What are the EU and member states doing to address digital literacy?eLearning Papers
Authors: Kerstin Junge, Kari Hadjivassiliou.
In 2006, EU member states set themselves an ambitious objective: to half the digital literacy gaps between ‘at risk groups’ and the average population by 2010. Having committed themselves to turning Europe into the most competitive knowledge-based economy in the world by the end of the decade, it became important to ensure that people were not going to be left behind and that employers have access to the skills driving the anticipated economic growth.
Melissa Pailthorp, Microsoft: "Joining forces - Digital skills for young people"TELECENTRE EUROPE
Telecentre-Europe Summit 2011 - Parallel session 2: "Joining forces at the European level: Digital skills for young people"
How can telecentres become engaged with young people, and the networks that support them?
And how can they help to support young people with employability through social media and new digital skills?
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
What are the EU and member states doing to address digital literacy?eLearning Papers
Authors: Kerstin Junge, Kari Hadjivassiliou.
In 2006, EU member states set themselves an ambitious objective: to half the digital literacy gaps between ‘at risk groups’ and the average population by 2010. Having committed themselves to turning Europe into the most competitive knowledge-based economy in the world by the end of the decade, it became important to ensure that people were not going to be left behind and that employers have access to the skills driving the anticipated economic growth.
Melissa Pailthorp, Microsoft: "Joining forces - Digital skills for young people"TELECENTRE EUROPE
Telecentre-Europe Summit 2011 - Parallel session 2: "Joining forces at the European level: Digital skills for young people"
How can telecentres become engaged with young people, and the networks that support them?
And how can they help to support young people with employability through social media and new digital skills?
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
The importance of digital skills for both social inclusion and employability has been made an high priority by the European Commission, hence several initiative such as Digital Agenda, Grand Coalition for Digital Jobs, Eskills for jobs campaign, EU Code Week and reinforced in the recently published “Eskills Manifesto” introduced by Vice President Ansip. Ansip also note that Commissioner Andrus ANSIP “the ICT skill gap is growing to unacceptable level”.Equipping citizen from all background with relevant digital skills is a responsibility shared between governments, industry, academia, and individuals. Youngsters, often called digital natives are most concerned. They are regular users of technology but research shows that they often not have the relevant skills to be savvy or competent users. Furthermore as youth unemployment is a major issue all other Europe, mastering these skills is becoming critical to fill the huge gap created by the digital revolution. Education is the tool used by eSkills for Volunteers (EFV) project, not only to contribute to training and to foster digital skills, but also to promote social inclusion, tolerance, respect for diversity and non-discrimination. Our main objective is to reinforce ICT digital knowledge/literacy in order to reinforce social inclusion give and uniform the basis of work of ICT-active organisations, sharing best practices, understanding better the relation with volunteers, and better preparing youth workers and volunteers engaged in this field to improve the expected impacts, according to the European objectives. Therefore, this transnational project is aim to develop a common European framework inside the project in order to boost digital skills for volunteering and promote the exchange of knowledge and best practices among countries, the interculturalism, the encouragement of a European sense of belonging and the respect for the principles of the EU Treaties
While 50% of the world is technically connected to the internet, how many are making meaningful use of its power? Similarly, how many truly have the digital skills necessary to transition from consumers of technology into creators, makers, and doers empowered by technology?
Digital literacy is important. The United Nations Sustainable Development goals repeatedly underline the importance of technology and inclusion as enablers of development. The pairing is essential – unless concrete efforts are made to give everyone access to the right skills, digital tools risk being a force for inequality. Without this foundation, there cannot be true inclusion, an especially dire challenge for forgotten stakeholders.
This presentation illustrates the massive amount of resources available to define digital literacy, while showcasing examples of both definitions and frameworks.
EC policy actions and priorities in employment, and the potential of online e...James Stewart
Talk to COST research meeting in Darmstadt about the policy rational for work on ICTs and employment and the JRC-IPTS work on crowdfunding, crowdsourcing, online volunteering and timebanks and their implcations for employment and employability policy
An introductory presentation for the Council of Europe INGOs introducing the transversal workig group called Digital Citizen. The group will deal with Education, Humand Rights and Democracy using a forward looking approach to policy making.
Nuorisotyössä on hyödynnetty digitaalisen median ja teknologian mahdollisuuksia jo pitkään. Puheenvuorossa tarkastellaan, miten digitalisaatio on vaikuttanut nuorisotyöhön ja sen käytäntöihin sekä pohditaan, miten teknologinen kehitys muuttaa nuorisotyötä tulevaisuudessa.
Sukella somella nuorten elämään – digitalisaatio ja nuorten sometrendit -koulutus
Instagram on yksi maailman käytetyimmistä sosiaalisen median palveluista ja huippusuosittu nuorten keskuudessa. Millaista sisältöä Instagramissa kannattaa julkaista ja kuinka erotut muusta sisällöstä? Mitä Instagramin päivittämisessä kannattaa ottaa huomioon? Miten hyödynnän Instagram Storyja sisällöntuotannossa?
Verke / Veera Värtinen
Nuorten somen käyttö ja sometrendit – Hämeenlinna 12.11.2019Verke
Sukella somella nuorten elämään – digitalisaatio ja nuorten sometrendit -koulutus
Miksi nuoret käyttävät sosiaalista mediaa? Nuoret käyttävät sosiaalista mediaa hyvin eri tavoin verrattuna aikuisiin. Oppimalla ja ymmärtämällä nuorten somen käyttöä, tunnet paremmin tavat tavoittaa nuoria sosiaalisessa mediassa.
Verke / Veera Värtinen
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The Challenges of Good Governance and Project Implementation in Nigeria: A Re...AJHSSR Journal
ABSTRACT : This study reveals that systemic corruption and other factors including poor leadership,
leadership recruitment processes, ethnic and regional politics, tribalism and mediocrity, poor planning, and
variation of project design have been the causative factors that undermine projects implementation in postindependence African states, particularly in Nigeria. The study, thus, argued that successive governments of
African states, using Nigeria as a case study, have been deeply engrossed in this obnoxious practice that has
undermined infrastructure sector development as well as enthroned impoverishment and mass poverty in these
African countries. This study, therefore, is posed to examine the similarities in causative factors, effects and
consequences of corruption and how it affects governance, projects implementation and national growth. To
achieve this, the study adopted historical research design which is qualitative and explorative in nature. The
study among others suggests that the governments of developing countries should shun corruption and other
forms of obnoxious practices in order to operate effective and efficient systems that promote good governance
and ensure there is adequate projects implementation which are the attributes of a responsible government and
good leadership. Policy makers should also prioritize policy objectives and competence to ensure that policies
are fully implemented within stipulated time frame.
KEYWORDS: Developing Countries, Nigeria, Government, Project Implementation, Project Failure
Social media refers to online platforms and tools that enable users to create, share, and exchange information, ideas, and content in virtual communities and networks. These platforms have revolutionized the way people communicate, interact, and consume information. Here are some key aspects and descriptions of social media:
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Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
How social media marketing helps businesses in 2024.pdfpramodkumar2310
Social media marketing refers to the process of utilizing social media platforms to promote products, services, or brands. It involves creating and sharing valuable content, engaging with followers, analyzing data, and running targeted advertising campaigns.
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“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
indicating the need for language policy reform. The study underlines the importanceof considering the
children‟s agency when being integrated into mainstream public schools.
.
KEYWORDS: migration, education, integration, sub-Saharan African children, public school
Non-Financial Information and Firm Risk Non-Financial Information and Firm RiskAJHSSR Journal
ABSTRACT: This research aims to examine how ESG disclosure and risk disclosure affect the total risk of
companies. Using cross section data from 355 companies listed in Indonesia Stock Exchange, data regarding
ESG disclosure and risk was collected. In this research, ESG and risk disclosures are measured based on content
analysis using GRI 4 guidelines for ESG disclosures and COSO ERM for risk disclosures. Using multiple
regression, it is concluded that only risk disclosure can reduce the company's total risk, while ESG disclosure
cannot affect the company's total risk. This shows that only risk disclosure is relevant in determining a
company's total risk.
KEYWORDS: ESG disclosure, risk disclosure, firm risk
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6. ”Young people are increasingly engaging with new
technologies and digital media. There is clearly a role
for online youth work practice, in terms of exploiting a
new space for youth work in a meaningful way,
supporting digital literacy and enabling young people
to deal with some of the associated risks. The practice
implications for youth workers lie in new
competencies required and new forms of boundary
maintenance in relationships with young people.”
(Declaration of the 2nd European Youth Work
Convention, Brussels, April 2015)
7. European Union Work Plan for Youth 2016–2018
Youth work and cross-sectorial cooperation shall be strengthened with the following aims, in line
with the priorities agreed in the joint EU Youth Report 2015:
A. Increased social inclusion of all young people, taking into account the underlying European values;
B. Stronger participation of all young people in democratic and civic life in Europe;
C. Easier transition of young people from youth to adulthood, in particular the integration into the
labour market;
D. Support to young people's health and well-being, including mental health;
E. Contribution to addressing the challenges and opportunities of the digital era for youth
policy, youth work and young people;
F. Contribution to responding to the opportunities and challenges raised by the increasing numbers
of young migrants and refugees in the European Union.
8. EU YOUTH STRATEGY 2019-2027
Youth goals include aspects of digital
inclusion & accessibility, information
literacy, new digital forms of participation
9. 2019: Council conclusions on digital youth
work. Promoting the organisational
development of digital youth work and
competence building.
2020: EU-CoE Partnership - Youth
Knowledge Book & Research on "Social
Inclusion, Digitalisation and Young People"
What’s next?
What’s next?
10.
11. ”If youth work fails to embrace the
use of technology and social media
there is a risk of becoming
outdated and irrelevant to young
people who use youth work
services. ”
- Youth Worker, Screenagers -study
(2016)
14. • Operated since 2011 under funding from the
Finnish Ministry of Educationand Culture, first as a
Development centre, then as a Centre for Expertise
in the youth sector since 2018.
• Administrated by the city of Helsinki
• 7 full-time employees, each with their own areas of
focus (see
)
• Target group: youth workers, youth work planning
officers, supervisors and youth work lecturers in
municipalities, NGO’s and parishes
15.
16. CENTRES OF EXPERTISE IN THE YOUTH FIELD
12 Youth work centres of expertise form a network supporting the
implementation of the objectives set out in the National Youth Work
and Youth Policy Programme 2017-2019. The centres are organised
under the following priority areas:
1. Participation of young people
2.Social empowerment of young people
3.Digital youth work and information and counselling services for
young people
4.Improvement of the quality and methods of youth work
17. TASKS FOR CENTRES OF EXPERTISE
• The Ministry of Education and Culture and Education appoints the
centres of expertise for a fixed period to support the implementation of
of the objectives set out in
• The centres of expertise develop and promote competence, expertise
and communications in the youth sector in accordance with the Youth
Act.
• The current funding period for the Centres is 2018-2019
• Further information:
18. Verke’s goals 2018-2019
1. Knowledge of ways of using digital media and technology
will increase and expand in the field of youth work
2. The structures of youth work will support the use of digital
media and technology in youth work
3. Innovative youth work services and concepts using digital
media and technology will be created
19. What does Verke do?
Train professionals:
Last year over 2600 participants
in 14 provinces
Produce materials:
videos, guides, article
publications, podcasts etc.
Consult:
Innovation partnerships,
memberships in steering groups
Facilitate networking:
SomeCamp, Friday chats, other events
Research:
Surveys on digital youth work,
research collaborations
Communicate:
newsletter, blog,
social media, #digi10-challenge
20. Focal points in 2019
New technologies and technology education
• Publication “Maker activities in youth work”
• “What a youth worker should know about..” -video series
Organisational development
• “Innoboksi” -tool to support new kinds of innovation in the field
of Digital youth work
• Publication “Digitalisation and youth work”
• A survey on the state of digital youth work in municipalities
• Surveys on digitalisation in the field of youth and the digital
competencies gained in youth worker training
International co-operation
• Conclusions on digital youth work during the Finnish EU-
presidency
• Erasmus+ strategic partnership project
(www.digitalyouthwork.eu)
22. What is digital youth work?
• Digital youth work means proactively using or addressing
digital media and technology in youth work.
• Digital youth work is not a youth work method – digital youth
work can be included in any youth work setting (open youth
work, youth information and counselling, youth clubs, detached
youth work…).
• Digital youth work has the same goals as youth work in general,
and using digital media and technology in youth work should
always support these goals.
EU Expert group - definition of digital youth work
23. What is digital youth work?
• Digital youth work can happen in face-to-face situations as well
as in online environments – or in a mixture of these two. Digital
media and technology can be used either as a tool, an activity or
a content in youth work.
• Digital youth work is underpinned by the same ethics, values and
principles as youth work.
EU Expert group - definition of digital youth work
24.
25. The diversity of digitality in youth work
Digital Youth Work
Digital Services
Digital Solutions
Digital Infrastructure
36. “The idea that someone would know
everything about digital media just because
they have always lived with it is as ridiculous
as the idea of us sleeping in a library and
knowing all the information in the world.”
- Any Pöyskö, WienXtra - medienzentrum
38. Digital divide
• Access to technology
• Skills to use that technology
• Level of understanding how technology works
• Participation vs. Access to information - who is in control?
46. Digital divide
• Access to technology
• Skills to use that technology
• Level of understanding how technology works
• Participation vs. Access to information - who is in control?
47. What if we would plan all our youth
work activities around digital devices?
48. Are we making sure young people have
the necessary skills to participate?
51. Digital youth work has the potential to..
..make our services and activities much more inclusive,
in regards to age, skill level, physical limitations,
geographical limitations, socio-economic status etc.
53. Digital youth work also has the potential to..
..accidentally exclude a number of young people from
our provided services if we make assumptions like
“All young people are digital natives” or “all young
people use social media”.
54. Some of the central challenges
• Identifying the services / activities that can benefit from
digitalisation, or ones that can benefit from complementing digital
approaches
• Capacity building of practitioners to connect digitalisation with
inclusion
• Connecting technologisation of society with inclusion of young
people on a policy level
55. Some of the central challenges
• Using data to identify issues related to social inclusion
• Lowering the threshold of access to technology for young people
while developing their skills
• Tackling social issues in young people’s online environments
• Re-evaluating and adapting all youth work practice wherever
necessary
63. “It is about existing youth work goals and
values, and the technology should follow
those.
It’s not so much about learning technology
skills as much as a tool for young people to
express themselves.”
- Youth worker, Northern Ireland
Screenagers -study (2016)
66. Learning about..
• How technology works
• How technology can be utilised
• How technology can be controlled
• How practical technology skills can be applied
• How technology can be used for participation
69. By working in a group..
• We learn together, also from each other
• Peer learning is central, because we all have a different skill set
• In a group we don’t all have to know everything (applies to any
and all group activities)
• Often a bigger impact
72. Experimental tinkering
• Practical technology education and tinkering can also involve
personal projects
• It pays off to work within the strong principles of sharing and
peer support that are so integral to maker culture
• You don’t need a curriculum or measurable skill goals to start
experimenting
75. This isn’t so serious!
• It pays off to combine practical technology education into existing
youth work activities
• Arts, crafts, workshops, media production..
• Technology education - as all digital youth work approaches - can
be applied in any and all forms of youth work
•