Consularc: presentation of the project at Gaziantep / Turkey

1. 1
EWIL
EUROPEAN 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
The 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
Background 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
Background 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
Background 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
EWIL 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
THANK YOU FOR YOUR ATTENTION
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.