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1. MeC MAP: Mapping e-Learning in a Multicultural Europe Summary Findings by Partners This project has been funded with support from the European Commission.This publication [communication] reflects the views only of the author, andthe Commission cannot be held responsible for any use which may be made ofthe information contained therein Disclaimer:

2. Key issues • Leonardo reference project addressing potential contribution of e-learning to vocational training in enlarged Europe • The need for European workplace learning to take account of the cultural diversity of its workforce • The need for small businesses to be able to use innovative technologies to access global markets • Target audiences: employers and employees in small businesses, e-learning and web developers, training co-ordinators and public administrators in the public and private sectors

3. MeCMAP Partners • United Kingdom: • eNovate Knowledge Span - e-learning consultancy, Margate, Kent • Marchmont Observatory – research unit, School of Education, University of Exeter • Germany: • WTA - private sector language training company, Rostock • Portugal: • CCG - innovative computer systems developers, Coimbra • Slovakia: • Metodicke Centrum - national teacher training agency, Banska Bystrica • Finland: • AKOL- adult educators trades union, Turku

5. Country Findings (1) • Lifelong learning priorities: • Policies reflect widening participation in learning, raising the levels of skills in the workforce, improving employer engagement and raising standards (UK). • Stronger links between initial education and continuing training, increasing flexibility and pathways between qualifications systems, and responding to the needs of a mobile workforce (DE). • Policies aim to clarify the relationships between skills, training and employability, where flexibility is key to adaptability and responsibility in the workforce (PT). • Focus on formal recognition of life experiences in lieu of qualifications, strengthening links between education and work and increasing participation in the labour market to enhance social inclusion (FI). • Improving links between formal and non-formal qualifications to overcome traditionally separate financing support: flexible training is important to promote labour market participation (SK).

6. Country Findings (2) • ICT / eLearning in education and training: • e-learning strategy targets young people and highlights personalised learning, individual tutor support and training, online advice and infrastructure development (UK). • Information society planning promotes equal access to ICT and training for disadvantaged groups, alongside related initiatives in eGovernment, eHealth, e-learning and the digital economy (DE). • Awareness of e-learning is linked to infrastructure improvements, with a need for greater integration of ICT and e-learning pedagogy and skills into existing education and training systems (PT). • National government recognises the contribution of innovative technologies to the economy and is investing heavily in reforms to infrastructure, access, training, research and content development (FI). • State-led reforms include compulsory qualifications in ICT skills as part of secondary level educational competencies, improving school facilities, eGovernment developments, and targeted training for the unemployed and less developed regions (SK).

7. Country Findings (3) • Work based learning priorities: • Although policy aims to encourage the use of work-based e-learning, most Government support to date has concentrated on content and infrastructure for formal learning in schools rather than businesses (UK). • A Government action programme aims to encourage and support innovative and flexible training for professional development in businesses (DE). • e-learning is under limited development in universities and selected industrial sectors to illustrate its utility, but employers believe staff prefer traditional training methods (PT). • Training using e-learning to promote labour market participation is free to the unemployed, and delivered at vocational training centres and in the workplace by training providers; for migrants, language training and completion of basic national education is provided (FI). • Traditional divides between state funded education and privately funded training have still to be overcome; employers have few incentives to invest in vocational education and training (SK).

8. Research Findings • Methodologies used: • Literature research, theoretical and relating to the practical outcomes of the project, utilising internet and published sources. • Sector based surveys, interviews and focus groups with international experts and potential database users. • Case studies of good practice highlighted by successful European e-learning projects • The design and development of databases adapted from existing selection criteria and flowcharting procedures • The adaptation and development of appropriate mapping and evaluation tools, particularly the geographic combination of selected socioeconomic data

9. R&D framework (1) • Defining multiculturalism: • Resource based, emphasis on content: • Readily transferable e-content • Principles to make e-content transferable • Any content designed for transnational use • Services based, emphasis on process: • Multicultural training to enable people to work in different cultures • Multicultural training to enable people to work • with people from other cultures

10. R&D framework (2) • Defining e-learning*: • Does it deliver e-learning through multimedia or networked technology? • Does it engage the learner in reflection and/or interaction leading to the development or increase of: knowledge, skills, identity, attitudes or beliefs? • Does it facilitate access to resources, services, remote exchange or collaboration? • *Source: EU Commission e-Learning Action Plan

11. Geographic Information • Dimensions of multiculturalism according to population variations: • Linguistic (particularly translated resources) • Social • Technical • Educational • Economic • Geographical • Political

12. Interactions in Multicultural e-Learning Resources & Services • [Linguistic People-based in Places-based in [Technical • Social multicultural teams multicultural settings Political • Educational] Geographic] • Locally originated e-content Transnational e-content • Principles to make e-content transferable

13. EU Projects: Good Practice Findings • Respective organisations were skilled and involved in multicultural e-learning processes • Projects focused on integrating immigrants into their respective countries, so were experienced with multiculturalism and / or e-learning practice - developing targeted training material for those entering a new country, some illiterate • Sustainability had been integrated into projects from the start • Dealing with multiculturalism had deepened projects’ awareness of multiculturalism and multicultural tolerance by the audience • Most respondents were able to provide information on continuing uptake of their training materials after projects had ended • All respondents confirmed that project goals had been achieved and that projects had been very useful for partners and audience • Databases were considered an innovative (and as yet unproven) method of illustrating multicultural e-learning.

14. Socioeconomic Data

15. Top Level Findings • There are only very limited sources across all datasets combining e-learning, multiculturalism and SMEs. • Slightly more has been available within formal education programmes although these do not tend to relate to small business environments • European models should look to the US and Australia to guide development of the field, as these countries have had greater experience of integrating multicultural audiences into their public services.

16. Selected findings (1) • More work is needed to investigate the use of multicultural e-learning in workplace contexts • SMEs across Europe share training needs in: foreign languages, business communications and administration, export and marketing • Multicultural competences for e-learning reflect national and regional perspectives of needs • European definitions of qualifications tend to be based on formal learning, whereas competence based approaches relate more to informal learning and include knowledge, skills and attitudes. • Government and teachers’ organizations play a vital role in shaping teachers’ professional development

17. Selected findings (2) • Investigation of US and Australian workplace experience and practice in multiculturalism would be useful • Further use should be made of existing resources in large organisations and universities with a view to their transfer into the workplace. • Intercultural transferability of the resources was important to cater for differing country perceptions of multiculturalism. • Experts consider the most important criteria for developing multicultural e-learning competencies to be culture, vision, innovation, human resource practice and strategic policies.

18. Selected findings (3) • Deriving common keyword terminology was a significant step forward in developing a unifying multicultural approach • MeC MAP datasets help to provide a vocabulary for an emerging European grammar of multiculturalism. • Very few resources bring e-learning and multiculturalism together practically for group • MeC MAP underlines the importance of multiculturalism for European business survival. • Multicultural considerations should enter diversity planning at an early stage as with other special needs groups.

19. Selected findings (4) • Transferability focuses on learning methods within a culture, learning in multilingual societies, varying ICT skills and learning experiences. • Considerations of language, team working, context and age of users need to be built into design. • Existing principles in multicultural education are transferable into online environments. • Multicultural features in e-learning material include multiple languages and alphabets, types of assessment and group working methods • Data is patchy on the enlarged Europe (EU25) • Scattered data relating to e-learning and multiculturalism reinforces the need for a central access point such as MeC MAP.

20. Recommendations • That operational definitions of both multiculturalism and e-learning be derived to promote terminological compatibility, transferable terms of reference and greater coherence. • That within a coherent transnationalterminological and operational framework, diversity of workplace practices be celebrated and supported as a key business parameter. • That different cultural practices in a diversified work environment be recognized, and measures be taken to reduce culturally disconnected practices. • That a robust theory of workplace e-learning is needed to recognise the inter-relationships of people, technology and pedagogy with learning, and define added value in a mixed economy of educational and training practices. • That mechanisms be established to encourage: (i) the transference of good practice between existing educational and training sectors, and (ii) the development of new organisational structures that transcend boundaries.