EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
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
This document outlines Vanuatu's National Information and Communication Technology Policy. The overall objective of the policy is to maximize the contribution of ICTs to achieving Vanuatu's national vision of "A Just, Educated, Healthy and Wealthy Vanuatu" by empowering and benefiting citizens. The policy identifies 8 priority areas for ICT development, including access to ICTs in education, e-government, capacity building, and establishing a platform for multi-stakeholder coordination. It also outlines approaches like collaboration, private sector involvement, and integrating ICTs into other sector policies to guide implementation. The policy aims to harness ICTs to support economic growth, governance, and access to services in
This document summarizes current media literacy policies and practices in Finnish schools and discusses challenges and future opportunities. It outlines several key government programs and policies that aim to promote media literacy and ICT skills in education. However, it notes ongoing challenges like inadequate school infrastructure, lack of teacher training, and low use of collaborative learning models. Going forward, it sees opportunities in curriculum reforms that allocate more time to media education and the creation of a new organization called MEKU to centralize media literacy promotion efforts.
This document presents Saint Lucia's National ICT Policy and Strategy for 2013-2018. The policy aims to promote the use of ICT as an enabler of growth and development across various sectors including infrastructure, education, health, business, agriculture, government and tourism. The policy's vision is for Saint Lucia to become a knowledge-based society that promotes development, innovation and global competitiveness through the strategic use of ICT. It outlines core values of community, integrity and innovation and desired outcomes such as effective e-government, economic growth, improved citizen well-being and enhanced information literacy. The document provides policy objectives and statements for each focus sector to guide the implementation of ICT initiatives over the 5-year period
ACCESSIBLE_The ICT Opportunity for a Disability_Inclusive Development FrameworkNabil Eid
ICTs provide significant opportunities for persons with disabilities to access social and economic activities. Websites are critical for accessing healthcare services, education at all levels, employment opportunities, and government services. Mobile devices and services are vital enablers of independent living. Radio and television also contribute to the social inclusion of persons with disabilities, though to a lesser extent. When made accessible, ICTs can greatly improve access and participation in all areas of society and development for persons with disabilities.
EMPATIC: Information Literacy in the four learning sectors (school, higher education, vocational education and training, and adult/lifelong learning)
Non-sector specific recommendations to Policy Makers made by the final conference participants
The document outlines 11 recommendations for policy makers in the schools sector regarding information literacy (IL):
1. IL must be promoted to stakeholders and a national IL policy developed with common European standards and learning outcomes.
2. Cooperation is needed between ministries of education, library science departments, libraries and all IL stakeholders including teachers, students, and local communities.
3. Real work and development of IL must happen at the local level but be supported by national and European policies and law.
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
This document outlines Vanuatu's National Information and Communication Technology Policy. The overall objective of the policy is to maximize the contribution of ICTs to achieving Vanuatu's national vision of "A Just, Educated, Healthy and Wealthy Vanuatu" by empowering and benefiting citizens. The policy identifies 8 priority areas for ICT development, including access to ICTs in education, e-government, capacity building, and establishing a platform for multi-stakeholder coordination. It also outlines approaches like collaboration, private sector involvement, and integrating ICTs into other sector policies to guide implementation. The policy aims to harness ICTs to support economic growth, governance, and access to services in
This document summarizes current media literacy policies and practices in Finnish schools and discusses challenges and future opportunities. It outlines several key government programs and policies that aim to promote media literacy and ICT skills in education. However, it notes ongoing challenges like inadequate school infrastructure, lack of teacher training, and low use of collaborative learning models. Going forward, it sees opportunities in curriculum reforms that allocate more time to media education and the creation of a new organization called MEKU to centralize media literacy promotion efforts.
This document presents Saint Lucia's National ICT Policy and Strategy for 2013-2018. The policy aims to promote the use of ICT as an enabler of growth and development across various sectors including infrastructure, education, health, business, agriculture, government and tourism. The policy's vision is for Saint Lucia to become a knowledge-based society that promotes development, innovation and global competitiveness through the strategic use of ICT. It outlines core values of community, integrity and innovation and desired outcomes such as effective e-government, economic growth, improved citizen well-being and enhanced information literacy. The document provides policy objectives and statements for each focus sector to guide the implementation of ICT initiatives over the 5-year period
ACCESSIBLE_The ICT Opportunity for a Disability_Inclusive Development FrameworkNabil Eid
ICTs provide significant opportunities for persons with disabilities to access social and economic activities. Websites are critical for accessing healthcare services, education at all levels, employment opportunities, and government services. Mobile devices and services are vital enablers of independent living. Radio and television also contribute to the social inclusion of persons with disabilities, though to a lesser extent. When made accessible, ICTs can greatly improve access and participation in all areas of society and development for persons with disabilities.
This document summarizes a study that evaluated the effectiveness of three ICT interventions in improving student outcomes in Kenya: 1) tablets for instructional supervisors, 2) tablets for teachers, and 3) e-readers for students. The study found that all three interventions showed significant positive impacts on English and Kiswahili test scores compared to the control group. However, the impacts of the three interventions were not statistically different from each other. Based on these findings, the authors recommend that ICT interventions in Kenya be embedded within broader instructional reforms and that cost-effectiveness be considered in policy and investment decisions.
TUGAS KELOMPOK 4 (Good Practice in ICT for Education)kelompoklim5
This document discusses the benefits of investing in information and communication technologies (ICT) for education. ICT has the potential to improve education quality and access, making knowledge more widely available. While some developing countries have used ICT initiatives to increase teacher training and classroom resources, evidence of higher student achievement is still limited. However, ICT allows access to new information and supports student-centered learning. Investing in ICT for education can help developing countries reform their education systems to develop skilled workforces and compete globally. The document provides guidance on incorporating ICT into education policy, strategic planning, teacher training, and school-level implementation.
The importance of e-accessibility from the point of view of people with disabilities is outlined in this presentation. The international frameworks of educational policy and e-accessibility regarding people with disabilities are reviewed.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
INFORMATION AND COMMUNICATION TECHNOLOGY POLICY IN THE EDUCATION SECTOR: IMPL...Stephen Ndawula
This document discusses the implications of information and communication technology (ICT) policies on the teacher education curriculum in Uganda. It provides background on Uganda's education system and defines ICT. It then outlines Uganda's national ICT policy developed in 2003 to incorporate ICT into education. The policy recognizes strategies to include ICT in educational curricula and provide equitable access. This led to an educational ICT policy in 2006 focusing on reviewing curricula, improving ICT infrastructure, training teachers in ICT skills, and promoting e-learning. Implications for teacher education include reviewing curricula to include ICT areas, providing necessary infrastructure, developing ICT policies and training at teacher training institutions, and delivering in-service teacher education using
The Cabinet Secretary for Education in Kenya gave the keynote address at the 2014 International E-Learning Innovations Conference. He discussed Kenya's efforts to integrate technology and e-learning into education to improve access, equity, and quality. Some initiatives included providing laptops to primary students, connecting schools to electricity, developing digital curricula, and training teachers in technology integration. However, challenges remain around connectivity, device costs, software expenses, and teacher professional development. The Secretary called for partnerships to help Kenya further adopt e-learning and keep pace with global advances in educational technology.
UNESCO Concept Note: Intergating mobile learning solutions for Syrian refugee...Steve Vosloo
This document proposes a mobile learning solution to help address the education crisis for Syrian refugees in Iraq. Over 200,000 Syrians have fled to Iraq and less than a third of school-aged refugees are participating in formal education. UNESCO plans to build schools, hire teachers, and develop literacy and life skills training to serve over 5,000 refugees. A mobile learning component will deliver educational content via SMS, audio lessons, and mobile data to supplement brick-and-mortar schools and support communication between learners, teachers, and organizations assisting the refugees.
The document discusses the importance of technology in education. It notes that while most developing countries struggle to equip schools with basic technology, mobile phones offer a more affordable solution. It also points out that policymakers sometimes lack the capacity to create ICT education policies and that technologies can help promote inclusive education by reaching disadvantaged groups and reducing inequalities. Additionally, ICT can help enrich educational content and make more resources available, though quality assurance and reform are needed to fully realize the benefits.
Kyambogo University in Uganda has established an Open, Distance and e-Learning (ODeL) center to expand access to teacher education. ODeL offers a Bachelor of Education degree through distance learning using resources like online modules, email and limited face-to-face support. The program is funded through a partnership between the African Virtual University and the African Development Bank. It aims to increase the number of qualified teachers through convenient, flexible education and support Uganda's goal of universal secondary education. The distance program faces challenges regarding infrastructure, cost and learner support but shows promise in improving teacher education.
1) World Vision Lebanon organized activities for Safer Internet Day 2012 under the patronage of the Higher Council for Childhood to promote safe internet use among children and families.
2) A national workshop was held with 80 participants from government, NGOs, and private sector to map existing interventions and share best practices.
3) A celebration day gathered 550 children and parents from different backgrounds for games and education on internet safety run by local stakeholders.
New Zealand has a highly developed education system that ranks among the top in international assessments. It has consistently placed high in worldwide rankings for mathematics, science, reading and overall education quality. While Kiwi schools have integrated technology into classrooms, an international study found New Zealand had the second highest rate of school bullying. In response, the government invested $60 million into an anti-bullying initiative. Recently, high-speed broadband internet has been rolled out across Kiwi schools, supporting the strategic goal of developing students' technology skills and digital learning.
This document discusses media literacy and best practices in media education in Portugal. It defines media literacy as the skills citizens need to understand how media presents culture and information in society. It notes that while digital skills are taught, media literacy is not included in school curricula. It then outlines several best practices in Portugal including research projects, initiatives like conferences and a media literacy observatory, and the 2011 Braga Declaration which established partnerships and ways to promote media literacy through education.
The ACOPEA objectives are to promote child online safety awareness across Africa, raise awareness among stakeholders, and become the focal point for child online safety in Africa. Rapid growth in ICT and internet use in Africa has increased online risks for children like abuse images, grooming, and cyberbullying. ACOPEA has developed a Pan-African model for child online protection education and awareness, including a train-the-trainer program and awareness materials. It has piloted the program in Ethiopia with support from Facebook and ITU, and seeks further support to expand the program across Africa.
M-learning or mobile learning is defined as learning across multiple contexts through social and content interactions using personal electronic devices. It allows learning to occur virtually anywhere as long as a mobile signal is available. Some key advantages of m-learning include interactive learning, on-demand access to information, continuity of learning inside and outside the classroom, and the ability to learn at one's own pace. However, there are also limitations such as potential connectivity issues, small screen sizes that can strain the eyes, the need to own an appropriate mobile device, and possible distractions from calls, messages or updates.
Steve Vosloo presented on education design in a mobile era. He discussed the growing mobile landscape globally and in Africa. The mobile revolution is changing education by supporting informal, contextual learning anywhere and anytime. When designing for mobile, considerations include understanding user context, designing for small screens first while supporting multiple devices, personalized and adaptive learning, learner analytics, social learning, and using existing platforms. Challenges to mobile learning include transforming existing systems, uneven infrastructure, and bridging formal and informal learning. Vosloo advised testing often and thinking holistically about infrastructure to support digital learning.
Kenya MOICT presentation at the Youth Engagement Summit MauritiusAdrian Hall
Presentation by ICT Officer from the Ministry of ICT Kenya at the Youth Engagement Summit Mauritius, forming part of the Kenya Country Showcase panel session
How to realize Sustainable Development Goal No. 4 (Inclusive and Equitable Quality education and promote lifelong learning opportunities for all) through harnessing opportunities presented by the Internet.
A presentation abou the importance of designing universally accessible online and distance courses, aimed specifically at those involved in higher education.
The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
This document summarizes a study that evaluated the effectiveness of three ICT interventions in improving student outcomes in Kenya: 1) tablets for instructional supervisors, 2) tablets for teachers, and 3) e-readers for students. The study found that all three interventions showed significant positive impacts on English and Kiswahili test scores compared to the control group. However, the impacts of the three interventions were not statistically different from each other. Based on these findings, the authors recommend that ICT interventions in Kenya be embedded within broader instructional reforms and that cost-effectiveness be considered in policy and investment decisions.
TUGAS KELOMPOK 4 (Good Practice in ICT for Education)kelompoklim5
This document discusses the benefits of investing in information and communication technologies (ICT) for education. ICT has the potential to improve education quality and access, making knowledge more widely available. While some developing countries have used ICT initiatives to increase teacher training and classroom resources, evidence of higher student achievement is still limited. However, ICT allows access to new information and supports student-centered learning. Investing in ICT for education can help developing countries reform their education systems to develop skilled workforces and compete globally. The document provides guidance on incorporating ICT into education policy, strategic planning, teacher training, and school-level implementation.
The importance of e-accessibility from the point of view of people with disabilities is outlined in this presentation. The international frameworks of educational policy and e-accessibility regarding people with disabilities are reviewed.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
INFORMATION AND COMMUNICATION TECHNOLOGY POLICY IN THE EDUCATION SECTOR: IMPL...Stephen Ndawula
This document discusses the implications of information and communication technology (ICT) policies on the teacher education curriculum in Uganda. It provides background on Uganda's education system and defines ICT. It then outlines Uganda's national ICT policy developed in 2003 to incorporate ICT into education. The policy recognizes strategies to include ICT in educational curricula and provide equitable access. This led to an educational ICT policy in 2006 focusing on reviewing curricula, improving ICT infrastructure, training teachers in ICT skills, and promoting e-learning. Implications for teacher education include reviewing curricula to include ICT areas, providing necessary infrastructure, developing ICT policies and training at teacher training institutions, and delivering in-service teacher education using
The Cabinet Secretary for Education in Kenya gave the keynote address at the 2014 International E-Learning Innovations Conference. He discussed Kenya's efforts to integrate technology and e-learning into education to improve access, equity, and quality. Some initiatives included providing laptops to primary students, connecting schools to electricity, developing digital curricula, and training teachers in technology integration. However, challenges remain around connectivity, device costs, software expenses, and teacher professional development. The Secretary called for partnerships to help Kenya further adopt e-learning and keep pace with global advances in educational technology.
UNESCO Concept Note: Intergating mobile learning solutions for Syrian refugee...Steve Vosloo
This document proposes a mobile learning solution to help address the education crisis for Syrian refugees in Iraq. Over 200,000 Syrians have fled to Iraq and less than a third of school-aged refugees are participating in formal education. UNESCO plans to build schools, hire teachers, and develop literacy and life skills training to serve over 5,000 refugees. A mobile learning component will deliver educational content via SMS, audio lessons, and mobile data to supplement brick-and-mortar schools and support communication between learners, teachers, and organizations assisting the refugees.
The document discusses the importance of technology in education. It notes that while most developing countries struggle to equip schools with basic technology, mobile phones offer a more affordable solution. It also points out that policymakers sometimes lack the capacity to create ICT education policies and that technologies can help promote inclusive education by reaching disadvantaged groups and reducing inequalities. Additionally, ICT can help enrich educational content and make more resources available, though quality assurance and reform are needed to fully realize the benefits.
Kyambogo University in Uganda has established an Open, Distance and e-Learning (ODeL) center to expand access to teacher education. ODeL offers a Bachelor of Education degree through distance learning using resources like online modules, email and limited face-to-face support. The program is funded through a partnership between the African Virtual University and the African Development Bank. It aims to increase the number of qualified teachers through convenient, flexible education and support Uganda's goal of universal secondary education. The distance program faces challenges regarding infrastructure, cost and learner support but shows promise in improving teacher education.
1) World Vision Lebanon organized activities for Safer Internet Day 2012 under the patronage of the Higher Council for Childhood to promote safe internet use among children and families.
2) A national workshop was held with 80 participants from government, NGOs, and private sector to map existing interventions and share best practices.
3) A celebration day gathered 550 children and parents from different backgrounds for games and education on internet safety run by local stakeholders.
New Zealand has a highly developed education system that ranks among the top in international assessments. It has consistently placed high in worldwide rankings for mathematics, science, reading and overall education quality. While Kiwi schools have integrated technology into classrooms, an international study found New Zealand had the second highest rate of school bullying. In response, the government invested $60 million into an anti-bullying initiative. Recently, high-speed broadband internet has been rolled out across Kiwi schools, supporting the strategic goal of developing students' technology skills and digital learning.
This document discusses media literacy and best practices in media education in Portugal. It defines media literacy as the skills citizens need to understand how media presents culture and information in society. It notes that while digital skills are taught, media literacy is not included in school curricula. It then outlines several best practices in Portugal including research projects, initiatives like conferences and a media literacy observatory, and the 2011 Braga Declaration which established partnerships and ways to promote media literacy through education.
The ACOPEA objectives are to promote child online safety awareness across Africa, raise awareness among stakeholders, and become the focal point for child online safety in Africa. Rapid growth in ICT and internet use in Africa has increased online risks for children like abuse images, grooming, and cyberbullying. ACOPEA has developed a Pan-African model for child online protection education and awareness, including a train-the-trainer program and awareness materials. It has piloted the program in Ethiopia with support from Facebook and ITU, and seeks further support to expand the program across Africa.
M-learning or mobile learning is defined as learning across multiple contexts through social and content interactions using personal electronic devices. It allows learning to occur virtually anywhere as long as a mobile signal is available. Some key advantages of m-learning include interactive learning, on-demand access to information, continuity of learning inside and outside the classroom, and the ability to learn at one's own pace. However, there are also limitations such as potential connectivity issues, small screen sizes that can strain the eyes, the need to own an appropriate mobile device, and possible distractions from calls, messages or updates.
Steve Vosloo presented on education design in a mobile era. He discussed the growing mobile landscape globally and in Africa. The mobile revolution is changing education by supporting informal, contextual learning anywhere and anytime. When designing for mobile, considerations include understanding user context, designing for small screens first while supporting multiple devices, personalized and adaptive learning, learner analytics, social learning, and using existing platforms. Challenges to mobile learning include transforming existing systems, uneven infrastructure, and bridging formal and informal learning. Vosloo advised testing often and thinking holistically about infrastructure to support digital learning.
Kenya MOICT presentation at the Youth Engagement Summit MauritiusAdrian Hall
Presentation by ICT Officer from the Ministry of ICT Kenya at the Youth Engagement Summit Mauritius, forming part of the Kenya Country Showcase panel session
How to realize Sustainable Development Goal No. 4 (Inclusive and Equitable Quality education and promote lifelong learning opportunities for all) through harnessing opportunities presented by the Internet.
A presentation abou the importance of designing universally accessible online and distance courses, aimed specifically at those involved in higher education.
The document outlines the quality assurance, risk management, and impact assessment strategies for the EMPATIC project. It describes the processes for ensuring high quality outputs through peer review. It also establishes a risk management framework that includes identifying risks, quantifying their likelihood and impact, and monitoring risks and responses throughout the project. Finally, it details the approach for evaluating the impact of the project's work on policymakers.
Validation Report - Adult Education and Lifelong Learning SectorEmpatic Project
This document summarizes the proceedings of an international workshop on Information Literacy (IL) in the adult/lifelong learning sector. The workshop aimed to discuss the role and importance of IL in lifelong learning and identify challenges. Key points discussed included the lack of awareness and prioritization of IL, especially outside formal education. Suggestions were made to strengthen several case studies of best practices in IL. Overall, the workshop highlighted the need to better integrate IL into lifelong learning curricula and raise awareness among policymakers about its importance for social development.
Literacies and multiliteracies in Early Childhood TeachingRo75Ki76
Literacy is more than just reading and writing, and involves making meaning from various modes like visual and audio. As society and technology change, literacy has become increasingly multimodal. Teachers must broaden their understanding of literacy to recognize how children make meaning from different modes. To do so, teachers should build partnerships with families to understand children's home literacy practices and design learning experiences that connect to students' daily lives. This will help students transfer their skills between classroom and real world contexts.
The dissertation examines an integrated visual arts and language arts curriculum in a middle school classroom from the perspectives of four students, their teacher, and the researcher. It explores how underserved middle school students engage with and perceive literacy studies and visual arts learning through classroom observations, interviews, and analysis of student work. The study aims to understand how an integrated curriculum approach impacts student learning and perceptions of the two subject areas.
This document discusses different theoretical frameworks for understanding the concept of "information". It summarizes Buckland's matrix that categorizes information into tangible/intangible and entity/process. The document then examines various perspectives on understanding information as a thing, process, and knowledge. It outlines quantitative and qualitative models of information as process, and discusses views of information as knowledge.
University of Kentucky's First Dual Credit Partnership Proposal to Undergradu...University of Kentucky
With the UK Senate Rules amended to allow for dual credit partnerships, Dr. Ben Withers successfully moved the very first one - Fayette County Public Schools dual credit agreement - through Undergraduate Council on 18 June 2013, and it was approved (see more at the UK Undergraduate Education website, http://www.uky.edu/UGE/DualCredit)
This document discusses a workshop on information literacy in education and policy actions, with a focus on the school sector. It provides an overview of information literacy, its importance in education systems and lifelong learning. It recognizes that while some European countries have information literacy strategies, clearly formulated national policies are still needed. The document proposes recommendations for national information literacy development strategies, including establishing European standards, identifying stakeholder roles, and supporting efforts at the local level. It encourages participants to discuss and finalize the recommendations to stimulate further action in developing information literacy.
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.
The document discusses media literacy in Greece. It provides an overview of media literacy actors and initiatives in the country. It notes that while media literacy is not yet an autonomous subject in typical education, it is addressed cross-curricularly and through projects. During the pandemic, media literacy was important for remote learning. The document outlines the work of EKOME, a key organization promoting media literacy, including its webinar series bringing together Mediterranean countries to discuss policies and practices. It emphasizes building media literacy skills is important for combating disinformation, developing digital skills, and engaging the creative industry.
1) The document summarizes a teacher training meeting on ICT tools for inclusion.
2) It defines inclusion as ensuring people with disabilities can fully participate in society, and notes ICT can promote equity in education.
3) The document discusses how ICT and e-learning can enhance learning for all students, including those with special needs, by facilitating personalized and self-paced instruction that boosts skills like critical thinking.
ICT Based Non Formal Educational Modules: Nature, Usage and ImpactShipra Sharma
The document discusses ICT-based non-formal educational modules, including their nature, usage, and impact. It describes how ICTs have expanded the scale and scope of non-formal education by enhancing outreach. ICT-based modules are used for literacy applications, livelihood training, and supporting formal education. They have advantages over traditional teaching methods like being interactive and accessible outside the classroom. The production of ICT modules is a participatory, multi-step process involving needs assessment, content development, scripting, multimedia development, and quality review.
This document summarizes media literacy in Portugal. It defines media literacy and outlines the current situation in schools, which do not have dedicated media literacy curriculum. It then highlights best practices, including booklets, partnerships with organizations, research projects, initiatives like conferences, and the Braga Declaration which established priorities like fostering relationships between organizations to disseminate information on media education. It also describes plans for a Media Literacy Observatory online guide.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
The document discusses the European Reference Framework for Key Competences for Lifelong Learning. It outlines 8 key competences that are considered important for citizens to have:
1) Communication in the mother tongue
2) Communication in foreign languages
3) Mathematical competence and basic competences in science and technology
4) Digital competence
5) Learning to learn
6) Social and civic competences
7) Sense of initiative and entrepreneurship
8) Cultural awareness and expression
For each competence, the document provides a definition and outlines the essential knowledge, skills, and attitudes related to developing that competence. The competences are meant to help citizens achieve personal fulfillment, social inclusion
The document discusses the European Reference Framework for Key Competences for Lifelong Learning. It outlines 8 key competences that are considered important for citizens to have: 1) communication in the mother tongue, 2) communication in foreign languages, 3) mathematical competence and basic competences in science and technology, 4) digital competence, 5) learning to learn, 6) social and civic competences, 7) sense of initiative and entrepreneurship, and 8) cultural awareness and expression. For each competence, the document provides a definition and outlines essential knowledge, skills, and attitudes related to developing that competence. The goals of the framework are to help citizens achieve personal fulfillment, social inclusion, active citizenship, and employability.
1) The document discusses whether open education is truly inclusive for all learners, especially those with disabilities, who represent 15% of the world's population.
2) The International Association of Universities partnered on a project to develop guidelines to help education content producers create accessible information from the start for learners with disabilities.
3) The guidelines were created through an international collaboration, trialled by universities, and are available online under open licensing to promote more inclusive and accessible open education information going forward.
Unit – I: INFORMATION AND COMMUNICATION TECHNOLOGY
ICT: Concept, Objectives, Need and Importance of ICT - Characteristics and Scope of Information and Communication Technology.
Status and Trends of Educational Media in India: Allusion to Dr Bhupen Hazari...CEMCA
This document summarizes Dr. Bhupen Hazarika's 1952 doctoral dissertation which proposed using audio-visual techniques for adult education in India. Some of the key ideas from Hazarika's dissertation discussed are that education should be accessible to all, foster critical thinking, and use visual symbols. Audio-visual media like radio can impart ideas without barriers and educate adults. The talk will review educational media development in India, including early experiments with radio, TV and satellites for education, challenges with implementation and teacher training, and emerging opportunities with new technologies.
The aim of this Agency project which ran between 2012 and 2013 was to collect information on the use of ICT for Inclusion – that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
For more information visit the project web area: http://www.european-agency.org/agency-projects/ict4i
Developing a community based learning approach partnership education action ...Peter Day
This document describes the PEARLS (Partnership Education: Action Research & Learning Scenarios) approach used by the Community Media 4 Kenya (CM4K) project. CM4K partners with marginalized communities, universities, and organizations in Kenya to empower local voices and support development through community media. The project began as a student community project and has expanded to include training workshops, video productions, and information centers. The goal of PEARLS is to promote mutual learning between community partners and university students through participatory, experience-based activities for the common good.
Similar to EMPATIC Recommendations - Adult Education: Final (20)
The document summarizes the International Workshop "Information Literacy Development in the School Sector" held in Krakow, Poland on June 8, 2011. The workshop aimed to validate models, standards, and case studies related to information literacy (IL) in schools that were developed as part of the EMPATIC project. Over 30 participants from Poland and abroad discussed various topics regarding IL in K-12 education, including national strategies, teacher training, best practices, and real-world IL initiatives in Polish schools.
This document provides a summary of a validation workshop on information literacy policies in higher education. The workshop brought together policymakers and stakeholders to discuss models of information literacy, challenges to developing strategies, and best practices. Key issues identified included whether information literacy should be a formal discipline or integrated into curricula, and how it could be aligned with the Bologna Process for higher education in Europe. The workshop finalized several case studies of successful information literacy programs to share with stakeholders.
Validation Report - Vocational Education & Training SectorEmpatic Project
The document provides a summary of a validation workshop for the EMPATIC project regarding information literacy in the vocational education sector in Turkey. The workshop discussed:
- The importance and current state of vocational education and information literacy in Turkey
- Challenges integrating information literacy into the vocational education system in Turkey
- Suggestions for best practices and case studies from other countries that could be applied, including developing an information literacy training database and training more information literacy trainers
- Major issues identified were the lack of awareness of and budget for information literacy and the need for better cooperation between vocational education institutions in Turkey
This document proposes a strategic framework for developing information literacy in Europe. It begins with defining information literacy and explaining its importance for lifelong learning, education, and society. The document then outlines a methodology for creating an information literacy strategy based on existing models.
The proposed strategic framework includes establishing a mission to mainstream information literacy, a vision of information literate citizens and societies, and goals around awareness, institutionalization, and integrating information literacy into education curricula. It identifies stakeholders and provides examples of strategic actions and standards that could be used to measure performance. The framework is intended to guide the development of more specific information literacy models for different educational sectors.
This document provides an exploitation strategy and recommendations for improving information literacy across four educational sectors. It summarizes the key findings from the EMPATIC project regarding information literacy in schools, higher education, vocational education, and adult learning. The document then outlines recommendations for policy makers in each sector and in general to help mainstream information literacy and validate new learning paradigms. The overall goal is to stimulate action at the national level to spread information literacy skills.
The document describes the scope, purpose and methodology used to identify 20 best practice cases of Information Literacy development initiatives in Europe. It aimed to find programs that illustrated strategic, coherent approaches to IL education across different sectors. Selection criteria included the country, funding source, focus/type, learning sector, literacy area, and range/stakeholders of each initiative. The best cases were meant to exemplify how to change IL policy at the EU level, as currently most activities are ad hoc and fragmented. It was difficult to evaluate initiatives due to lack of complete information, but formal criteria like illustrating the EMPATIC goals and having clear descriptions were used.
Report on Finalised Information Literacy Case StudiesEmpatic Project
This report provides case studies of Information Literacy initiatives across four learning sectors: Higher Education, Schools, Vocational Education, and Adult Education. In each sector, the report identifies key problems or potential benefits of Information Literacy based on previous Empatic project deliverables. For each sector, 2-3 case studies are then summarized that address one or more of the identified issues. The case studies provide concrete examples of Information Literacy initiatives to raise awareness among policymakers of how Information Literacy can be implemented and the benefits it provides to different learning sectors.
Report on Current State and Best Practices in Information LiteracyEmpatic Project
This section provides an overview of the state of the art in information literacy. It discusses the strong connection between information literacy and lifelong learning established in influential definitions and frameworks. Information literacy is seen as a key component of independent learning and lifelong learning. The section also examines definitions of information literacy put forward by international organizations, researchers, and library bodies. It analyzes frameworks for information literacy developed by bodies like ACRL, ANZIIL and SCONUL. Finally, it explores the role of information literacy in different educational contexts like higher education, schools, vocational training and lifelong learning.
This document provides an agenda for the Qualitative and Quantitative Methods in Libraries International Conference (QQML2011) taking place from May 24-26, 2011. The conference includes keynote speeches, sessions, and workshops on topics related to qualitative and quantitative research methods in libraries. Sessions will cover areas such as library assessment, bibliometrics, information literacy, human resources, and users and their behaviors. The agenda lists the date, time, chairs, presenters, and titles for each session slotted throughout the three day conference.
The one-day EMPATIC Project International Workshop was held on May 30, 2011 at the National Library of Turkey in Ankara. The program included opening speeches, two keynote speeches on the importance of information literacy and on vocational education and training, breaks, a presentation on the EMPATIC Project, lunch, a workshop on vocational education and information literacy, remarks and an evaluation, and closing. The workshop aimed to discuss topics related to information literacy and vocational education.
The document announces an international workshop on information literacy development in schools to be held on June 8, 2011 in Krakow, Poland. The workshop is part of the EMPATIC project at Jagiellonian University. The day-long workshop will consist of presentations on developing information literacy programs and standards for schools from speakers representing Poland, Turkey, Finland, Great Britain, and Hungary. Topics will include information literacy curriculum, best practices in Europe, and using eTwinning projects and virtual mobility to enhance information literacy in international contexts. The workshop aims to discuss information literacy development in K-12 education.
This document provides information about an international workshop on information literacy policies that was held in Athens, Greece. The workshop aimed to point out the strategic role of methodological approaches in developing information literacy policies. It discussed models of information literacy policies in higher education and selected methodological issues. The workshop also included panels on strategic and interdisciplinary approaches to information literacy skills. Additionally, the document provides background information on the EMPATIC project, which aims to improve perceptions of information literacy among European policymakers and support increased implementation of information literacy in education.
This document summarizes an international workshop on the importance of information literacy in the vocational sector that was held on May 30, 2011 at the Turkish National Library in Ankara, Turkey. The workshop aimed to discuss how information literacy skills can be improved and integrated into vocational education through the EMPATIC project, which is funded by the European Commission to create a framework for exploiting information competency programs. The workshop featured a keynote speech by Professor Dr. Serap Kurbanoglu and was organized by a committee chaired by Professor Dr. Bülent Yılmaz.
The document summarizes an international workshop on developing information literacy in schools. The workshop will discuss goals, strategies, models and methods for improving information literacy among K-12 students. It will highlight examples of good practices from Europe and existing IL standards for schools. The workshop is part of the EMPATIC project funded by the EU to improve perceptions of information literacy, expand piloting of IL programs, and integrate IL into education reform across multiple sectors. The workshop will be held at the Institute of Information and Library Science at Jagiellonian University in Krakow, Poland.
This document provides information about an international workshop on information literacy held in Athens, Greece. The workshop was part of the EMPATIC project, funded by the European Commission to create a framework for effectively utilizing results from lifelong learning programs related to information literacy. The workshop's target groups included stakeholders in adult education, decision makers, librarians, and university professors. It aimed to improve policymakers' understanding of information literacy and help mainstream competencies in all levels of education.
Selected methodological issues in creating the Information Literacy developme...Empatic Project
Paper by Sabina Cisek and Maria Maria Próchnicka
Jagiellonian University Krakow, Poland
The 3rd Qualitative and Quantitative Methods in Libraries International Conference (QQML2011),
Venue: Athens Greece
Date: 24 -‐ 27 May 2011
Metoda studium przypadku w badaniach kultury informacyjnej Empatic Project
Paper presented by: Sabina Cisek and Maria Próchnicka
Instytut Informacji Naukowej i Bibliotekoznawstwa, Uniwersytet Jagielloński w Krakowie
Venue: XI Forum on Scholarly and Technical Information,
Zakopane, Poland
20-23 September 2011
EMPATIC - International Workshop: Information Literacy Development in the Sc...Empatic Project
The document summarizes an international workshop on information literacy development in schools that took place in Krakow, Poland in June 2011. The workshop was part of the EMPATIC project, a two-year European Commission-funded project aimed at promoting strategic approaches to information literacy education across different levels and sectors of education. The workshop's goals were to discuss strategies, models, and methods for developing information literacy in schools, share experiences and advice on the topic, and validate project deliverables related to strategic models and case studies of information literacy.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. Empowering Autonomous Learning through Information Competencies
Information
Literacy
in
the
Adult
Education/
Lifelong
Learning
Sector
Recommendations
to
Policy
Makers
(the
LEONARDO
DA
VINCI
programme
area)
Through
EMPATIC’s
validation
workshops,
a
process
of
consultation
and
the
Final
Conference,
the
following
recommendations
to
policy
makers
in
the
adult
education/Lifelong
learning
sector
have
been
identified:
1. Information
Literacy
and
its
specialized
fields
must
be
promoted
to
society,
decision
makers,
politicians,
communities
and
users.
2. Ministries
of
education
and
lifelong
learning,
departments
at
higher
educational
institutions,
all
relevant
institutions
and
libraries
should
cooperate
with
each
other.
3. National
strategies
should
follow
from
development
of
a
European
scheme
of
IL
standards,
assessment
types
and
learning
outcomes.
4. Lobbying
for
the
integration
of
IL
into
Adult
Education
&
Life
Long
Learning
must
be
undertaken
to
the
EU,
national
politicians,
public
libraries
and
all
relevant
institutions.
5. Departments
of
Library
and
Information
Science,
information
literacy
professionals
and
all
relevant
bodies
should
work
together
to
prepare
educational
content
and
materials
related
to
Information
Literacy.
6. The
learner
must
be
more
active
and
become
a
partner
in
the
process.
7. The
media
is
very
important;
this
can
include
music,
radio,
local
newspapers,
and
popular
activities
such
as
drama
and
local
associations.
8. IL
should
be
integrated
into
all
Lifelong
Learning
activities
that
are
run
by
various
organizations
in
a
practical
way,
this
could
be
through
financial
information,
health
education,
cultural
information,
etc.
9. International
cooperation
concerning
Adult
Education
and
Information
Literacy
should
be
developed.
10. Consequently,
advocating
IL
must
be
undertaken
on
national,
local,
community
and
institutional
levels
simultaneously.
11. Modern
technologies
to
apply
IL
in
Adult
Education
&
Life
Long
Learning
(e.g.
Web2.0,
e-‐
conferences)
must
be
utilized.
12. Public
Libraries
have
a
very
important
role
to
play
in
the
application
of
IL
in
Adult
Education
&
Life
Long
Learning
and
therefore
have
to
be
helped
in
order
to
succeed
in
it.
The
main
purpose
of
the
EMPATIC
recommendations
is
to
stimulate
action
www.empat-ic.eu
Project funded by the European Commission
under the Lifelong Learning Programme