elearning_label_training_and_work
Artikler
e-Learning for e-Inclusion: Promoting digital literacy for disadvantaged people
17 November 2002
e-Learning can make a major impact for social inclusion. It provides access to education and training opportunities for all, in particular for those who have access problems for social, economic, geographic or other reasons.
ICT offers possibilities of transforming the learning paradigm and bringing knowledge to those who have not earlier been able to participate in education. eLearning can also play a significant role in implementing the concept of flexible and individualised learning, answering individual education needs, and avoiding the limitations of current systems, based mainly on pre-defined options.
Disadvantaged people must not be left behind - as an essential element of life-long learning, digital literacy is also needed by those neither in employment, nor in education. Frequently standard ICT courses will not attract them as they are offered in an environment that they would not enter, because they are too costly, or because the curricula does not fit to their special training needs.
The challenge concerns not only IT training for jobs, but also very basic knowledge. People at risk of social exclusion, and more in general,
technologically shy late-adopters, should learn how to use the Internet and on-line services. The current situation indicates room for improvement.
The lack of basic competence can be a psychological barrier to take the very first step even for those who could afford Internet-access. The high number of non-users that believes that the Internet is too complicated underlines this. Thus, it is important to address these people in an accustomed environment or in "neutral" surroundings which are not related to education or training. It is also important that trainers understand their specific learning problems.
For people less familiar with technical adaptation, it is also essential to be trained in a practical way targeted to their specific needs, rather than receiving a systematic and technical introduction. Initiatives should focus on the simple use of applications that improve the standard of living, such as basic competence for on-line public services.
Further, the specific needs of persons with disabilities need to be considered.
Certificates are clearly an incentive for learning and are a proof of skills valuable for jobs. This is particularly the case if the certificate is widely recognised like the European Computer Driving Licence (ECDL). As this may be too comprehensive for some, ECDL Ireland Ltd has also developed a simpler on-line test for late adopters.
Pooling teaching competencies by a network of learning centres proves to be an important way to spread digital learning facilities at large scale, including disadvantaged areas which might otherwise not have access to appropriate training tools.
This text is a fragment, corresponding to chapter 2.3, from the Document "eInclusion. The Information Society's potential for social inclusion in Europe", adopted in september 2001 as a European Commission Staff Working Oaper.
Disadvantaged people must not be left behind - as an essential element of life-long learning, digital literacy is also needed by those neither in employment, nor in education. Frequently standard ICT courses will not attract them as they are offered in an environment that they would not enter, because they are too costly, or because the curricula does not fit to their special training needs.
The challenge concerns not only IT training for jobs, but also very basic knowledge. People at risk of social exclusion, and more in general,
technologically shy late-adopters, should learn how to use the Internet and on-line services. The current situation indicates room for improvement.
The lack of basic competence can be a psychological barrier to take the very first step even for those who could afford Internet-access. The high number of non-users that believes that the Internet is too complicated underlines this. Thus, it is important to address these people in an accustomed environment or in "neutral" surroundings which are not related to education or training. It is also important that trainers understand their specific learning problems.
For people less familiar with technical adaptation, it is also essential to be trained in a practical way targeted to their specific needs, rather than receiving a systematic and technical introduction. Initiatives should focus on the simple use of applications that improve the standard of living, such as basic competence for on-line public services.
Further, the specific needs of persons with disabilities need to be considered.
Certificates are clearly an incentive for learning and are a proof of skills valuable for jobs. This is particularly the case if the certificate is widely recognised like the European Computer Driving Licence (ECDL). As this may be too comprehensive for some, ECDL Ireland Ltd has also developed a simpler on-line test for late adopters.
Pooling teaching competencies by a network of learning centres proves to be an important way to spread digital learning facilities at large scale, including disadvantaged areas which might otherwise not have access to appropriate training tools.
This text is a fragment, corresponding to chapter 2.3, from the Document "eInclusion. The Information Society's potential for social inclusion in Europe", adopted in september 2001 as a European Commission Staff Working Oaper.
Artikler
Female participation in Internet is higher in Eastern Europe than in Western countries
14 November 2002
In Europe, the gender divide has its own geography and Eastern and Central European countries are better placed than Western and Nordic Europe from a workforce (and "ICT gender") point of view.
The Cisco Learning Institute is conducting surveys throughout Europe under its Gender Initiative. Several of these surveys reveal a level of female participation in Internet networking professions of about 9.7% in Central and Eastern European countries, much higher than the 6.1% for Western Europe and the 5.8% in the Nordic zone, regions traditionally considered more advanced in equal opportunity policies. These results can be attributed to the communist heritage of Eastern countries, where there is a tradition of using the full potential of the labour force, including women. In fact, women have maintained a long tradition of working outside the home. Moreover, traditionally women have comprised a large percentage of the technical workers, scientists and engineers in these countries. Women have also completed high levels of education in the Eastern European countries, where there exists an abundance of technical schools making this type of study more accessible. Nonetheless and despite its more advantaged situation, gender education problems also arise in Eastern Europe.
Artikler
European research on e-learning technologies - an historical perspective
14 November 2002
· First systematic research on ICT for Education and Training on European level started with the programme DELTA (Developing European Learning Through Advance) in 1988, which was part of the second Framework Programme (FP2, 1988-1990). Delta supported 30 projects involving over 200 organisations with a total budget of 20 million Ecu.
·The Telematics for Flexible and Distance Learning programme (FP3, 1990-1994) covered 30 projects and 10 studies carried out by more than 200 participants. The total budget was 62 mio. Ecu.
· Within FP 4 (1994-1998), the Telematics Applications programme focused on research and development of tools and applications specific to teaching and learning (86 projects, about 700 participants, EUR 100 mio.), and the ESPRIT programme had a particular call on “IT for learning and training in industries” (17 projects, about 150 participants, EUR 17 mio.).
· The Educational Multimedia Task Force was set up 1995-2001 with the mandate to analyse the status of educational multimedia in Europe, estimate market potential and propose courses of actions and led to joint calls resulting in 46 projects from about 425 participants (EUR 49 mio.).
· Research on education and training applications has been one of the most popular aspects of the IST Programme (FP5, 1999-2002). It has so far funded around 90 projects with a total budget of almost EUR 140 mio., covering innovative technologies, systems and services, infrastructures and applications for schools, universities and training settings (including lifelong and non-formal learning). Under the Multimedia Content and Tools Key Action (KA3), a number of action lines have been allocated wholly to research into education and training technologies:
1999
The action line Open Platforms and Tools for Personalised Learning supported the development of tools and systems enabling education and training centres, companies or service providers to implement and maintain integrated learning services based especially on re-usable learning objects. It also provided a very much needed strong European contribution to international standardisation.
The Flexible University had the objective to integrate and demonstrate emerging technologies for the flexible university of the future through experiments. Moreover, the idea of Virtual Campus has been further developed in this framework.
Projects under Advanced Training Systems looked to develop and demonstrate new ways for improving the future training of the workforce, building on new approaches enabled by emerging technologies.
2000
School of Tomorrow aimed at improving quality and accessibility of learning at primary and secondary school level through embedded IST, in particular addressing knowledge and skills required by future citizens of the information society.
The Learning Citizen focused on new IST-based approaches for enhancing and facilitating lifelong learning for individuals outside formal education and training settings, including the potentially socially excluded.
The Take up measures Trials and Best Practice Addressing Advanced Solutions for On-the-job Training in SMEs concentrated on the adoption of technology-based solutions and services enabling the whole lifecycle of on-the-job training services in SMEs, including development of sustainable business models.
2001
The Self-learning for Work projects aim to empower individuals to define, procure and manage their learning for work, in response to rapidly changing organisational, business and employment needs. The research is evaluating the added value of the new ways of learning and its socio-economic impact.
eLearning Futures provides increasing insight into next generation e-learning systems and services, leading to enhancement of human learning and cognitive processes through experimental, longer term research.
eLearning for European Youth in a Digital Age pulls together a critical mass of various key actors, to develop and perform large-scale validation of novel ICT-based systems and services at a trans-European level, for improving e-learning in schools and higher education institutions.
2002
KA3 Specific Support Measures are accompanying measures or thematic networks working on the aggregation of the results emerging from research funded under FP5. They assist in documenting and disseminating these results widely so as to improve knowledge and best practice sharing and to accelerate technology take-up and roll-out, across Europe.
Preparing for Future Research Activities addresses accompanying measures or thematic networks preparing for RTD roadmaps and exploring collaborative schemes that can be implemented using the new instruments of the next Framework Programme.
The action line KA3 Pioneering Research includes RTD, demonstration and combined projects laying out the foundations of the future provision, access and management of knowledge and contributing to the development of advanced systems for multimedia digital content.
Key results
- Networks and applications to support collaborative learning and teaching in schools, universities and training centres (EUN/European Multimedia Schoolnet, LAB OF TOMORROW, etc.)
- Experimental services and applications for Virtual Universities (CUBER, CANDLE, VIRTUAL BLACKBOARD, etc.)
- Methods and tools to enhance and facilitate lifelong learning anywhere and anytime empowering individuals with personalised learning solutions (HERO, HOPE, FELLOWS, METACAMPUS, m-learning, MOBILearn, etc.)
- Advanced training systems to support professional training and to demonstrate the benefits of just-in-time and on-the-job training (ADAPT-IT, AGORA, DERIVE, ETUDE, etc.)
- Open and Interoperable systems and tools enabling education and training centres, companies or service providers to implement and maintain learning management services (ARIADNE, PED-CARE, UNIVERSAL, etc.)
- Human networks linking people and institutions disseminating research results and best practices. PROMETEUS – Promoting Multimedia Access to Education and Training in the European Society - involves more than 450 organisations and 1800 people.More information about
The Framework Programmes for Research and Development
The IST programme
Research projects in the field of Technology Enhanced Learning
·The Telematics for Flexible and Distance Learning programme (FP3, 1990-1994) covered 30 projects and 10 studies carried out by more than 200 participants. The total budget was 62 mio. Ecu.
· Within FP 4 (1994-1998), the Telematics Applications programme focused on research and development of tools and applications specific to teaching and learning (86 projects, about 700 participants, EUR 100 mio.), and the ESPRIT programme had a particular call on “IT for learning and training in industries” (17 projects, about 150 participants, EUR 17 mio.).
· The Educational Multimedia Task Force was set up 1995-2001 with the mandate to analyse the status of educational multimedia in Europe, estimate market potential and propose courses of actions and led to joint calls resulting in 46 projects from about 425 participants (EUR 49 mio.).
· Research on education and training applications has been one of the most popular aspects of the IST Programme (FP5, 1999-2002). It has so far funded around 90 projects with a total budget of almost EUR 140 mio., covering innovative technologies, systems and services, infrastructures and applications for schools, universities and training settings (including lifelong and non-formal learning). Under the Multimedia Content and Tools Key Action (KA3), a number of action lines have been allocated wholly to research into education and training technologies:
1999
The action line Open Platforms and Tools for Personalised Learning supported the development of tools and systems enabling education and training centres, companies or service providers to implement and maintain integrated learning services based especially on re-usable learning objects. It also provided a very much needed strong European contribution to international standardisation.
The Flexible University had the objective to integrate and demonstrate emerging technologies for the flexible university of the future through experiments. Moreover, the idea of Virtual Campus has been further developed in this framework.
Projects under Advanced Training Systems looked to develop and demonstrate new ways for improving the future training of the workforce, building on new approaches enabled by emerging technologies.
2000
School of Tomorrow aimed at improving quality and accessibility of learning at primary and secondary school level through embedded IST, in particular addressing knowledge and skills required by future citizens of the information society.
The Learning Citizen focused on new IST-based approaches for enhancing and facilitating lifelong learning for individuals outside formal education and training settings, including the potentially socially excluded.
The Take up measures Trials and Best Practice Addressing Advanced Solutions for On-the-job Training in SMEs concentrated on the adoption of technology-based solutions and services enabling the whole lifecycle of on-the-job training services in SMEs, including development of sustainable business models.
2001
The Self-learning for Work projects aim to empower individuals to define, procure and manage their learning for work, in response to rapidly changing organisational, business and employment needs. The research is evaluating the added value of the new ways of learning and its socio-economic impact.
eLearning Futures provides increasing insight into next generation e-learning systems and services, leading to enhancement of human learning and cognitive processes through experimental, longer term research.
eLearning for European Youth in a Digital Age pulls together a critical mass of various key actors, to develop and perform large-scale validation of novel ICT-based systems and services at a trans-European level, for improving e-learning in schools and higher education institutions.
2002
KA3 Specific Support Measures are accompanying measures or thematic networks working on the aggregation of the results emerging from research funded under FP5. They assist in documenting and disseminating these results widely so as to improve knowledge and best practice sharing and to accelerate technology take-up and roll-out, across Europe.
Preparing for Future Research Activities addresses accompanying measures or thematic networks preparing for RTD roadmaps and exploring collaborative schemes that can be implemented using the new instruments of the next Framework Programme.
The action line KA3 Pioneering Research includes RTD, demonstration and combined projects laying out the foundations of the future provision, access and management of knowledge and contributing to the development of advanced systems for multimedia digital content.
Key results
- Networks and applications to support collaborative learning and teaching in schools, universities and training centres (EUN/European Multimedia Schoolnet, LAB OF TOMORROW, etc.)
- Experimental services and applications for Virtual Universities (CUBER, CANDLE, VIRTUAL BLACKBOARD, etc.)
- Methods and tools to enhance and facilitate lifelong learning anywhere and anytime empowering individuals with personalised learning solutions (HERO, HOPE, FELLOWS, METACAMPUS, m-learning, MOBILearn, etc.)
- Advanced training systems to support professional training and to demonstrate the benefits of just-in-time and on-the-job training (ADAPT-IT, AGORA, DERIVE, ETUDE, etc.)
- Open and Interoperable systems and tools enabling education and training centres, companies or service providers to implement and maintain learning management services (ARIADNE, PED-CARE, UNIVERSAL, etc.)
- Human networks linking people and institutions disseminating research results and best practices. PROMETEUS – Promoting Multimedia Access to Education and Training in the European Society - involves more than 450 organisations and 1800 people.More information about
The Framework Programmes for Research and Development
The IST programme
Research projects in the field of Technology Enhanced Learning
Katalog
Benchmarking of Business Incubators
28 February 2002
A Report from the European Commission with the Support of CSES, February 2002
Katalog
European Training Foundation (ETF)
08 March 2007
The Foundation's mission is to contribute to the process of vocational education and training reform that is currently taking place within the European Union partner countries and territories.
Katalog
Education and Culture Directorate General (European Commission)
08 March 2007
This directorate organizes the big European educational and training programmes.
Katalog
Commission Staff Working Paper on eLearning Action Plan
28 March 2001
Guide to Related Programmes and Instruments, March 2001
Katalog
Employment and Social Affairs Directorate General (European Commission)
08 March 2007
The directorate takes care on several issues related to the raise of a modern, innovative and sustainable European social model with more and better jobs in an inclusive society based on equal opportunities.
Katalog
Entrerprise Directorate (European Commission)
08 March 2007
This directorate aims to address the entire business environment to enable enterprises to strengthen their competitiveness, grow and develop in a way that is compatible with the overall EU goal of sustainable development.
Katalog
Information Society Directorate General (European Commission)
08 March 2007
Charged with ensuring that Europe´s citizens, governments and businesses continue to play a leading role in shaping and participating in the global information society.