The document discusses ICT opportunities and challenges for social inclusion, particularly for persons with disabilities. It outlines how ICT can both create new divides through digital exclusion as well as opportunities to promote equal access. Some of the key challenges discussed are ensuring accessibility, overcoming barriers to engagement, and addressing poverty and lack of access to ICT. International agreements like WSIS emphasize the need for universal design and assistive technologies to promote inclusion of persons with disabilities in the information society.
A new report on “Basic digital skills for adults in the Nordic countries”, presented by Agnetha Kronqvist, National coordinator, Nordic Network for Adult Learning (NVL), Director of Education Swedish National Agency for Education.
Pitch made by Dr Tom Dolan, Centre Coordinator and Research Associate, International Centre for Infrastructure Futures, University College London on Day 2 of ISNGI 2016.
Adult education policies and practices in EU Member States and Turkey – the r...Jaakko Hyytiä
Task 2.1: The state of the art
brings together the available research literature in the field, of national legislation and programmes in the EU, as well as of policy documents and specific programmes related to adult education in the EU 28 and Turkey
provides context/facilitates selection of groups of respondents for WP3 and WP4
Task 2.2 An analysis of accessibility of adult education
Focuses on the availability and accessibility of AE
Aims to attain understanding of the nature of the limitations of AE
Telecentre-Europe Summit 2011- Plenary session 2: "SMEs online and social entreprises": How can Telecentres become more engaged with SMEs? What are the drivers for engagement, and how do we overcome the barriers?
How do telecentres engage new social enterprise models for sustainable development?
ICT for a Future-Proof TVET – Opportunities and ChallengesDominic Orr
Looks to the new challenges coming from digitalisation, but also how new digital affordances can be harnessed to make TVET (technical and vocational training) lifelong and future-proof. Held at the UNESCO Qingdao Forum 2017, 10-11 July.
How we can ensure that people are learning skills which are relevant to their lives and their work? The workshop expands the definition of basic skills and introduce a life skills approach, which has been developed in European partnership of adult education organisations. We also discussed what are the relevant skills to have in 2020’s, and hear how adult educators can network and partner with others in order to take their ideas and innovations even further.
A new report on “Basic digital skills for adults in the Nordic countries”, presented by Agnetha Kronqvist, National coordinator, Nordic Network for Adult Learning (NVL), Director of Education Swedish National Agency for Education.
Pitch made by Dr Tom Dolan, Centre Coordinator and Research Associate, International Centre for Infrastructure Futures, University College London on Day 2 of ISNGI 2016.
Adult education policies and practices in EU Member States and Turkey – the r...Jaakko Hyytiä
Task 2.1: The state of the art
brings together the available research literature in the field, of national legislation and programmes in the EU, as well as of policy documents and specific programmes related to adult education in the EU 28 and Turkey
provides context/facilitates selection of groups of respondents for WP3 and WP4
Task 2.2 An analysis of accessibility of adult education
Focuses on the availability and accessibility of AE
Aims to attain understanding of the nature of the limitations of AE
Telecentre-Europe Summit 2011- Plenary session 2: "SMEs online and social entreprises": How can Telecentres become more engaged with SMEs? What are the drivers for engagement, and how do we overcome the barriers?
How do telecentres engage new social enterprise models for sustainable development?
ICT for a Future-Proof TVET – Opportunities and ChallengesDominic Orr
Looks to the new challenges coming from digitalisation, but also how new digital affordances can be harnessed to make TVET (technical and vocational training) lifelong and future-proof. Held at the UNESCO Qingdao Forum 2017, 10-11 July.
How we can ensure that people are learning skills which are relevant to their lives and their work? The workshop expands the definition of basic skills and introduce a life skills approach, which has been developed in European partnership of adult education organisations. We also discussed what are the relevant skills to have in 2020’s, and hear how adult educators can network and partner with others in order to take their ideas and innovations even further.
EU Cohesion Policy 2007-13 and public e-services developmentLuigi Reggi
The presentation highlights the contribution of European Regional Policy to e-services development and diffusion across EU27. A principal component analysis is carried out in order to explore the different strategies adopted by European Regions in funding ICT and Information Society projects.
The ICT4IAL Project, developed by the European Agency for Special Needs and Inclusive Education, is presented, outlining its aims, objectives and development of guidelines to implement e-accessibility in educational institutions.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Inclusive ICTs in Education_Techshare India 2014BarrierBreak
Presentation at Techshare India 2014 by Amy S. Glodman, Co-Executive Director, Institute on disabilities, Temple University, Philadelphia, Pennsylvania USA.
A model policy framework developed by UNESCO and G3ict with the European Agency
ICT4E presentation International Telecommunication Union 2013CharlyneR
This presentation gives an overview of the importance and the strategic role of ITU in promoting Public-Private Partnerships for capacity builing and ICT literacy.
Gender is an important issue in the context of information and communication technologies ICT . Studies show that ICT use is subject to gender bias, e.g. in relation to ICT use and interests. This contribution describes the current situation of gender and ICT professions. Based on an empirical study, it shows particular areas in ICT education that suffer from gender inequalities in both countries. Furthermore, the chapter elaborates how gender inequalities develop from secondary to professional ICT careers based on statistics. As a consequence of recession driven economic development, the information and communication technology sector has weakened in recent years in OECD countries. Still, an ICT growth of about 4 percent was observed in 2008. Although there was a decrease in 2009 due to the current financial crisis, a general upturn is expected in the long term because of constant development of the ICT services, software, products for Internet use and communication, and infrastructure. The ICT skills of the work force contribute to the growth the overall share of employees in ICT specialist occupations is 4 percent and increasing rapidly, and 20 percent of employment relates to occupations that use ICT extensively.Even though information and communication technology ICT is essential for everyday life and has gained considerable attention in education and other sectors, it also carries individual differences in its use and relevant skills. This systematic review aims to examine the gender differences in ICT use and skills for learning through technology. A comprehensive search of eight journal databases and a specific selection criterion was carried out to exclude articles that match our stated exclusion criteria. We included 42 peer reviewed empirical publications and conference proceedings published between 2006 and 2020. For a subsample of studies, we performed a small scale meta analysis to quantify possible gender differences in ICT use and skills. A random effects model uncovered a small and positive, yet not significant, effect size in favor of boys g = 0.17, 95 CI 0.01, 0.36 . However, this finding needs to be further backed by large scale meta analyses, including more study samples and a broader set of ICT use and skills measures. We highlight several concerns that should be addressed and more thoroughly in collaboration with one another to better IT skills and inspire new policies to increase the quality of ICT use. Archana Sahare "Gender Impact of ICT in Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51814.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/51814/gender-impact-of-ict-in-education/archana-sahare
HePIS is the only member of CEPIS (Council of European Professionals Informatics Societies) and IFIP (International Federation for Information Processing) in Greece, representing the country’s ICT professionals and promoting their interests at a Global level.
e-competence in the European Framework: 21st century literacies (UOC, Seminar...@cristobalcobo
This study is designed to provide baseline information about significant trends that are likely to have an impact on the e-skills development in the coming years. After carrying out an examination of the main causes that determine the e-skills gap in the UK, a comparative analysis (benchmarking) will be done in order to explore successful policies, strategies and programmes that empower the acquisition of e-competence in the British context. The intention of this research is to strengthen collaboration and knowledge exchange between UK and Latin-American research centres with a main focus on workforces for the knowledge society.
By: Cristóbal Cobo, PhD (Visiting Researcher, University of Oxford).
More information:
http://e-competencies.org
Creating a regional agency to foster eInclusion: the case of South Yorkshire,...ePractice.eu
Author: Bridgette Wessels
The focus within regions in Europe, in line with the Riga Ministerial Declaration (2006), is to foster eInclusion by providing access for all, building e-skills and e-literacy, providing broadband infrastructures and inclusive eGovernment. Regional partnerships are emerging as agents in creating innovative use of information and communication technology (ICT) for eInclusion in relation to local needs, contexts and aspirations.
Library and Information Processing for Religious Education Institutions in Asia: An Avenue for Academic Exchange through Digital Library and Education Reform
Entreprenurship And Inct For African Women Aec 2009
Baharul Lcd Addis 22 May 2008
1. ICT Opportunities and Challenges for Increasing Social Inclusion Dr Baharul Islam Chairman & CEO South Asia Development Gateway Guwahati (India) UN Convention on the Rights and Dignity of Persons with Disability: A call for action on poverty, discrimination and lack of access Addis Ababa, 19-22 May 2008
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6. Challenges thrown up by the ICT and Policy issues of inclusion/exclusion SOURCE: European Agency for Development in Special Needs Education Belgium (Flemish Community), Denmark, Finland, Iceland, Norway, Sweden The general ICT policy includes statements of equity of educational opportunity with respect to and through the use of ICT Austria, Belgium, Cyprus (under development), Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, Netherlands, Norway, Poland, Portugal, Spain, Sweden, UK General – not special needs education specific – ICT policies that include statements and objectives on the five areas Evident in Element of ICT policy
7. SOURCE: European Agency for Development in Special Needs Education Austria, Belgium (Flemish Community), Denmark Finland, Greece, Ireland, Netherlands, Norway, Portugal, Spain (at a regional level), Sweden, Switzerland, UK Some form of evaluation of general ICT policy is being conducted Austria, Belgium, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, UK Different bodies are responsible for policy implementation Austria, Belgium (Flemish Community), Cyprus (applies to secondary and special schools only), Czech Republic, France, Iceland, Ireland, Norway, Poland, Sweden, UK As an element of educational policy, ICT is embodied within the school curriculum that applies to all pupils, including those with SENs
8. SOURCE: European Agency for Development in Special Needs Education Austria, Belgium, Cyprus, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Luxembourg, Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, UK Policies have a direct impact upon a teacher’s access to training, support and information relating to ICT Czech Republic, Lithuania, Norway Policy is being implemented and evaluated via dedicated ICT projects at a national level Cyprus, Portugal, Slovakia ICT is incorporated as a particular element of national disability and SEN policy and legislation