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ICT skills and life-long learningResults from the LAW project Outline1. Approach and focus2. Main findings: four theses 3. Implications for e-Inclusion
Empirical access • 14 exemplary case studies in DE, F, I, UK • Basis: document analysis and interviews • Objective: analysing and showcasing best practice Two specific topics • ICT qualification for unemployed • Broadening digital competence for disadvantaged groups Underlying research question • How can eLearning have a share in reducing digital divide?
The 14 eLearning initiatives (I) France • APP network (‘ateliers de pédagogie personnalisée’) • Bus ‘Cyber@njou’ • Qualifying ‘outside the wall’ • Certificate ‘Surfing the Internet’ (Naviguer sur Internet) Germany • ‘Citizen go online’ city initiative Esslingen • Woman’s Computer Centre Berlin (FCZB) • Job Promotion Centre Essen (Bfz)
The 14 eLearning initiatives (II) • Italy • Giano project (Lazio) • IT emancipation project • FADI project (Lombardy and Abruzzo) UK • ‘Learndirect’ • ‘UK online’ centres • ‘Age Concern’ • Lambeth eLearning Foundation
Main findings I ►eLearning most effective if related to real matters • Still IT training mainly consists of ‘plain’ computer courses • Dealing with real existing problems much more successful • Effective means are i.g. : • Working on a company’s real project • Combining basic ICT skills and language training for immigrants Example:Volunteers‘ advice and support at ‘citizen go online’ project
Main findings II ►Successful eLearning is adapted to regional particularities IT training: • must precisely follow current qualification demand • requires continuous liaison with regional players (‘first-hand information’) • must anticipate developments in regional work force demand Successful IT training is part of regional network Example:Initial ‘assessment of demand’ phase at Giano project
Main findings III ►eLearning must incorporate individuals’ preconditions and experience • no ‘clean sweep’ approach like: ‘let’s all start from the very beginning’ • Everyone brings along specific competences and experiences • True origin of ‘self-learning’: having opportunity to learn specific subjects (not only freedom of time and place) Example: twodecade’s successful work of APP network (pédagogie personnalisée)
ICT SKILLS AND LIFE-LONG LEARNING Main findings IV ►eLearning needs assistance: ‘blended learning’ • Pervades all reports: balanced combination of IT based and classroom training is key to success • Hotlines and online tutorials do not replace vis-à-vis communication • In particular eLearning targeting at disadvantaged groups do require high share of personnel teaching Example:Evaluation study on ‘Learndirect’ emphasizes tutors’ crucial importance especially for beginners
ICT SKILLS AND LIFE-LONG LEARNING Conclusions ► Withdraw from public funding of eLearning initiatives to be observed ► High funds being spent for eEurope action plan and other national IT and eGovernment strategies, but mainly for technical infrastructure ► Providing eLearning possibilities more important than ever ► Shift e-Inclusion policy from ‘access for all’ to ‘skills for all’ ► If digital divide still political concern, ongoing support of initiatives empowering people to overcome digital divide necessary