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1                                                   EWILEUROPEAN WOMEN INTERACTIVE LEARNING                      Presentat...
2The funding programme    The EWIL project is a Grundtvig Learning Partnership                                            ...
3Background and rationale                       The issues at stake: women and ICT ASSUMPTIONS                            ...
4Background and rationale        The issues at stake: women and the labour market ASSUMPTIONS                             ...
5Background and rationale             The issues at stake: ICT, work and society ASSUMPTIONS                              ...
6EWIL project aims -1                                   The project general aim:   From these assumptions, the EWIL partne...
7EWIL project aims -2               The project general aim: more in details  In other words, the EWIL project aims at:  A...
8EWIL partners -1                   A well balanced blend of expertise     TRAINING: partners having expertise in trainin...
9EWIL partners - 2          With the support of the Lifelong Learning programme of the European Union           This docum...
10EWIL partners - 3          With the support of the Lifelong Learning programme of the European Union           This docu...
11EWIL target group WOMEN                                 Note! less women than men use ICT                              ...
12EWIL APPROACH - PHASE 1  PHASE 1:                LEARNERS NEEDS DEFINITION  -    Joint refinement of the target group fe...
13EWIL APPROACH - PHASE 2  PHASE 2:                  DESIGN OF THE TRAINING APPROACH AND OF THE                           ...
14EWIL APPROACH - PHASE 3  PHASE 3:                IMPLEMENTATION OF THE PRACTICAL LEARNING                          EXPER...
15EWIL APPROACH - PHASE 4  PHASE 4:                DISSEMINATION ACTIVITIES  -    Creation and content management of the E...
16                   THANK YOU FOR YOUR ATTENTIONWith the support of the Lifelong Learning programme of the European Union...
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Ewil project presentation

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Consularc: presentation of the project at Gaziantep / Turkey

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Transcript of "Ewil project presentation"

  1. 1. 1 EWILEUROPEAN WOMEN INTERACTIVE LEARNING Presentation of the project With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  2. 2. 2The funding programme The EWIL project is a Grundtvig Learning Partnership Grundtvig is the EU funding programme focusing on adult education: it does not What is Grundtvig? only include formal teaching institutions, but also cultural organisations, local authorities,companies etc. A Grundtvig Learning Partnership is a framework for practical co-operation What is a learning Partership? activities between organisations working in the field of adult learning. In a Grundtvig Learning Partnership trainers and learners work together on topics of common interest. With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  3. 3. 3Background and rationale The issues at stake: women and ICT ASSUMPTIONS FIGURES Women are under-represented In 2008, 25% of the total number of people employed, worked in the ICT sector at all levels in the High-tech Knowledge Intensive Services (KIS) but only 2.4% were women (Women and ICT status report 2009) Women 25 – 75 years old use In the age bracket 25 – 54 EU27 women using internet at least less the internet compared to once a week are 55%, compared to 61% men. men In the age bracket 55 –75 EU27 women using internet at least once a week are 19%, compared to 31% men. (“Women in ICT Status and the way ahead” – European Commission 2008) Women use ICT tools for Women are more interested in experiencing ICT to support cultural related activities their cultural interest. E.g. Women spend more time in reading (17% against 10% of men), watching movies (21% against 12%), going to the theatre (14% against 8%), and going to . exhibits (27% against 20%). These trends are strongly mirrored in the Web 2.0. (LLRI in the “Instruction Book on the use of ICT tools of the EWIL project”) With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  4. 4. 4Background and rationale The issues at stake: women and the labour market ASSUMPTIONS FIGURES At EU level women face a More women than men go beyond compulsory school and disadvantage in finding a job more attain university degrees. suiting their skills However, the employment rates of women with tertiary education are still lower than those of men (Eurostat, EU Labour Force Survey, quoted in “Women and ICT status report “2009) It is difficult for women to In the EU27 in 2010, around 75% of the total number of part balance work/career and time workers (41.3 million) were women (Eurostat Nov. 2011). family life, maintaining their status Often part time workers choose part time as “the only option” to ensure work–life balance: childcare, elderly care (European foundation for the improvement of living and working conditions 2010) Nowadays the gender divide . In the EU top enterprises, the number of women on executive is still a problem boards has shown little progress since 2004 (8% -> 8.5%), excepting in Scandinavia (ECWT position paper 2011) With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  5. 5. 5Background and rationale The issues at stake: ICT, work and society ASSUMPTIONS FIGURES Computer literacy needs to E.g. More daily tasks are carried out online, from applying for a be increased, since ICT job to paying taxes or booking tickets: using the internet has tools are more and more become an integral part of daily life for many Europeans, yet, exploited in different 150 million - 30% - have never used it (European Commission - A fields Digital Agenda for Europe, under the “Europe 2020 strategy”) The ICT sector will Job creation can be stimulated through digital technology with increasingly become a driver 2.6 new jobs created for each low skilled job IT makes of economic growth and job obsolete(e-skills and Jobs: the Copenhagen Declaration) creation e-Skills shortages will result in an excess demand of 384.000 ICT practitioners in 2015 (e-Skills shortages will result in an excess . demand of 384.000 ICT practitioners in 2015) With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  6. 6. 6EWIL project aims -1 The project general aim: From these assumptions, the EWIL partnership has identified the need of finding more effective forms of non – formal education directed to women, in order to:  stimulate women’s motivation to learn and  raise the quality of education opportunities directed to women in non-formal contexts with a view to fight women marginalization in society (self – development) and to open up opportunities in the job market (employability) in emerging sectors. With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  7. 7. 7EWIL project aims -2 The project general aim: more in details In other words, the EWIL project aims at: Allowing women to acquire ICT Training process knowledge Promote women participation in adult learning: use of contents Motivation to learning related to the cultural, social and creative area Maximize thier ICT knowledge by making them able to exploit it in Exploitation of knowledge their own life and at work With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  8. 8. 8EWIL partners -1 A well balanced blend of expertise  TRAINING: partners having expertise in training, training methodologies and research, Lifelong learning  ICT: partners having strong focus on ICT  WOMEN: partners focusing on gender issues  CULTURE: partners providing cultural contents Almost all partners have experience in more than one of those issues With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  9. 9. 9EWIL partners - 2 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  10. 10. 10EWIL partners - 3 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  11. 11. 11EWIL target group WOMEN Note! less women than men use ICT tools and the difference increases with age  Who are MORE THAN 35 years old Note! The % of women in these sector is traditionally higer that the % of men (see e.g. EC communication Towards a job-rich recovery – 2012) Working in EDUCATION and SOCIAL sectors Note! they are groups having motivation to improve their situation and, mostly, time to do so  Being PRECARIOUS/PART TIME workers or UNEMPLOYED With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  12. 12. 12EWIL APPROACH - PHASE 1 PHASE 1: LEARNERS NEEDS DEFINITION - Joint refinement of the target group features - Exploration of supporting ICT tools - EWIL survey design and implementation to identifiy learners’ needs - Collection and analysis of the questionnaire main findings Main Outputs:  Report of the second project meeting  Presentations, visits “on the field”  Online survey  Report on the survey results With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  13. 13. 13EWIL APPROACH - PHASE 2 PHASE 2: DESIGN OF THE TRAINING APPROACH AND OF THE PRACTICAL LEARNING EXPERIENCE - Based on the survey results, identification of the preferred methods, ICT tools and contents to be proposed for the practical learning experience - Systematization of these elements and highlighting of their connections into a structured training approach - Within this framework, proposal and description of the “practical learning experience” to be tested Main outputs:  Methodological guidelines on the ICT - based tools and methods  Report “EWIL – European Women Interactive Learning Cultural Content”  Training Approach Description With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  14. 14. 14EWIL APPROACH - PHASE 3 PHASE 3: IMPLEMENTATION OF THE PRACTICAL LEARNING EXPERIENCE - Organization of a workshop to test the practical learning experience on a small group of learners - Submission of a questionnaire to the testers, to collect their feedback on the results of the experience - Further joint assessment and discussion with the testers Main outputs:  Learning experience workshop  Learning experience questionnaire With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  15. 15. 15EWIL APPROACH - PHASE 4 PHASE 4: DISSEMINATION ACTIVITIES - Creation and content management of the EWIL project website: www.ewil.eu - Preparation of the project newsletters - Organisation of dissemination events - Further dissemination of information on the project background within the partners networks (through meetings, mailing etc.) Main outputs:  Newsletters  Project website With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  16. 16. 16 THANK YOU FOR YOUR ATTENTIONWith the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot beheld responsible for any use which may be made of the information contained therein.
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