New reports, covering the latest research on technological competences and their use in education, were recently released from the Institute of Prospective Technological Studies (IPTS). Two more reports on the use of ICT for innovation and learning will be published soon.
The IPTS is a scientific institute of the European Commission’s Joint Research Centre. Its research focuses on the links between technology, economy and society. These recent and upcoming publications are well-researched contributions to the open education field.
Mapping and Analysing Prospective Technologies for Learning: Results from a consultation with European stakeholders and roadmaps for policy action. What technologies will be crucial for learning and innovation in the next 5-10 years? This report identifies eight technology clusters and suggests strategic roadmaps to capitalize on the opportunities these technologies offer.
DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Following a wide stakeholder consultation, this final report of the DIGCOMP study sets out a framework for the development of digital competence.
The Use of ICT for the Assessment of Key Competences. This report discusses the current trends in ICT for learning and assessment. It features some of the recent innovations in methods of assessment.
Take a sneak peek at these two additional reports on ICT for innovation and learning. The full documents will be available in the next few weeks.
Commission President José Manuel Barroso called on Europe's digital businesses, governments, training and education sectors to join a Grand Coalition for Digital Jobs to address up to 900 000 job vacancies expected to exist in Europe in Information and Communication technologies (ICT) by 2015. Despite the current levels of unemployment, the number of digital jobs is growing by more than 100 000 per year. Yet the number of fresh ICT graduates and skilled ICT workers is not keeping up.
Vice-Presidents Neelie Kroes (Digital Agenda) and Antonio Tajani (Industry and Entrepreneurship) and Commission members László Andor (Employment, Social Affairs and Inclusion) and Androulla Vassiliou (Education, Culture, Multilingualism and Youth) also attended the launch of the Grand Coalition held today in Brussels, which is part of the Commission's drive to make Europe more competitive.
President Barroso said: "The Grand Coalition we launch today is an essential part of getting Europe's economy back on track and finding jobs for some of Europe's 26 million unemployed. I applaud those companies who have signed up today. If, together, we can turn the tide and fill the growing number of ICT vacancies, we will see a much wider impact across the whole economy. We want to empower Europeans to fill the jobs that will drive the next ICT revolution."
Europe cannot afford to leave employment opportunities like this unexploited. Today's announcement builds on the groundwork laid by Vice President Kroes in collecting initial pledges on new jobs, internships, training places, start-up funding, free online university courses and more from technology companies, governments, educators, social partners, employment service providers and civil society organisations at the World Economic Forum in Davos (see IP/13/52).
Initial commitments from stakeholders have been endorsed with over 15 companies and organisations signing up to the Grand Coalition. Among the first pledges to come to life is a new online learning platform for young people called the Academy Cube and a new training module for energy smart grid installers.
The Commission has sought pledges in the following key areas:
Training and matching for digital jobs – to help ensure the skills people are getting are the skills business needs;
Mobility – helping those with skills get to the place where they're needed, to avoid shortages and surpluses in different towns and cities;
Certification – making it easier to prove to an employer what skills one has, regardless of the country;
Awareness raising – so that people know the digital sector offers rewarding and enjoyable careers to both women and men;
Innovative learning and teaching – so our education and training systems expand and improve to give more people the skills for success.
President Barroso also called on organisations to follow the example of the early pledgers. The Commission has a role to play, but actions like industry-led training, assisting labour mobility, certifying skills, improving school and university curricula, raising awareness, and creating an entrepreneur friendly environment for start-ups need the active engagement of all stakeholders.
The Commission is also launching Startup Europe, a single platform for tools and programmes supporting people wanting to set up and grow web start-ups in Europe.
The Virtual Learning Bus platform, resulting from the work of the LLP project ISABEL is on line. It is an open source Virtual Learning Journey on Isabel's project results and openly available multilingual resources. This "bus" will take you on a journey around the world of Community Reporting, with carefully designed "bus stops" that are full of all the information you need to successfully run and manage your very own Community Reporter programme and /or adapting it to other kind of Web.2.0-based learning. This resource has been devised as a sustainable tool for the re-use of the ISABEL project methodology, activities and results.
The Virtual Learning Bus platform, resulting from the work of the LLP project ISABEL is on line. It is an open source Virtual Learning Journey on Isabel's project results and openly available multilingual resources. This "bus" will take you on a journey around the world of Community Reporting, with carefully designed "bus stops" that are full of all the information you need to successfully run and manage your very own Community Reporter programme and /or adapting it to other kind of Web.2.0-based learning. This resource has been devised as a sustainable tool for the re-use of the ISABEL project methodology, activities and results. The bus will make four stops on its journey – as a trainer or educator this means you can prepare for and plan your sessions with confidence and access the resources you need for each session. You can spend as much or as little time in each of the stops as your learners need and it is conceived that Community Reporter trainees may go on several loops of the journey, as they become competent in different areas of media production.
The four stops cover the following areas:
· First Station: PRESENTATION
· Second Station: TRAINING
· Third Station: PRODUCTION
Within each station you will find a range of materials that have been tried and tested on other groups – this way, the best learning is ready to be shared by existing facilitators with you. Materials include lesson plans, outlines and graphical support materials, video and audio documentation, including video evaluations from other learners, which can be a real asset in bringing the training to life for new learners.
By January 2013, your project will be able to co-manage the platform, adding to the stations' goals, uploading materials and resources and therefore enriching the data base.
We hope you enjoy your journey on the Virtual Learning Bus
This report aims to Identify, Select and Analyse current frameworks for development of Digital Competence (DC). It also aims to understand how DC is currently implemented in cases drawn from: school curricula, certification schemes, academic papers and implementation initiatives in general).
With the 2006 European Recommendation on Key Competences, Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence is a transversal key competence which enables acquiring other key competences (e.g. language, mathematics, learning to learn, cultural awareness).
This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The report also contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.
Siekdamas skatinti vyresnių žmonių skaitmeninį įtraukimą, Europos vyresnių žmonių aktyvumo ir kartų solidarumo metų proga ECDL fondas įsteigs partnerystę su Europos pagyvenusių žmonių platforma (AGE).
Numatyta, kad bendradarbiaudami minėti partneriai paleis atnaujintą ir prie vyresnio amžiaus žmonių poreikių pritaikytą IKT mokymo programą, t. y. peržiūrėtą visiems prieinamą ECDL fondo IKT įgūdžių mokymo programą EqualSkills.
Structuring and Culturing Schools for Comprehensive Learning - Peer Learning Event
June 27th – 29th, 2012
Berlin – Germany
The event’s theme is founded on the principle that the main purpose of School Leadership is to further student comprehensive learning and equity. As leadership, however, refers not only to individual
leaders or to senior leadership, it can also be understood as the outcome of many actions and interactions involving teachers, students and other stakeholders who contribute to school leadership.
Participants will explore in what ways leadership can provide both a structural framework and shape school cultures that establish a context in which successful, comprehensive learning can take place within a commitment to equity. The influence of technology as an agent of cultural change will also be addressed.
The peer-learning event will be structured on three sub-themes:
- Structuring Schools
- Between a rock and a soft place: Exploring leadership practice for equality and justice
- Leading school cultures
and aims to increase understanding on the outcomes of the interactions between the School Leadership ‘actors’ as contributors to effective School Leadership.