teaching involving high levels of ICT and the need for more facilitative than didactic teaching roles (Littlejohn et al., 2002).
According to Cabero (2001), "the flexibilization time-space accounted for by the integration of ICT into teaching and learning processes contributes to increase the interaction and reception of information. Such possibilities suggest changes in the communication models and the teaching and learning methods used by teachers, giving way to new scenarios which favour both individual and collaborative learning”. The use of ICT in educational settings, by itself acts as a catalyst for change in this domain. ICTs by their very nature are tools that encourage and support independent learning. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools (Reeves & Jonassen, 1996), the influence of the technology on supporting how students learn will continue to increase. In the past, the conventional process of teaching has revolved around teachers planning and leading students through a series of
instructional sequences to achieve a desired learning outcome. Typically these forms of teaching have revolved around the planned transmission of a body of knowledge followed by some forms of interaction with the content as a means to consolidate the knowledge acquisition. Contemporary learning theory is based on the notion that learning is an active process of constructing knowledge rather than acquiring knowledge and that instruction is the process by which this knowledge construction is supported rather than a process of knowledge transmission (Duffy & Cunningham, 1996). In this domain learning is viewed as the construction of meaning rather than as the memorisation of facts (Lebow, 1993; Jonassen & Reeves, 1996). Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to practice (Berge, 1998; Barron, 1998). As mentioned previously, any use of ICT in learning settings can act to support various aspects of knowledge construction and as more and more students employ ICTs in their learning processes, the more pronounced the impact of this will become. Teachers generate meaningful and engaging learning experiences for their students, strategically using ICT to enhance learning. Students enjoy learning, and the independent enquiry which innovative and appropriate use of ICT can foster. They begin to acquire the important 21st century skills which they will need in their future lives. ICT enhancing the quality and accessibility of education
ICT increases the flexibility of delivery of education so that learners can access knowledge anytime and from anywhere. It can influence the way students are taught and how they learn as now the processes are learner driven and not by teachers. This in turn would better prepare the learners for lifelong learning as well as to improve the quality of learning. In concert with geographical flexibility, technology-facilitated educational programs also remove many of the temporal constraints that face learners with special needs (Moore & Kearsley, 1996). Students are starting to appreciate the capability to undertake education anywhere, anytime and anyplace.
One of the most vital contributions of ICT in the field of education is- Easy Access to Learning. With the help of ICT, students can now browse through e-books, sample examination papers, previous year papers etc. and can also have an easy access to resource persons, mentors, experts, researchers, professionals, and peers-all over the world. This flexibility has heightened the availability of just-in-time learning and provided learning opportunities for many more learners who previously were constrained by other commitments (Young, 2002). Wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new international educational markets. As well as learning at anytime, teachers are also finding the capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile technologies and seamless communications technologies support 24x7 teaching and learning. Choosing how much time will be used within the 24x7 envelope and what periods of time are challenges that will face the educators of the future (Young, 2002). Thus, ICT enabled education will ultimately lead to the democratization of education. Especially in developing countries like India, effective use of ICT for the purpose of education has the potential to bridge the digital divide.
India has a billion-plus population and a high proportion of the young and hence it has a large formal education system. The demand for education in developing countries like India has skyrocketed as education is still regarded as an important bridge of social, economic and political mobility (Amutabi and Oketch, 2003). There exist infrastructure, socio- economic, linguistic and
physical barriers in India for people who wish to access education Bhattacharya and Sharma, 2007). This includes infrastructure, teacher and the processes quality. There exist drawbacks in general education in India as well as all over the world like lack of learning materials, teachers, remoteness of education facilities, high dropout rate etc (UNESCO,2002). Innovative use of Information and Communication Technology can potentially solve this problem. Internet usage in home and work place has grown exponentially (McGorry, 2002). ICT has the potential to remove the barriers that are causing the problems of low rate of education in any country. It can be used as a tool to overcome the issues of cost, less number of teachers, and poor quality of education as well as to overcome time and distance barriers (McGorry, 2002).
People have to access knowledge via ICT to keep pace with the latest developments (Plomp, Pelgrum & Law, 2007). ICT can be used to remove communication barriers such as that of space and time (Lim and Chai, 2004). ICTs also allow for the creation of digital resources like digital libraries where the students, teachers and professionals can access research material and course material from any place at any time (Bhattacharya and Sharma, 2007; Cholin, 2005). Such facilities allow the networking of academics and researchers and hence sharing of scholarly material. This avoids duplication of work (Cholin, 2005).ICT eliminating time barriers in education for learners as well as teacher. It eliminates geographical barriers as learners can log on from any place (Sanyal, 2001; Mooij, 2007; Cross and Adam, 2007; UNESCO, 2002; Bhattacharya and Sharma, 2007). ICT provides new educational approaches (Sanyal, 2001). It can provide speedy dissemination of education to target disadvantaged groups (UNESCO, 2002; Chandra and Patkar, 2007).ICT enhances the international dimension of educational services (UNESCO, 2002). It can also be used for non-formal education like health campaigns and literacy campaigns (UNESCO, 2002). Use of ICT in education develops higher order skills such as collaborating across time and place and solving complex real world problems (Bottino, 2003; Bhattacharya and Sharma, 2007; Mason, 2000; Lim and Hang, 2003). It improves the perception and understanding of the world of the student. Thus, ICT can be used to prepare the workforce for the information society and the new global economy (Kozma, 2005). Plomp et al (2007) state that the experience of many teachers, who are early innovators, is that the use of ICT is motivating for the students as well as for the teachers themselves. Bottino (2003) and Sharma (2003) mention that the use of ICT can improve performance, teaching, administration, and develop relevant skills in the disadvantaged communities. It also improves the quality of education by facilitating learning by doing, real time conversation, delayed time conversation, directed instruction, self-learning, problem solving, information seeking and analysis, and critical thinking, as well as the ability to communicate, collaborate and learn (Yuen et al, 2003). A great deal of research has proven the benefits to the quality of education (Al-Ansari 2006).Hepp,Hinostroza, Laval and Rehbein (2004) state that the literature contains many unsubstantiated claims about the revolutionary potential of ICTs to improve the quality of education. They also note that some claims are now deferred to a near future when hardware will be presumably more affordable and software will become, at last, an effective learning tool. ICT enhancing learning Environment
ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful. Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through (New Media Consortium, 2007).ICT is changing processes of teaching and learning by adding elements of vitality to learning environments including virtual environments for the
purpose. ICT is a potentially powerful tool for offering educational opportunities. It is difficult and maybe even impossible to imagine future learning environments that are not supported, in one way or another, by Information and Communication Technologies (ICT).
When looking at the current widespread diffusion and use of ICT in modern societies, especially by the young the so-called digital generation then it should be clear that ICT will affect the complete learning process today and in the future. Authenticity is an important issue which should be addressed in the design and development of learning environments (Collins, 1996). Learning environments need to reflect the potential uses of knowledge that pupils are expected to master, in order to prevent the acquired knowledge from becoming inert (Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990; Duffy & Knuth, 1990). In addition, teachers should stimulate pupils to engage in active knowledge construction. This calls for open-ended learning environments instead of learning environments which focus on a mere transmission of facts (Collins, 1996; Hannafin, Hall, Land, & Hill, 1994; Jonassen, Peck, & Wilson, 1999). ICT may contribute to creating powerful learning environments in numerous ways.
ICT provides opportunities to access an abundance of information using multiple information resources and viewing information from multiple perspectives, thus fostering the authenticity of learning environments. ICT may also make complex processes easier to understand through simulations that, again, contribute to authentic learning environments. Thus, ICT may function as a facilitator of active learning and higher-order thinking (Alexander, 1999; Jonassen, 1999). The use of ICT may foster co-operative learning and reflection about the content (Susman, 1998). Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999; Smeets & Mooij, 2001). As Stoddart and Niederhauser (1993) point out, ICT may fit into a spectrum of instructional approaches, varying from traditional to innovative. Another aspect which may of course influence the use of ICT is access to technology (Kennewell, Parkinson, & Tanner, 2000; OTA, 1995). This refers not only to the number of computers, but also to the placement of the equipment, e.g. in the classroom or in a computer room. Kennewell et al. (2000) feel it is essential that computers be placed in the classroom, in order to maximize the opportunities for curriculum activity. ICT environment improves the experience of the students and teachers and to use intensively the learning time for better results. The ICT environment has been developed by using different software and also the extended experience in developing web based and multimedia materials. ICTs have an important role to play in changing and modernizing educational systems and ways of learning.
ICT enhancing learning motivation
ICTs can enhance the quality of education in several ways, by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner centered environment. ICTs, especially computers and Internet technologies, enable new ways of teaching and learning rather than simply allow teachers and students to do what they have done before in a better way. ICT has an impact not only on what students should learn, but it also plays a major role on how the students should learn. Along with a shift of curricula from “content-cente red” to “competence-based”, the m ode of curricula delivery has now shifted from “teacher cent e red” fo rms of deli very to “student-cente red” forms of delivery.ICT provides- Motivation to Learn. ICTs such as videos, television and multimedia computer software that
combine text, sound, and colourful moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become more involved in the lessons being delivered. Some of the parents of the respondents opined that their children were feeling more motivated than before in such type of teaching in the classroom rather than the stereotype 45 minutes lecture. They were of the view that this type of learning process is much more effective than the monotonous monologue classroom situation where the teacher just lectures from a raised platform and the students just listen to the teacher.
ICT changes the characteristics of problems and learning tasks, and hence play an important task as mediator of cognitive development, enhancing the acquisition of generic cognitive competencies as essential for life in our knowledge society. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools (Reeves and Jonassen, 1996), the influence of the technology on supporting how students learn will continue to increase.
Learning approaches using contemporary ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to practice (Berge, 1998; Barron, 1998).The teachers could make their lecture more attractive and lively by using multi-media and on the other hand the students were able to capture the lessons taught to them easily. As they found the class very interesting, the teachings also retained in their mind for a longer span which supported them during the time of examination. More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events. ICT-enhanced learning is student-directed and diagnostic. Unlike static, text- or print-based educational technologies, ICT-enhanced learning recognizes that there are many different learning pathways and many different articulations of knowledge. ICTs allow learners to explore and discover rather than merely listen and remember. The World Wide Web (WWW) also provides a virtual international gallery for students’ work (Loveless, 2003). ICT can engage and inspire students, and this has been cited as a factor influencing ready adaptors of ICT (Long, 2001; Wood, 2004).
ICT enhancing the scholastic performance
Based on the extensive usage of ICTs in education the need appeared to unravel the myth that surrounds the use of information and communication technology (ICT) as an aid to teaching and learning, and the impact it has on students’ academic performance. ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality. However, the experience of introducing different ICTs in the classroom and other educational settings all over the world over the past several decades suggests that the full realization of the potential educational benefits of ICT. The direct link between ICT use and students’ academic performance has been the focus of extensive literature during the last two decades. ICT helps students to their learning by improving the communication between them and the instructors (Valasidou and Bousiou, 2005).
The analysis of the effects of the methodological and technological innovations on the students’ attitude towards the learning process and on students’ performance seems to be evolving towards a consensus, according to which an appropriate use of digital technologies in
education can have significant positive effects both on students’ attitude and their achievement. Research has shown that the appropriate use of ICTs can catalyze the paradigmatic shift in both content and pedagogy that is at the heart of education reform in the 21st century. Kulik’s (1994) meta-analysis study revealed that, on average, students who used ICT-based instruction scored higher than students without computers. The students also learned more in less time and liked their classes more when ICT-based instruction was included. Fuchs and Woessman (2004) used international data from the Programme for International Student Assessment (PISA), they showed that while the bivariate correlation between the availability of ICT and students’ performance is strongly and significantly positive, the correlation becomes small and insignificant when other student environment characteristics are taken into consideration. Attwell and Battle (1999) examined the relationship between having a home computer and school performance, their findings suggest that students who have access to a computer at home for educational purposes, have improved scores in reading and math. Becker (2000) found that ICT increases student engagement, which leads to an increased amount of time students spend working outside class. Coates et al. (2004) showed that students in on-campus courses usually score better than their online counterparts, but this difference is not significant here. ICTs especially computers and Internet technologies enable new ways of teaching and learning rather than simply allow teachers and students to do what they have done before in a better way.
ICT helps in providing a catalyst for rethinking teaching practice (Flecknoe,2002; McCormick & Scrimshaw, 2001) developing the kind of graduates and citizens required in an information society (Department of Education, 2001); improving educational outcomes (especially pass rates) and enhancing and improving the quality of teaching and learning (Wagner, 2001; Garrison & Anderson, 2003). ICT can help deepen students’ content knowledge, engage them in constructing their own knowledge, and support the development of complex thinking skills (Kozma, 2005; Kulik, 2003; Webb & Cox, 2004).Studies have identified a variety of constructivist learning strategies (e.g., students work in collaborative groups or students create products that represent what they are learning) that can change the way students interact with the content (Windschitl, 2002). Albert Bandura, Girasoli and Hannafin (2008) urge the use of asynchronous CMC tools to promote student self-efficacy and hence academic performance. Fister et al (2008) also depict the power of tablet PCs to improve mathematics instruction. ICTs have the potential for increasing access to and improving the relevance and quality of education. The use of ICT in educational settings, by itself acts as a catalyst for change in this domain. Students using ICTs for learning purposes become immersed in the process of learning and as more and more students use computers as information sources and cognitive tools (Reeves and Jonassen, 1996), the influence of the technology on supporting how students learn will continue to increase.
General Conclusions of the review
In order to conclude we will try to proceed to synthesize from a general viewpoint the results obtained, taking into consideration the relevant aspects of the literature. The results provided by both the quantitative and qualitative analysis of the literature obtained will be exposed especially regarding those aspects which are related to ICTs for Education and ICTs in Education. ICTs for education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process.
This literature review has sought to explore the role of ICT in education as we progress into the 21st century. In particular ICTs have impacted on educational practice in education to date in quite small ways but that the impact will grow considerably in years to come and that ICT will become a strong agent for change among many educational practices. Extrapolating current activities and practices, the continued use and development of ICTs within education will have a strong impact on: ICT and teaching learning process; quality and accessibility of education; learning motivation, learning environment and ICT usage and academic performance.
The adoption and use of ICTs in education have a positive impact on teaching, learning, and research. ICT can affect the delivery of education and enable wider access to the same. In addition, it will increase flexibility so that learners can access the education regardless of time and geographical barriers. It can influence the way students are taught and how they learn. It would provide the rich environment and motivation for teaching learning process which seems to have a profound impact on the process of learning in education by offering new possibilities for learners and teachers. These possibilities can have an impact on student performance and achievement. Similarly wider availability of best practices and best course material in education, which can be shared by means of ICT, can foster better teaching and improved academic achievement of students. The overall literature suggests that successful ICT integration in education.
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工业园区发展建设经验交流材料 工业园区自被省政府列为重点支持园区以来，已经从规划启动阶段，步入形态开发阶段和目前的经济效益与社会效益相协调的快速发展阶段。 三年来，在省政府、县委县政府及各县直部门的大力支持帮助下，园区的区位优势得到很大的发挥，并且在农科院和县科技局的帮助下，引进了一批高新技术及产品，发展了一批外向型企业，同时形成两个产业园区，即电力电器产业园和健康产业园，园区内新兴的如义兴铁塔、日新光伏等科技企业日益壮大。园区的区域性经济得到很大提高。从税收的100多万提高到的1200多万元，工业产值实现5亿元，比建区前增长10倍。 今天，工业园区已经成为我县县域经济的重要经济增长点之一，不断集聚着高新技术产业，认真回顾与总结过去的实践，为园区今后的发展积累了结验，为未来的建设奠定了基础。 一、加强领导，强化服务与保障体系 建立园区之初，县委、县政府就将园区列为本地区发展重点，并明确指出要充分发挥这里的区位优势、经济实力和科技人才优势，把工业园区建设成为高标准、高科技、高效益的新兴经济区。同时，决定组建园区党组、管委会、开发
公司，形成党、政、企三位一体的组织领导机构。三年来，这个组织机构很好地适应了园区开发建设的需要，充分发挥出宏观调控、统一管理、协调服务的职能。 二、制定规划，提出重点建设目标 规划是建设的龙头。在市科委及有关部门的指导下，园区先后制定了－2020年发展规划、“九五”计划及发展规划。发展规划经县政府同意实施后，有力调控了生产力布局，明确提出重点建设目标。目前，集中各方面的力量建设起步区电力电器产业园和健康产业园，建成以电力电器为主的产业基地和健康产业基地。截止目前，入园企业已达21家。 在建项目5个，即将动工兴建项目9个。规划的实施不仅对生产力要素起到调控作用，也起到了很好的环境效果和生态效应。 三、促进科技、经济与金融结合 建区伊始，园区就提出科技、经济与金融要紧密结合的发展思路。实践证明，这一思路是园区取得规模效益的有效出路。 科技与经济结合尤为典型。园区积极与渤海大学、农科院、畜牧所、农业技术推广中心等科研院所建立长期稳定协作关系，这种科技与经济的有效结合使园区科技贡献份额由建区初期的54%，提高到目前的64%。 四、吸纳了一批科技队伍
系统集成公司简介范文 系统集成商是指具备系统资质，能对行业用户实施系统集成的企业。下面是系统集成公司简介范文，欢迎参阅。 系统集成公司简介范文1 广州系统集成公司，专业为客户提供结构化布线系统、网络技术工程、程控交换机系统安装、监控安防系统、一卡通系统、音视频系统、机房建设等系统方案设计、施工及维护的服务。 “全面满足，不断超越，永创新高，打造行业领跑者形象”，公司一直秉承“以市场为导向、以客户为中心”的发展理念，以“团结、务实、拼搏、创新”为宗旨，不断苦练内功，随时为广大客户提供最优质的产品与服务。 系统集成公司长久以来一直努力的目标，就是协助客户建立最具竞争力的信息化系统，即协助客户去规划、建设和维护高性能的网络系统、可靠的网络安全建设、智能建筑系统等。并在业界树立了良好的口碑和有了很好的发展。如今，开建智能的服务网络覆盖多个地方并都设有办事机构。自建立以来，开建智能坚持的目标从不曾改变，凭借着其日益成熟的经营理念和专业水平，开建智能必将协助客户获取更强的竞争力。 专业而经验丰富的技术人力资源。开建智能的全体员工拥有专业的技术知识，并在大型系统、结构化网络系统、远程通讯、办公自动化、系统技术支持，和软件编写方面拥有丰富的经验。
系统集成公司简介范文2 中国电信集团系统集成有限公司成立于1996年，是中国电信集团公司的全资子公司。公司旨在为大客户提供ICT整体解决方案、为电信运营商提供应用软件开发和IT服务支撑、为中小企业客户提供综合信息化服务。 公司依托于中国电信全国垂直一体化的三级营销服务体系和运行维护体系，凭借中国电信丰富的网络资源、专业的电信及IT技术、优秀的技术团队、广泛的客户资源和行业知识，致力于为电信运营商、政府、金融、企业提供网络基础设施建设、网络升级及改造、网络管理服务、网络及设备代维服务、设备租赁、应用软件集成及开发、IT 服务支撑等“一站式”服务。 公司在为电信运营商、全国性大客户进行一系列大型网络建设和服务的过程中，归纳总结了一整套项目管理方法，形成了独特、完善的项目管理体系和实力强大的核心团队。公司通过了ISO9001(2000)质量管理体系认证。同时，还获得了信息产业部颁发的“计算机信息系统集成一级资质”和“通信信息网络系统集成甲级资质”，是国内第一家拥有“双一级”资质的系统集成企业。 公司将站在客户的角度思考客户的业务运营，通过对客户业务运营流程以及信息化需求的全面理解，为客户提供创新而适用的综合信息化解决方案和ICT支撑服务，提升客户价值，与客户共同成长。 系统集成公司简介范文3 联通系统集成有限公司是中国联通的全资子公司，注册资金亿元，
建设经验交流发言稿 一、创新理念，科学谋划项目落地。每一个重大项目，从招商、立项、实施到竣工投产、达产达标，都是一个艰苦的系统工程，没有精益求精的精神和超前谋划的理念是难以实施好的。为此，我们把项目论证、立项、实施的过程当作凝聚全镇上下齐心协力谋划发展、建设小池的过程。一是注重规划强引导。规划是建设的龙头，只有科学的规划才能助推建设的发展。根据滨江新区总体规划，重新定位和调整产业发展布局，积极编制项目修建性规划。同时，坚持原则性与灵活性相结合，对规划强制性要求在保持总量不变前提下，尽量满足项目建设需要，最大限度支持项目建设。二是突出特色强支撑。围绕纺织服装、新型建材、农副产品加工、生物医药等特色产业、优势产业，积极建立完善产业项目库，着力策划一批投资密度强、 1 技术含量高、产业关联度大、经济效益好、资源消费低、环境污染少、人力资源得到充分发挥、税收贡献大的大项目、好项目。三是组建专班强责任。在全镇各线抽调业务骨干，集中优势兵力，组建了物流园建设指挥部、新自来水厂建设指挥部、九江二桥连接线建设指挥部等10个重点项目建设专班，专门负责项目的推介和争取工作。同时，实行镇党委领导包重点项目责任制，每个项目由一名党委领导具体负责，协调解决有关问题，为项目建设提供了坚强的组织保障。
二、借力发力，积极争取项目投资。始终坚持在发挥资源优势上做文章，在优化经济结构上下功夫，努力实现外资与资源的优势互补，互利双赢，共同发展。一方面突出招商引资。强化园区服务管理，完善招商优惠政策，抓好工业用地储备，全面提升临港产业园、中部商贸物流园的建设档次，招好商、招大商，逐步实现由“招商引资”向“招商选资”转变。全面启动万亩绿色无公害蔬菜生产基地、莲籽湖农业综合开发项目，引进了投资亿元、占地200亩的哈佛生物化工项目；投资 亿元、占地100亩的捷玛换热设备项目；投资亿、占地100亩的循环经济项目等亿元以上项目3个。一方面突出争资立项。牢牢把握投入的“黄金期”，发扬“三千”精神，不辞千言万语，不顾千山万水，不惜千方百计，只争朝夕上项目，全力以赴抓项目。根据国家投资导向和产业政策，加快跑省进京步伐，重点做好污水垃圾处理、水利基础设施、民政民生福利等方面项目的策划申报工作。加强与上级部门的联络沟通和服务跟进，实现污水处理厂、垃圾处理场、5000吨多功能码头、 2 安全饮水和事关小池今后五年发展的十六大重点工程等一批有利于打基础管长远、调结构促转型的大项目、好项目取得新突破。 三、强化服务，全力保障项目建设。一年来，我们积极
施工项目部经验交流 项目管理经验交流材料根据集团公司开展“项目管理效益年”活动的要求，我项目部在优化施工方案、细化过程控制、整合有利资源、拓展创效领域等各个方面推行精细化管理。项目综合管理水平得到提升。下面，就本项目的工程施工总体状况及推行精细化管理、加强项目管理等方面的主要做法汇报 如下。 一、工程施工总体状况我工区施工管段全长5、47km，主要工程数量有：特大桥5座，大桥1座、市政公路改造下穿框架桥1座，铁路框架桥、框架涵、盖板涵、圆管涵、倒虹吸等小型结构物24座，正线路基3、243km。今年四月份，我工区新增了东南半环的施工任务，成绵乐正线里程范围为D2K161+565～ D2K164+960，主要包括大桥1座，中桥3座，区间路基0、73km，站场路基2、66km和南站站场改造等施工任务。通过优化资源配置、科学组织施工，目前我单位共完成产值6、7亿元。在重难点及关键节点工程施工中，继xx年度取得了动车所、抬落道、门式墩三大战役的胜利后，xx年上半年，我们又在成洛大道改造工程、牛龙路三线桥悬灌梁施工、成绵乐正线框架桥施工、东南环线府河大桥临建等多项重点、难点、节点工程中取得了突破、塑造了亮点、树立了形象。在攻克难点、突破节点、加快进度的同时，高标准保证质量，精细化控制成本，严要求确保安全，全面
化追求效益。项目成本控制较好，集团公司成绵乐指挥部、四公司后方机关对我单位的成本管理工作给予了充分认可和高度评价；安全防范到位，无任何安全事故发生；在动车所、门式墩、悬灌梁、东南环线府河桥等重要形象工程中创出了质量亮点。并被建设单位授予xx年度成绵乐客运专线标准化项目部和标准化架子队荣誉称号。 二、推行精细管理，追求最大效益的主要做法。如何在保证正常施工的同时，提高项目创效水平，处理好进度与效益、质量、安全的矛盾，最终达到工期可控、安全平稳、质量优良、效益最大的目标，是工程项目管理的核心内容。针对这一核心，我单位时刻把完全成本管理作为项目管理的中心工作，始终抓住成本控制的主题，推行全方位、全过程、精细化、持续化的责任成本管理。并注重在“人本管理”上讲和谐，在“核算业务”上求严密，在“方案预控”上求深入，在“资源整合”上重互补，在“过程控制”中求精细，拓展成本控制领域，提高项目创效能力。总结我们的做法，主要体现在以下四点。 （一）树立“大团队”观念，依靠团队管项目。“思路决定出路，观念决定行动”。在本项工程建设中，我们工区项目部作为一个上受局指挥部直接领导，下对各架子队直接管控的“中间团队”，如何发挥我们工区这一层“承上启下”的作用，对上服从安排、抓好落实，对下积极引导、提高效率，全面深入细致的抓好成本管理，是我们推行精细化管理首要解决的问题。在这一
三一文库（https://www.doczj.com/doc/199368641.html,）/心得体会范文/经验交流材料重大工程项目建设经验交流材料 省建筑陶瓷产业基地（下称基地）项目和××省建筑陶瓷产业基地铁路专用线及其配套设施（下称专用线）项目分别于XX年4月5日和20XX年7月19日列入全省第十九次、第二十八次重大项目调度会。在省委、省政府以及省发改委的精心指导和大力支持下，在项目责任人的领导下，各有关部门通力协作，顽强拼搏，两个重大项目建设取得了较大成绩。到目前为止，建陶基地引进建陶生产企业及配套企业60家，合同资金为125.3亿元，到位资金41.34亿元，其中建陶企业30家，生产线192条，建成生产线35条，在建生产线25条，形成年产能3亿平米。基地铁路专用线项目获得铁道部行政许可，于20XX年3月动工建设。目前八景火车站扩建增设2股到发线已完工，专用线及货场征地工作顺利结束，5个标段都完成了招投标，3个已开工建设。对比上级要求，上述重大项目建设进度达到或超过了省里规定的要求。我们的主要经验交流是： 一、锻造精神，创新理念，凝聚重大项目工作动力每一个重大项目，从招商、立项、实施到竣工投产、达产达标，都是一个
艰苦的系统工程，没有强劲的动力和一股子精神是难以实施好的。为了搞好建陶基地及其跌路专用线等重大项目，我们把项目论证、立项、实施的过程当作凝聚全市上下特别是全体干部齐心协力建设重点项目、发展高安经济的过程。建陶基地上马前，我们在全体领导干部中组织了“中部要崛起，高安怎么办”和“高安实现工业化应从什么产业着手”的讨论，在明确建筑陶瓷是当时高安最现实、最擅长的产业选择后，又组织了包括在广东佛山建陶界工作的高安人士参加的“建陶基地最佳选址”的征求意见等 活动。这些活动有效激发了高安人特别是市乡两级干部积极投身基地建设的热情，并形成了“招引项目不怕冷落，审批项目不怕繁杂，实施项目不怕困难，服务项目不怕琐碎”的重点项目建设精神。在规划阶段，我们又广泛征求了各界的意见，经市委主要领导概括提炼为“建设中部最具影响力的建陶产区”的发展目标，“建设一个功能齐全的产业园区、一个建陶陶瓷生产中心、一个产品研发中心、一个三产服务中心、一批全国知名品牌集聚中心”的“五个一”发展思路和“做产业、成系统、可持续”的发展理念，这为项目的规划和建设明确了任务，指明了路径，指引了方向，提供了精神和思想保证。在为高安发展建功立业精神的感召下，各相关部门和干部发扬了愚公移山的精神，特别是基地管委会全体干部更是日夜奔忙在灰尘滚滚的工地，睡在村部大房间的通铺，常年加班加点，牺牲节假日，以至于一段时间大部分干部累倒病倒。新明珠集团总裁叶德林原有在别处落户的意向，但最终
综合系统集成解决方 案 Revised on November 25, 2020
For personal use only in study and research; not for commercial use For personal use only in study and research; not for commercial use 系统综合集成 解 决 方 案 二○一四年三月七日
目录
系统综合集成解决方案 一、项目背景 现代飞速发展的信息技术，给通信系统信息化建设带来全新革命，正在深刻改变着系统工作、管理、服务、保障的各个环节。信息化发展到当前阶段，用户已经不仅仅满足于传统语音这一单一的通信方式，如何考虑充分利用既有信息资源，减少资源重复建设，融合语音、视频、数据的多媒体通信，实现“所见即所得、所见即可通、所见即可处”和“畅通无处不在”的目标，提升系统的感知能力、执法能力、处置能力、管理能力、服务能力，推动系统的工作模式、管理模式、服务模式的创新，成为系统的迫切需求。 二、当前系统现状 目前，通信系统已建了视频会议系统、视频监控系统、语音系统、无线超短波系统等各自独立、自成体系的通信系统。 (一)视频会议 系统各级部署有多个厂家的视频会议系统，还有一些软终端,这些系统有的基于协议，有的基于SIP协议。
(二)视频监控 系统大部分单位部署了视频监控系统，视频监控建设地点主要分布在各级的港口、码头、办公区等点位。因建设方式不统一，采用的监控管理平台也不统一，主要有海康威视、前卫视讯、大华和其它厂家等品牌，前端摄像机既有模拟摄像机，也有高清摄像机。 （三）语音系统 语音系统为主要使用的各类程控交换机、IP交换机，用于实现单位内部电话通话、以及与PSTN电话网络的互通。 (四)超短波系统 总公司和下属分公司及直属单位建立了全区或部分区域联网的超短波通信网，使用多个厂家、不同系列的超短波设备。 现有的视频会议系统、视频监控系统、各类语音系统、超短波系统等，使用的品牌多样，协议制式不统一，硬件设备跨代多。各系统为各自独立的信息孤岛，相互独立，互不能兼容互通，存在全网统一管理难实现，多协议制式难融合，多系统互通难达成等问题。
工程项目建设管理经验交流材料 文章标题：工程项目建设管理经验交流材料 **公路**至**段工程项目建设，在省交通厅、省高速公路建设局及**市交通局的关怀领导下，在各有关部门的支持配合下，经所有参建单位的共同努力，目前，已完成工程总工作量的66。 一、工程项目概况 **公路**至**段工程项目，全长53.15公里。其中：主线全长50.24公里，采用一级半幅公路标准建设；路基宽度12米；支线全长2.91公里（镜泊乡支线2.56公里，水产养殖场支线0.35公里），采用一般三级公路标准建设，路基宽度8.5米。 全线路基土石方271万立方米，防护工程圬工体积10.6万立方米，原设计路面采用沥青混凝土，因沥青涨价及货源紧张，经省高速公路建设局组织专家论证，省交通厅于20xx年6月22日以黑交发〔20xx〕226号文件批复，将原沥青混凝土路面改为水泥混凝土路面。 全线新建大桥1,413.84米/3座，中桥323.04米/5座，小桥229.2米/8座，涵洞85道；全线设交叉道64处，其中与三级公路交叉12处，与大车道交叉52处。设收费站一处。
工程建设用地132.3公顷。其中：耕地19.2公顷，林地108.9公顷，其他用地4.2公顷。 建设资金及构成：本项目概算总金额为48,723万元，其构成为：1、交通部8,800万元，2、开行贷款6,270万元，3、地方筹资33,653万元（其中：波兰贷款2,850万美元，约23,000万元人民币，其余10,635万元为国内商业银行贷款）。 标段划分情况：本工程共分为14个标段。其中：路基标段6个，桥梁标段3个，路面标段2个，房建标段1个，机电标段1个，监理标段1个。 建设总工期为36个月，20xx年10月18日开工，计划20xx年9月30日完工交付使用。 基本建设程序，按公路工程建设项目规定，严格履行了逐级申报审批手续，批文按要求进行了立卷归档。 二、工程进展情况及目前存在的问题 （一）工程进展情况
重大工程项目建设经验交流材料 省建造陶瓷产业基地（下称基地）项目和××省建造陶瓷产业基地铁路专用线及其配套设施（下称专用线）项目分别于XX年4月5日和2011年7月19日列入全省第十九次、第二十八次重大项目调度会。在省委、省政府以及省发改委的精心指导和大力支持下，在项目责任人的领导下，各有关部门通力协作，坚韧拼搏，两个重大项目建设取得了较大成绩。到目前为止，建陶基地引进建陶生产企业及配套企业60家，合同资金为125.3亿元，到位资金41.34亿元，其中建陶企业30家，生产线192条，建成生产线35条，在建生产线25条，形成年产能3亿平米。基地铁路专用线项目获得铁道部行政许可，于2011年3月动工建设。目前八景火车站扩建增设2股到发线已完工，专用线及货场征地工作顺利结束，5个标段都完成了招投标，3个已开工建设。对照上级要求，上述重大项目建设进度达到或超过了省里规定的要求。我们的要紧经验交流是： 一、锻造精神，创新理念，凝结重大项目工作动力>每一具重大项目，从招商、立项、实施到竣工投产、达产达标，基本上一具艰难的系统工程，没有强劲的动力和一股子精神是难以实施好的。为了搞好建陶基地及其跌路专用线等重大项目，我们把项目论证、立项、实施的过程当作凝结全市上下特别是全体干部齐心协力建设重点项目、进展高安经济的过程。建陶基地上马前，我们在全体领导干部中组织了“中部要崛起，高安如何办”和“高安实现工业化应从什么产业着手”的讨论，在明确建造陶瓷是当时高安最现实、最擅长的产业挑选后，又组织了包括在广东佛山建陶界工作的高安人士参加的“建陶基地最佳选址”的征求意见等活动。这些活动有效激发了高安人特别是市乡两级干部积极投身基地建设的热情，并形成了“招引项目别怕冷降，审批项目别怕繁杂，实施项目别怕困难，服务项目别怕琐碎”的重点项目建设精神。在规划时期，我们又广泛征求了各界的意见，经市委要紧领导概括提炼为“建设中部最具妨碍力的建陶产区”的进展目标，“建设一具功能齐全的产业园区、一具建陶陶瓷生产中心、一具产品研发中心、一具三产服务中心、一批全国知名品牌集聚中心”的“五个一”进展思路和“做产业、成系统、可持续”的进展理念，这为项目的规划和建设明确了任务，指明了路径，指引了方向，提供了精神和思想保证。在为高安进展建功立业精神的感召下，各相关部门和干部发扬了愚公移山的精神，特别是基地管委会全体干部更是日夜奔忙在灰尘滚滚的工地，睡在村部大房间的通铺，常年加班加点，牺牲节假日，以至于一段时刻大部分干部累倒病倒。新明珠集团总裁叶德林原有在别处降户的意向，但最终为高安领导干部凌晨为其项目选地的精神和35天平坦XX亩土地的速度所折服，先后做出签约投资12亿元和增资12亿元的决策。 二、高举龙头，系统配套，抢抓重大项目招商机遇 建陶基地既是一具单独的重大项目，也是一具由多个重大项目组成的母项目，其快速建设和成型，得益于做最具吸引力的基地品牌，招最有妨碍力的知名企业，搞最强服务能力的配套系统，并使三方面相互强化。在打造基地品牌方面，经过扎实有效的工作，获得了省发改委的立项批复和省经贸委的授牌，中国建材联合会的中国建造陶瓷产业基地授牌，中国建造卫生陶瓷协会和《陶城报》的陶瓷行业新锐榜2011、2011两个年度产区第一名。在招商方面，经过派出特意力量服务其资源和生产要素调查论证，顺利引进最具妨碍力的建陶航母新中源，带来了新明珠、欧雅、恒达、伟达、英皇卫浴洁具等一大批闻名品牌陶瓷企业。在配套方面，立脚服务大基地大项目，引进劳动力培训、产品展贸、现代物流、机械模具、包装印刷、科技研发等项目30多个，投资3800万元、占地60亩的中国建陶实训中心主体工程也已完工，投资5亿元的汇诚实业综合配套服务中心已建成一期。基地品牌的塑造促进了大项目的降户，大项目的降户促进了配套项目的建设，趋于完善的配套又反过来提升了基地品牌，促进了招商，形成了良性循环，从而牢牢抓住了新一轮建陶产业转移的历史性机遇。 三、超前预备，改进操作，提高重大项目建设效能
重大工程项目建设经验交流材料 省建筑陶瓷产业基地（下称基地）项目和××省建筑陶瓷产业基地铁路专用线及其配套设施（下称专用线）项目分别于XX年4月5日和20XX年7月19日列入全省第十九次、第二十八次重大项目调度会。在省委、省政府以及省发改委的精心指导和大力支持下，在项目责任人的领导下，各有关部门通力协作，顽强拼搏，两个重大项目建设取得了较大成绩。到目前为止，建陶基地引进建陶生产企业及配套企业60家，合同资金为亿元，到位资金亿元，其中建陶企业30家，生产线192条，建成生产线35条，在建生产线25条，形成年产能3亿平米。基地铁路专用线项目获得铁道部行政许可，于20XX年3月动工建设。目前八景火车站扩建增设2股到发线已完工，专用线及货场征地工作顺利结束，5个标段都完成了招投标，3个已开工建设。对比上级要求，上述重大项目建设进度达到或超过了省里规定的要求。我们的主要经验交流是： 一、锻造精神，创新理念，凝聚重大项目工作动力>每一个重大项目，从招商、立项、实施到竣工投产、达产达标，都是一个艰苦的系统工程，没有强劲的动力和一股子精神是难以实施好的。为了搞好建陶基地及其跌路专用线等重大项目，我们把项目论证、立项、实施的过程当作凝聚全市上下
特别是全体干部齐心协力建设重点项目、发展高安经济的过程。建陶基地上马前，我们在全体领导干部中组织了“中部要崛起，高安怎么办”和“高安实现工业化应从什么产业着手”的讨论，在明确建筑陶瓷是当时高安最现实、最擅长的产业选择后，又组织了包括在广东佛山建陶界工作的高安人士参加的“建陶基地最佳选址”的征求意见等活动。这些活动有效激发了高安人特别是市乡两级干部积极投身基地建设的热情，并形成了“招引项目不怕冷落，审批项目不怕繁杂，实施项目不怕困难，服务项目不怕琐碎”的重点项目建设精神。在规划阶段，我们又广泛征求了各界的意见，经市委主要领导概括提炼为“建设中部最具影响力的建陶产区”的发展目标，“建设一个功能齐全的产业园区、一个建陶陶瓷生产中心、一个产品研发中心、一个三产服务中心、一批全国知名品牌集聚中心”的“五个一”发展思路和“做产业、成系统、可持续”的发展理念，这为项目的规划和建设明确了任务，指明了路径，指引了方向，提供了精神和思想保证。在为高安发展建功立业精神的感召下，各相关部门和干部发扬了愚公移山的精神，特别是基地管委会全体干部更是日夜奔忙在灰尘滚滚的工地，睡在村部大房间的通铺，常年加班加点，牺牲节假日，以至于一段时间大部分干部累倒病倒。新明珠集团总裁叶德林原有在别处落户的意向，但最终为高安领导干部凌晨为其项目选地的精神和35天平整XX亩土地
系统集成商开发技巧
一、客户调查： 系统集成商的开发 1、系统集成商的定义：是指具备系统资质，能对行业用户实施系统集成的企业。系统集成分为:设备系统集成商（硬件系统集成商、弱电系统集成商）、应用系统集成商。 2、系统集成商的调查分析：系统集成商一般都有比较专业而稳定的渠道，比如：有的主做银行项目，有的主做公安有点主做教育，有的主做电力方面的项目，并且规模不同的系统集成商他的需求点也是不一样的，在系统集成商开发刚启动的时候要通过各种渠道如：行业协会、网站、媒体、行业刊物等收集目标系统集成商的名单，一段时间后就能通过系统集成商的介绍和相互了解而进行行业内部调查了； 调查的目的是为了：1、了解行业内的情况，更快将自己变成专业的业务员，2、更准确地寻找目标客户；每个地方的系统集成商都会很多，其中适合和我们合作的只有一部分，所以要在调查的结果中进行取舍； 确定目标客户的条件可以根据每个地方的特点而各异，可参考的标准有： （1）、公司业务规模：主营业务，年销量是多少、客户现状、客户名称、业务、规模、性质地址、邮编、网址。 （2）现有相关产品的使用情况：用途、品牌、数量、使用年限 （3）组织结构与采购相关的部门名称和人员构成（决策树） （4）部门之间的汇报和配合。各个部门在采购中的作用 （5）个人信息姓名、住址、联系方式、经历、爱好、年龄、家庭情况、子女喜欢的运动等（6）客户的工作范围、性格特点、客户内部的人员关系、竞争信息竞争对手在客户内的合作历史 （7）竞争对手销售人员的姓名和销售特点，产品优势和劣势 二、竞争品牌的调查： 着重了解：1、系统集成商现在采用的是什么品牌？2、该品牌的质量价格、结算周期、系统集成商对该品牌的欠款情况？3、系统集成商采用的是该品牌什么档次的品种？4、该品牌采用了什么样的公关方法？5、该品牌的产品市场知名度？6、双方合作的稳定性？等等。 尤其注意的是要敏感地发现近期系统集成商业务开发迅速的品牌并能分析他们的销售策略，为我们的销售方法提供参考；可以和系统集成商的人员或该品牌负责系统集成商开发的业务员沟通，多吸取优秀的业务经验 三、开发准备
水城矿业（集团）公司贵州新建业矿建米箩矿项目管理经验交流会材料 新建业公司米箩项目部 2011年12月28日
水城矿业（集团）公司贵州新建业矿建米箩矿项目管理经验交流会材料 尊敬的蔡总、田总；尊敬的各位领导、各位来宾 大家好！ 欢迎大家在百忙之中莅临米箩项目部检查指导工作，我谨代表米箩项目部全体员工向出席今天现场会的各位领导、各位来宾表示热烈的欢迎和诚挚的谢意！向长期以来对我们贵州新建业公司米箩项目部爱护有加、关心有加、支持有加、信任有加、帮助有加的各级组织、各位领导和各兄弟单位表示衷心的感谢！在此，还要特别感谢格目公司米箩矿筹备处的牵头，新建业公司的信任，把这么重要的会议在我项目部召开。在感到非常荣幸的同时，也感觉到今后米箩项目部肩上的担子有多重，责任有多大。但是，米箩项目部全体员工，早已做好思想准备，打好最后一个战役，坚决按时完成米箩矿的建设任务，如期交付格目底公司投入生产。现在，我受建业公司副总经理、米箩、马场项目部总指挥、米箩项目部经理余国勇同志的委托，向在座的各位领导、各位来宾汇报米箩项目部在管理上的一些经验和做法，如有不妥之处，敬请提出批评和指正。 一、工程概况 米箩矿设计生产能力120万吨/年，首采工作面投产，井巷工程量10883m(含措施井)，米箩矿主副井场区2010年6月开始施工，因工农关系影响，2010年6月至2010年12月,完成进尺161.5m。2011
年1月至2011年12月26日止,完成形象进尺4490m，成巷进尺4350m，2011年1月至5月完成进尺978.1m。 2011年6月1日至2011年12月26日施工3511m,平均月进尺501.7m，目前有掘进工作面六个，备用掘进工作面两个（副井片区一个、风井井片一个），施工头平均单进83.6米/月，在藉工作面平均单进62.7月，主斜井设计施工断面18.25m222度下山，最高单进达98月。 根据后余工程量，通过项目部全体员工的共同努力和业主方、监理方等的大力支持，争取按期或提前移交井巷工程。 二、目标锁定 按合同约定，在业主方规定的时间内，按期移交井巷工程。 三、重点分析实现目标要克服的重重困难 1、本矿属于煤层群，揭过煤频繁。 2、井筒设计倾角大，主斜井-220、副斜井-250、回风斜井-250—-170，全凭绞车配合箕斗提升运输,二期工程运输环节多，排矸、进料，运输非常困难。 3、压缩工期，提前投产，工期短，任务重。 4、二期工程设计断面小，不能平行作业，制约了安全生产。 5、定额单价与市场价相比实属偏低等。
信息系统集成，就是通过结构化的综合布线系统和计算机网络技术，将各个分离的设备(如个人电脑)、功能和信息等集成到相互关联的、统一和协调的系统之中，使资源达到充分共享，实现集中、高效、便利的管理。系统集成采用功能集成、网络集成、软件界面集成等多种集成技术。系统集成实现的关键在于解决系统之间的互连和互操作性问题，它是一个多厂商、多协议和面向各种应用的体系结构，需要解决各类设备、子系统间的接口、协议、系统平台、应用软件等与子系统、建筑环境、施工配合、组织管理和人员配备相关的一切面向集成的问题。 系统组成 信息系统集成主要包括以下几个子系统的集成： (1)硬件集成 使用硬件设备将各个子系统连接起来，例如使用路由器连接广域网等。 (2)软件集成 软件集成要解决的问题是异构软件的相互接口。 (3)数据和信息集成 数据和信息集成建立在硬件集成和软件集成之上，是系统集成的核心，通常要解决的主要问题包括： ?合理规划数据和信息 ?减少数据冗余 ?更有效地实现信息共享 ?确保数据和信息的安全保密 (4)技术与管理集成 企业的核心问题是经济效益，使各部门协调一致地工作，做到市场销售、产品生产和管理的高效运转，是系统集成的重要内容。 (5)人与组织机构集成 系统集成的最高境界，提高每个人和每个组织机构的工作效率，通过系统集成来促进企业管理和提高管理效率。 系统特点
系统集成能够最大限度地提高系统的有机构成、系统的效率、系统的完整性、系统的灵活性等，简化系统的复杂性，并最终为企业提供一套切实可行的完整的解决方案。 系统集成的本质就是最优化的综合统筹设计，一个大型的综合计算机网络系统，系统集成包括计算机软件、硬件、操作系统技术、数据库技术、网络通讯技术等的集成，以及不同厂家产品选型，搭配的集成，系统集成所要达到的目标-整体性能最优，即所有部件和成分合在一起后不但能工作，而且全系统是低成本的、高效率的、性能匀称的、可扩充性和可维护的系统。 数据量高速膨胀、网络异构化程度加深，加剧了数据的破碎性。企业拼合失落的“数据碎片”需求的升温，让企业数据集成演变为一个独立的、跨越式的技术门类。 与我们熟知的“信息孤岛”相比，“数据孤岛”形容的是IT环境中最基本元素—数据的 离散状态。毋庸置疑，数据是企业最重要的信息资产，但是在现实环境中，企业数据往 往会因天然的业务分隔或行政分划，或者是IT应用复杂性的增加而驻留在不同的应用程序、数据库和遗留系统中。如何把不同来源、格式和质量的数据通过逻辑或物理的方法 集中起来，实现企业级数据的全面共享，进而为企业决策等高级应用提供支持，提升数 据资产的价值，是数据集成技术肩负的使命所在。 除了集中企业内部分散的业务数据之外，数据集成还能够在并购、分拆等商业行为 发生时充当IT边界变更后企业数据的“黏合剂”。对于现阶段频繁发生的企业并购行为而言，数据集成能够帮助这些企业在短期内实现应用整合。 以苏格兰的哈利法克银行和苏格兰银行合并为例，由于专注的金融服务领域具有明 确的互补性，两家银行的结合被业界广为称道。但是要合并两家银行信用卡业务系统中 的6亿份数据记录却是件异常艰苦的工作。为了实现信用卡业务数据合并的目标，两家 银行启动了持续性的集成操作。首先，哈利法克银行将其核心信用卡应用软件从First Data Resources平台迁移到EDS平台；然后，利用甲骨文和Business Objects建立一 个简单的报表数据库，并对3亿份记录进行了数据更新；最后，运用Informatica PowerMart套件所提供的ETL（抽取、转换和装载）功能建立新的数据库，并将剩余的 3亿份记录添加其中。整个过程仅历时四个月，数据集成工具所提供的自动化建模、多数据源导入特性使合并工程的效率大幅提升。 多维度技术视角 数据集成与BI（商业智能）、数据库、数据仓库技术存在紧密的联动关系，同时它也被认为是能够提升企业业务响应能力的关键技术之一。由于数据集成对业务敏捷化的 关键支持能力，使其正在成为促进不同应用间协同的基本保证。要给“数据集成”下一个定义并不容易，对于具有不同技术背景、不同知识体系的人而言，其概念的差异性明显。
乡镇建设美丽乡村典型经验交流材料 凝心聚力，打造和谐美丽新 各位领导、同志们： 根据会议安排，现将我乡村美丽乡村建设情况做如下汇报： 一、基本情况 乡地处皖浙交界，与接壤，面积平方公里，辖村社区，人口万余人。美丽乡村建设试点村村位于我乡南部，是一个竹产业支撑型的新农村建设示范村，全村总面积平方公里，总人口3405人。近年来，我乡始终坚持以“ 争创省级新农村示范乡、打造最宜居住乡村”统揽全局，立足于乡域特色，认真谋划新农村建设总体思路，把握重点、强化措施、狠抓落实，扎实有序地在全乡各村开展了新农村建设。试点村村扎实推进美丽乡村建设，实现了“三新一带动”，即全村竹产业新发展，农民生活新提高，村容村貌新变化，美丽乡村建设取得初步成效。 二、主要做法 （一）成立组织，加强领导 一是乡党委、政府高度重视，加大扶持、指导和规范，成立了由乡党委书记、乡长任组长的美丽乡村建设领导组，分管领导任常务副组长，并驻村指导组织实施；二是从政府各部门抽调精干力量组建了美丽乡村建设办公室，充分调动各方面力量为美丽乡村建设提供服务；三是明确了村两委人员的工作职责，建立了村组户三级网络。现我乡已初步建立“政府指导，村组主导，全民参与”的美丽乡村建设发展机制。 （二）明晰思路，科学规划 一是按照县委、县政府的发展要求，结合村的村情，通过多次会议讨论和调查研究，并带领经充分论证后明确村美丽乡村建设的目标：“争创全省一流，打造4a旅游景区”，并把发展乡村旅游作为村的可持续发展目标来抓。二是按照规划先行的原则，依托村文化生态资源的优势，先后编制了三个层次的规划：首先聘请专家编制了高起点的《村美丽乡村建设总体规划》；尔后聘请专家编制了具体的景观节点开发、建设及保护性规划；围绕打造“三a”旅游景区目标，组织编制《村旅游发展建设总体规划》。同时，我们十分注重规划的权威性，严格按规划办事，将规划落到实处。 （三）完善机制，开拓创新
工程项目建设管理经验交流材料 工程项目建设管理经验交流材料 文章标题：工程项目建设管理经验交流材料 **公路**至**段工程项目建设，在省交通厅、省高速公路建设局及**市交通局的关怀领导下，在各有关部门的支持配合下，经所有参建单位的共同努力，目前，已完成工程总工作量的66。 一、工程项目概况 **公路**至**段工程项目，全长53.15公里。其中：主线全长50.24公里，采用一级半幅公路标准建设；路基宽度12米；支线全长2.91公里（镜泊乡支线2.56公里，水产养殖场支线0.35公里），采用一般三级公路标准建设，路基宽度8.5米。 全线路基土石方271万立方米，防护工程圬工体积10.6万立方米，原设计路面采用沥青混凝土，因沥青涨价及货源紧张，经省高速公路建设局组织专家论证，省交通厅于20xx年6月22日以黑交发〔20xx〕226号文件批复，将原沥青混凝土路面改为水泥混凝土路面。 全线新建大桥1,413.84米/3座，中桥323.04米/5座，小桥229.2米/8座，涵洞85道；全线设交叉道64处，其中与三级公路交叉12处，与大车道交叉52处。设收费站一处。 工程建设用地132.3公顷。其中：耕地19.2公顷，林地108.9公顷，其他用地4.2公顷。 建设资金来源及构成：本项目概算总金额为48,723万元，其构成为：1、交通部8,800万元，2、开行贷款6,270万元，3、地方筹资33,653万元（其中：波兰贷款2,850万美元，约23,000万元人民币，其余10,635万元为国内商业银行贷款）。 标段划分情况：本工程共分为14个标段。其中：路基标段6个，桥梁标段3个，路面标段2个，房建标段1个，机电标段1个，监理标段1个。 建设总工期为36个月，20xx年10月18日开工，计划20xx年9月30日完工交付使用。 基本建设程序，按公路工程建设项目规定，严格履行了逐级申报审批手续，批文按要求进行了立卷归档。 二、工程进展情况及目前存在的问题 （一）工程进展情况 截止20xx年8月26日，全线路基土石方已基本完成（除因山体滑坡段K26 300～K28 285改线段外），路基工程经检测合格后，均已交给了路面施工单位进行了路面下基层施工；涵洞工程基本完成；中、小桥已完成桥面铺装50；红岭高架桥11号块已经浇筑完毕；复兴泡大桥95片梁板，已预制完成84片尚差11片，已架梁70片；路面下基层施工已完成58,300㎡，占总量的11；防护工程已完成总量的25。今年开工以来完成工作量5,380万元，累计完成工作量32,159万元，占概算投资的60。 （二）目前存在的问题 一是本项目地方筹集资金大部分是引进外资（韩国政府贷款），因出现变化改为引进波兰贷款，致使工程建设资金短缺，影响制约了工程进度。
财政性投资项目管理经验交流材料XX年底以来，xxxx县坚持把创新制度建设作为加强财政性投资项目管理的抓手，着力完善和认真落实科学、民主、高效的项目决策和组织实施程序，财政性投资行为进一步规范，财政资金使用效益进一步提升，公平公开公正的项 目投资环境逐步形成。截至XX年11月底，完成项目财政评审179个、招标核准46个、结算审计46个，三个环节共节减建设资金 1.2亿元，审减率达20%以上。 一、强化制度设计，操作程序更加规范严密。 针对过来项目管理制度不够完善，预算评审环节缺失、招标投标流于形式、工程量增减随意、项目资金被挤占挪用等现象时有发生的问题，县委、县政府在借鉴外地先进经验、广泛征求部门意见基础上，研究出台财政投资评审管理暂行办法、招标投标管理办法（试行）（以下简称“两个办法”），并专门设立县财政投资评审中心和县政府投资审计中心，调剂9个专业技术人员编制，加强项目关键环节管理。一是严把财政评审的前置关。把财政投资评审报告作为预算控制、工程招标、资金拨付、办理财务决算的依据，严格实行先评审、后核定预算，先评审、后招标采购，先评审、后办理拨款，先评审、后批复决算，先评审、后移交资产的“五先五后”制度。实施预算评审后，送审各类项目资金4.94亿元，审减资金4483万元，审减率达9.1%。二是严把招投标的公正关。对规模以上项目，一律实行招标方
案必须由发改部门核准、监察部门备案，评标和定标必须由专家委员会执行，招标过程必须由监察、发改、财政、审计和行政主管部门监督，项目合理定价必须由业主单位提出、县政府按规模分层级合理下浮的“四个必须”制度；对规模以下项目，业主单位自行研究招标方案一律实行决策过程必须有纪检监察人员在内的2/3以上单位班子成员参会，必须经80%以上参会人员同意，必须由县政府分管领导审批的“三个必须”制度。今年来，先后核准招投标项目46个，其中公开招标35个、邀请招标11个，公开招标投资额占总投资额的86.5%，同比增长69.1%。三是严把审计结算的免疫关。对所有财政性投资项目，严格实行必须办理竣工结算审计方可支付尾款和强化项目设计变更跟踪审计、工程量签证跟踪审计的“一个必须、两个跟踪审计”制度，较好地发挥了审计“免疫系统”功能作用。今年来，共对46个项目进行竣工结算审计，送审资金2.9亿元，审减资金2816万元，审减率达9.7%，特别是对南山学校项目的跟踪审计，节约建设成本近200万元。 二、坚持集体决策，利益约束更加动真碰硬。 将财政投资的专项资金、政府性基金、政府性融资、政府采购、外资外援、bt等项目全部纳入集体决策范畴，科学有效管控项目利益。一是锁定核心利益不含糊。财政评审过程中，评审中心会同业主和主管、监督单位，共同会商项目效益，重点核实项目工程量、单价定额等涉及核心利益事项。XX年，该环节仅调整工程量、核定单价定额就
推行精细化管理全面提升项目管理——四公司成绵乐项目部项目管理经验交流材料 根据集团公司开展“项目管理效益年”活动的要求，我项目部在优化施工方案、细化过程控制、整合有利资源、拓展创效领域等各个方面推行精细化管理。项目综合管理水平得到提升。下面，就本项目的工程施工总体状况及推行精细化管理、加强项目管理等方面的主要做法汇报如下。 一、工程施工总体状况 我工区施工管段全长5.47km，主要工程数量有：特大桥5座，大桥1座、市政公路改造下穿框架桥1座，铁路框架桥、框架涵、盖板涵、圆管涵、倒虹吸等小型结构物24座，正线路基3.243km。今年四月份，我工区新增了东南半环的施工任务，成绵乐正线里程范围为D2K161+565～D2K164+960，主要包括大桥1座，中桥3座，区间路基0.73km，站场路基2.66km和南站站场改造等施工任务。 通过优化资源配置、科学组织施工，目前我单位共完成产值6.7亿元。在重难点及关键节点工程施工中，继2010年度取得了动车所、抬落道、门式墩三大战役的胜利后，2011年上半年，我们又在成洛大道改造工程、牛龙路三线桥悬灌梁施工、成绵乐正线框架桥施工、东南环线府河大桥临建等多项重点、难点、节点工程中取得了突破、塑造了亮点、树立了形象。 在攻克难点、突破节点、加快进度的同时，高标准保证质量，精细化控制成本，严要求确保安全，全面化追求效益。项目成本控制较好，集团公司成绵乐指挥部、四公司后方机关对我单位的成本管理工作给予了充分认可和高度评价；安全防范到位，无任何安全事故发生；在动车所、门式墩、悬灌梁、东南环线府河桥等重要形象工程中创出
了质量亮点。并被建设单位授予2010年度成绵乐客运专线标准化项目部和标准化架子队荣誉称号。 二、推行精细管理，追求最大效益的主要做法。 如何在保证正常施工的同时，提高项目创效水平，处理好进度与效益、质量、安全的矛盾，最终达到工期可控、安全平稳、质量优良、效益最大的目标，是工程项目管理的核心内容。针对这一核心，我单位时刻把完全成本管理作为项目管理的中心工作，始终抓住成本控制的主题，推行全方位、全过程、精细化、持续化的责任成本管理。并注重在“人本管理”上讲和谐，在“核算业务”上求严密，在“方案预控”上求深入，在“资源整合”上重互补，在“过程控制”中求精细，拓展成本控制领域，提高项目创效能力。总结我们的做法，主要体现在以下四点。 （一）树立“大团队”观念，依靠团队管项目。 “思路决定出路，观念决定行动”。在本项工程建设中，我们工区项目部作为一个上受局指挥部直接领导，下对各架子队直接管控的“中间团队”，如何发挥我们工区这一层“承上启下”的作用，对上服从安排、抓好落实，对下积极引导、提高效率，全面深入细致的抓好成本管理，是我们推行精细化管理首要解决的问题。在这一问题上我们树立了“大团队”观念，这个团队既包括局指挥部这一“上层团队”，也包括工区项目部这一“中间团队”，还包括现场架子队这一“一线团队”，整个团队的目标和利益是一致的，都是在保证安全、优质、高效的前提下实现效益最大化。基于这种团队观念，我们对局指挥部坚持“绝对服从但不依赖，完全配合处处主动”的工作态度，对劳动层架子队推行“本级化、人性化、服务化”的管理模式，对本级管理人员实行“人文关怀、岗位锻炼、考核奖励”的激励机制，确保了这个“大团队”的和谐、和睦、团结，充分发挥了整个团队的潜能。