The document discusses several topics related to digital inclusion and skills in Europe, including:
1. The role of public libraries in providing digital literacy training and acting as social and educational hubs in communities.
2. Future skills needs in Europe will require most jobs to have some level of digital competence, from basic to advanced skills.
3. Reducing digital divides through improving access to technology and promoting the development of digital skills from basic to advanced levels among citizens.
4. Key EU policies and initiatives aimed at promoting digital inclusion and skills, such as the Digital Agenda for Europe.
How library and information professionals improve digital inclusion.
This statement from the Chartered Institute of Library & Information Professionals explains:
What digital inclusion is
How it benefits people, communities and society
How libraries and staff can support and improve digital inclusion
How library and information professionals improve digital inclusion.
This statement from the Chartered Institute of Library & Information Professionals explains:
What digital inclusion is
How it benefits people, communities and society
How libraries and staff can support and improve digital inclusion
Horizon Europe ‘Culture, Creativity and Inclusive Society’ Consortia Building...KTN
This webinar highlights relevant call topics within Cluster 2 which focuses on challenges pertaining to democratic governance, cultural heritage and the creative economy, as well as social and economic transformations.
Bournemouth University Media School research day, 30 April, 2014 - Bournemout...Steve Brewer
This 90 minute presentation and discussion was given by Steve Brewer and David Rees at the Bournemouth University Media School research day on 30 April, 2014. The full title for the talk was: Strategies for Growth for Creative Digital Clusters: The Road to Bournemouth Pier.
The content was based on the recent report Bournemouth Digital Pier - http://www.itutility.ac.uk/pilot-projects/creative-digital-it-cdit-feasibility-study/
Telecentre Europe and the Grand Coalition for digital jobs. TELECENTRE EUROPE
This presentation explains in a nutshell the ideas and priorities behind the Grand Coalition for Digital Jobs ( Initiative by the European Commission) and also shows our efforts ( Telecentre Europe) at brigning these ideas on a national level through " Local Colaitions for Digital Jobs".
Presented by Gabriel Rissola (Telecentre-Europe) at the Media Literacy for 21st Century conference in Opatija (Croatia), 14-15 September 2013
Virtual Portal for Impaired Groups Interaction - The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT.
Beyond Digital Competence: a proposal by the ELINET Network Fabio Nascimbeni
The vision on digital literacy of the ELINET network: proposing an holistic view that goes beyond digital competence and that includes contextual and cultural issues.
Horizon Europe ‘Culture, Creativity and Inclusive Society’ Consortia Building...KTN
This webinar highlights relevant call topics within Cluster 2 which focuses on challenges pertaining to democratic governance, cultural heritage and the creative economy, as well as social and economic transformations.
Bournemouth University Media School research day, 30 April, 2014 - Bournemout...Steve Brewer
This 90 minute presentation and discussion was given by Steve Brewer and David Rees at the Bournemouth University Media School research day on 30 April, 2014. The full title for the talk was: Strategies for Growth for Creative Digital Clusters: The Road to Bournemouth Pier.
The content was based on the recent report Bournemouth Digital Pier - http://www.itutility.ac.uk/pilot-projects/creative-digital-it-cdit-feasibility-study/
Telecentre Europe and the Grand Coalition for digital jobs. TELECENTRE EUROPE
This presentation explains in a nutshell the ideas and priorities behind the Grand Coalition for Digital Jobs ( Initiative by the European Commission) and also shows our efforts ( Telecentre Europe) at brigning these ideas on a national level through " Local Colaitions for Digital Jobs".
Presented by Gabriel Rissola (Telecentre-Europe) at the Media Literacy for 21st Century conference in Opatija (Croatia), 14-15 September 2013
Virtual Portal for Impaired Groups Interaction - The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT.
Beyond Digital Competence: a proposal by the ELINET Network Fabio Nascimbeni
The vision on digital literacy of the ELINET network: proposing an holistic view that goes beyond digital competence and that includes contextual and cultural issues.
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?
Gabriel Rissola, managing director Telecentre Europe, opent als keynote spreker de studiedag Samen Digitaal! Naar innovatieve en creatieve openbare computerruimtes op woensdag 6 november.
Nowadays, when more than half of the world’s population lives in urban areas, when information and (mobile) communication technologies are real catalysts for innovations in all domains, there are a lot of studies and debates related to how our cities should become "Smart Cities", "Smarter Cities" or "Future Cities", in order to improve life quality and to reduce costs, to become a “Smart Learning City”. The paper reviews the definitions of the term "Smart City" and to the strategies required for such a transformation. The new citizens will have vital roles in building smart cities; they should be hyperconnected, creative, entrepreneurs, also they should actively participate and collaborate in the cities’ activities and decisions. Thus, the main purpose of this paper is to focus on how e-Learning, Social Media, OERs and MOOCs can support the citizens’ learning communities, as well as the development of new skills and competencies, proposing a framework for scenarios of Learning Communities in Smart Cities, starting from four Case Studies.
Learning Communities in Smart Cities - Case StudiesDiana Andone
Learning Communities in Smart Cities - Case Studies, authors Diana Andone, Carmen Holotescu, Gabriela Grosseck, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Nowadays, when more than half of the world’s population lives in urban areas, when information and (mobile) communication technologies are real catalysts for innovations in all domains, there are a lot of studies and debates related to how our cities should become "Smart Cities", "Smarter Cities" or "Future Cities", in order to improve life quality and to reduce costs, to become a “Smart Learning City”. The paper reviews the definitions of the term "Smart City" and to the strategies required for such a transformation. The new citizens will have vital roles in building smart cities; they should be hyperconnected, creative, entrepreneurs, also they should actively participate and collaborate in the cities’ activities and decisions. Thus, the main purpose of this paper is to present study cases that can support the citizens’ learning communities, as well as the development of new skills and competencies, proposing a framework for scenarios of Learning Communities in Smart Cities. These are - teh TACCE2 project, Active Theater, Active Ageing TAFCITY, my Smart City Timisora, the think tank on Timisoara Smart City.
Presentation by Dimitris Raftopoulos (Chair of the Finance and EU Projects Working Group, European Centre for Women and Technology) on the occasion of the EESC Labour Market Observatory conference held on 3 December 2013 in Thessaloniki, Greece
From individual’s digital competence to digitally competent learning organisa...Riina Vuorikari
The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
Similar to Ilias Iakovidis - Day 1, Session 1 (20)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
1.4 modern child centered education - mahatma gandhi-2.pptx
Ilias Iakovidis - Day 1, Session 1
1. ‘ ICT for inclusion –towards a smart, sustainable and inclusive economy’ Ilias Iakovidis, PhD ICT for Inclusion DG Information Society and Media European Commission
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3. Future skills needs of the labour market In 2020, of all jobs 35% high qualifications 50% medium qualifications 15% low qualifications Cedefop, 2010 According to European companies, 90% of jobs in 2015 will require some sort of ICT skills (IDC, Nov 2009)
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5. Evolving Digital Divides Advanced Digital Competences Future Digital Competences to enable Future skills needed From ICT skills to Digital Competences 2006 today Future 2020 Digital Competence evolves … 26% (in 2010) 72-78 % (peer file exchange -up-load in 2010) 35% (in 2010) Clara Centeno, JRC-IPTS ICT Access, Basic User Skills Variety and Intensity of ICT use Critical & Confident ICT use Share and Collaborate; Privacy aware Innovative Multicultural etc … and so do Digital Divides
7. Digital Agenda for Europe and eInclusion targets DAE: Every European Digital Those in employment E-Business skills ICT practitioner skills ICT user skills Digitally Excluded Groups at risk of social exclusion eInclusion Clara Centeno, JRC-IPTS
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11. Policies Trainers Teachers Librarians Social actors Carers Family & friends Individuals Multipliers Options for eInclusion action Innovation & Competitivenes Skills Lifelong Learning Vocational Education and Training Digital Inclusion Social Inclusion Formal Education Employment eInclusion
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15. Purpose To raise awareness of the need and of the tools available to stakeholders and public authorities of all levels through demonstrating mo dels of successful, relevant policies and funding mechanisms. Define a to-do list. Status of progress and challenges reported in the workshop - eInclusion is a journey: from inclusion to engagement and empowerment - Various routes to eInclusion (different models, places, partnerships) - S trong economic argument: Digital literacy for inclusive society and competitive economy - Sustainable and scalable Stakeholders ’ actions and commitments mentioned in the workshop - Systemic s upport for Digital campaigns & Champions and Intermediaries - R eaching outside the eInclusion community towards key decision makers - Long term platform for knowledge and experience brokerage - Promote Digital talent for all – to support people in all aspects of life - Digital Capacity building – for both social innovation and enterprise - Standardisation, certification, harmonisation and impact assessment DAA WS 20 Digital literacy and Inclusion
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Editor's Notes
> Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously 3) the intermediaries have so far been overlooked
Access to ICT and advanced digital competences are crucial for current and future: - Lifelong learning - Employability - Self development - Social inclusion - Social participation According to a foresight study on eSkills demand and supply, even with slowly recuperating European economy, there will be lack of ICT practitioners by 2015, ICT practitioners are needed in all sectors, not only on ICT sector (54% of ICT practitioners work in the ICT using industries and 46% in the ICT sector itself), Empirica (2009), Monitoring e-Skills demand and supply in Europe. CEDEFOP : "The results of Cedefop’s forecast show that the occupational structure of Europe is moving towards knowledge and skill-intensive jobs." With a little bit of interpretation, you could use this at least as an indicator that ICT skills (which as we know are an important prerequisite for knowledge intensive jobs) will become more important....
Here, as we explained that DC are evolving, so are the digital divides For example: if we take Social Computin as an example, one needs much more than PC and Internet skills to be able to fully (and securely) reap the benefits of SC applications, in particular, capacity to share an collaborate and privacy and security awareness The implication is that DC policies need to be constantly updated to technology and usage developments
Carers and family and frineds as multipliers need other types of policies as these are more difficult to reach (informal actors) vs the rest above who are formal actors in institutions. And in addition they have played so far a crucial role in teaching DC (Eurostat shows that this is the most often way people do learn DC). For example creating resources to be used has been identified as a needed policy.
Every European Digital Ensure everyone acquires Digital Competences as a key competence for the future and remains competent -> need to monitor and address evolving digital divides 2) Supporting those socially excluded or at risk of social exclusion (unemployed, immigrants, people with low education levels, people with disabilities, and elderly, as well as marginalised young people) Addressing those digitally excluded (older people, people with disabilities, women, lower education groups, unemployed and “less-developed” regions) Engaging multiple stakeholders Understanding how to leverage the role of intermediaries as multipliers ( User empowerment & autonomy; LLL: Economic, Social & Civic participation; Engagement with Local Community) (role of TSO; carers as intermediaries; DC needs of eInclusion intermediaries and actors as multipliers) (Eurostat - place of access: 38% only at home; 41% at work; 14% other (TCs, libraries, etc?); 12% place of education
> Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously 3) the intermediaries have so far been overlooked
> Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously 3) the intermediaries have so far been overlooked