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An overview of policy and practice for ICT-supported learning in Europe

An overview of policy and practice for ICT-supported learning in Europe. Lutz Laschewski University of Rostock, Germany. Outline. Structure of rural areas and the rural economy ICT usage Institutional context of Continuous Education and Training

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An overview of policy and practice for ICT-supported learning in Europe

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  1. An overview of policy and practice for ICT-supported learning in Europe Lutz Laschewski University of Rostock, Germany

  2. Outline • Structure of rural areas and the rural economy • ICT usage • Institutional context of Continuous Education and Training • Policy mechanism to promote ICT supported CET

  3. Structure of rural areas • Structure, significance and economic situation of rural areas vary widely between European Countries • SMEs are integrating the vast majority of the labour force and are generating large parts of national gross value added of rural economies • Technological infrastructure is very differently developed between countries, between urban and rural areas and in between rural areas

  4. ICT usage • Uneven provision • Large businesses in general seem to have developed ICT based CET for their employees • Small and in particular micro-businesses are less commonly targeted by ICT based training courses • Supply differs according to sector and region • Formats • Integrated approaches (blended learning) are very common • Increasing diversity

  5. Institutional context • ICT supported CET is a complex policy arena • Overlapping competencies by multiple actors (Economics, Education, Social Affairs, Regional Policies, Agriculture, Central/Regional Administration etc.) • Rural areas are rarely targeted by specific policies • Need but also a lack of coherent strategies • Variety of policy mechanism have been applied

  6. Best practice examples • Access • Provision of affordable technical infrastructure (broadband) • Basic Skills • Content Development • Dissemination of course information

  7. Challenges • Remaining technological infrastructure gap in some rural areas/countries • Usage of internet is growing rapidly • Application of ICT in the field of training and education are still rare • Access: Social rather than technological barriers • Content development, didactics and methodologies • Wider political strategy that considers technological, social and economic dimensions is required to serve the needs of rural SMEs and their employees

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