Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
EDEN Webinar series 'Education in time of a new normal'
Webinar 'No. 6 - Digital Education Action Plan 2021-2027 Setting education and training for the digital age'
19 October 2020, Presenters: Georgi Dimitrov, Veronica Mobilio, Yves Punie, Moderator: Sandra Kucina Softic
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training(VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration,in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students,including those with diverse and vulnerable backgrounds.
European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
EDEN Webinar series 'Education in time of a new normal'
Webinar 'No. 6 - Digital Education Action Plan 2021-2027 Setting education and training for the digital age'
19 October 2020, Presenters: Georgi Dimitrov, Veronica Mobilio, Yves Punie, Moderator: Sandra Kucina Softic
Building Digital Teaching and Learning Capabilities in GMIT IT Sligo and LYIT...carinaginty
In 2019, GMIT along with partners IT Sligo and LYIT were awarded a HEA Innovation and Transformation award to build digital capabilities in the Connacht-Ulster Alliance (CUA). The project is called iNOTE and it provides opportunities to transform the higher education experience in the CUA institutes (2019-2022). GMIT Teaching and Learning Office is leading the development of DigitalEd.ie (work package 2 of the iNOTE project).
DigitalEd.ie, is a digital teaching and learning knowledge platform. that provides access to professional development pathways and a suite of digital resources, in order to build digital capabilities and pedagogic expertise, so that educators can design, deliver and support flexible and online learning programmes effectively.
This presentation will explore: the development journey of DigitalEd.ie; the creation of a digital champions team; designing learning pathways; creating a digital resources directory; staff insights on building their digital teaching and learning capabilities during the pandemic; and a suite of digital capability discovery tools (including a workshop, a digital discovery self-assessment tool, the INDEX survey, a discussion platform survey, and focus groups with digital champions and DigitalEd.ie participants). The suite of discovery tools deployed during the project (2019-2022), is supporting an action research study, that is informing a best practice model for developing digital teaching and learning capabilities in higher education.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
La teoría de que nos movemos fractalmente en el bieny en el mal, pues desde vicios tanto a sustancias como a malas acciones que uno trae al otro y el otro trae al otro y todo comienza en vaivén... como está el vicio de colocar cosas en el alma por negocio o conveniencia y ellos tienen el vicio de fumar o beber alcohol que el vicio son mas personas que lo tienen que son creadas por estas personas...
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
The European MOOC Consortium (EMC) launches a Common Microcredential Framewor...eraser Juan José Calderón
The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners . #CMF @FunMooc @FutureLearn @miriadax @EduopenNetwork @OpenupEd
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Common Digital Competence Framework for TeachersINTEF
Common Digital Competence Framework for Teachers - January 2017 - National Institute of Educational Technologies and Teacher Training - Ministry of Education - Spain
La teoría de que nos movemos fractalmente en el bieny en el mal, pues desde vicios tanto a sustancias como a malas acciones que uno trae al otro y el otro trae al otro y todo comienza en vaivén... como está el vicio de colocar cosas en el alma por negocio o conveniencia y ellos tienen el vicio de fumar o beber alcohol que el vicio son mas personas que lo tienen que son creadas por estas personas...
Ficha informativa gramatical de francês do 8ºano.
Ficha que resume as regras de utilização dos pronomes pessoais do Complemento Direto e Complemento Indireto.
Семинар Дмитрия Гаврилова «Операционный менеджмент как профессия»
Основные темы:
∙ Операционная стратегия
– Стратегия управления мощностями
– Стратегия управления цепями поставок
– Стратегия управления технологиями
– Стратегия развития компетенций и организационного управления
∙ Управление цепями поставок
– Дистрибуция
– Складирование
– Логистика
– Стратегическое построение ресурсной базы
∙ Планирование и контроль
– Управление запасами
– Планирование продаж и операций
– Управление спросом и прогнозирование
– Планирование материальных потоков
– Управление планированием потребности в мощностях
– Разработка календарных расписаний для производства
– Контроль исполнения планов производства, закупок и дистрибуции
∙ Управление проектами
∙ Системы повышения производительности и обеспечения качества
– JIT/Lean
– Теория ограничений
– Total Quality Management
∙ IT в сфере управления операциями
Цель: Познакомиться с содержанием профессии «Операционный менеджмент» и понять как она помогает организации стать более эффективной и стабильной.
The Telecentre Multimedia Academy is an EU funded project aimied at improving learning opportunities for adult learners on media literacy, establishing reference points for media literacy learning in 7 participating countries and
increasing telecentres training capacity through multimedia education.
This e-guide is addressed to professional trainers and educators willing to extend and develop their knowledge and awareness in the field of digital training, more particularly when delivering through an e-learning platform.
The Guide is a product made thanks to the DIGITAL-S in rural Areas project.
The project is carrying out by 5 partners: CEIPES – International Centre for the Promotion of Education and Development (Italy), Familles Rurales (France), SSW Collegium Balticum (Poland), INFODEF- Instituto para el Fomento del Desarrollo y la Formación (Spain) and CPIP – Center for promoting lifelong learning (Romania) and it is funded by the European Commission within Erasmus+ programme, Key Action 2 (Strategic Partnership for Innovation, Exchange of good practices and for adult education).
DIGITAL-S aims to experiment and develop the effective use of ICTs for trainers willing to keep pace with digital technology in the field of training. The project will particularly focus on distance education learning for adult learners from rural areas having urgent specific needs to enhance their digital skills as an essential European key skill.
European Framework for the Digital Competence of EducatorsDaniel Dufourt
Redecker, C. European Framework for the Digital Competence of Educators:
DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017,
ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Presentation by Felix Rohn (Policy officer at DG EAC) on the occasion of the EESC Seminar on 'Delivering on Skills' organised in Brussels on 17 November 2014.
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
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Milvia Rastrelli: "European Vocational Education & Training for eInclusion Fa...TELECENTRE EUROPE
Telecentre-Europe Summit 2011: Parallel session "Joining forces at the European level - Telecentre content creation"
Are telecentres innovative enough to create their own content (produce digital media content, curriculums, guides, researches)?
Should we look more into developing our own content that can transform in revenue source for sustainability?
EDEN - NAP Online Seminar on the 29th January 2020.
I focus on the 'beyond' showing the OPen Education Guidelines for Academics. And the DigCompEdu's Check in tool now also has an area related to open education!
Profiles of the learners and of their organisationsTELECENTRE EUROPE
A comprehensive study of the e-facilitator’ profiles, working conditions and training needs on a sample of 837 e-facilitators coming from the four countries (Bulgaria, Spain, Italy and France).
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. WP1 RESULTS
Multicountry analysis of existing
learning programs and needs in
media literacy field
Funded under Grundtvig Multilateral Projects, Development of Innovation,
4.2.1 Acquisition of key competences through adult education
Prepared by LIKTA
2. 2
Objective of WP1
Carry out an extensive review of the present
learning offers in Europe in the field of media
literacy for adult learners as well as to identify
the „clients„ needs
2
3. • Title: Study of Media Literacy Programs for Adults
• Outcome: Report
• Language: English, printed version
• Description:
– Report on media literacy learning offers for adult learners
in Europe (data across European countries and in-depth
analysis of consortium countries)
• Status: completed
Deliverable 2
3
4. The methodology adopted for carrying out the
review did include desk and field research:
after a first review based on desk research, a
stakeholder analysis was carried out in order
to identify key informants for 7 EU countries
about the topic. Interviews and
questionnaires were used to gather data
Deliverable 2
4
5. 5
Project partners
5
• P1 - Telecentre Europe - Belgium
• P2 - Telecentar – Croatia
• P3 - Educating for an open society (EOS) – Romania
• P4 - Latvian ICT Association (LIKTA) – Latvia
• P5 - Esplai Foundation – Spain
• P6 - Langas i Ateiti (LIA) – Lithuania
• P7 - Demnet – Hungary
• P8 - International Aid Network (IAN) - Serbia
6. Partners contribution:
• P2-P8 – in-depth analysis for countries –Croatia, Hungary,
Romania, Latvia, Lithuania, Spain, Serbia ;
• P1 – European desk research : EU policies in the field, EU
qualification frameworks and certification standards
• All partners contributes to field research in EU, supports the
analysis of collected data
Deliverable 2
6
8. 8
The Objective of Desk Research
8
To identify existing learning offers in Europe in the field of
media literacy for adult learners
Learning programs differ by length and aims
• Shorter programs mainly focus on personal development
• Longer programs on improvement of professional skills
9. Reviewed media literacy programs per country
according to qualification
9
Qualification
Croatia
Hungary
Latvia
Lithuania
Romania
Serbia
Spain
Total
Percentage
Academic 9 11 4 3 1 16 0 44 19%
Vocational 6 1 3 1 8 13 0 32 13%
Informal 18 18 61 9 4 47 5 162 68%
Total: 33 30 68 13 13 76 5 238 100%
Percentage: 14% 13% 29% 5% 5% 32% 2% 100%
10. Type of institutions reviewed
Project partners looked through all possible information sources and
training providers who offer media literacy program for adults:
• Higher educational institutions - 38
• Vocational educational institutions - 10
• Centres of professional education, further education and
examination - 16
• Educational centres for adults (municipal institutions) - 17
• Private training organizations - 48
• Informal educational institution - 9
• NGO’s - 10
• Programs offered by State Employment Agencies & others - 12
10
11. Type of media literacy learning programs
11
Qualification
Croatia
Hungary
Latvia
Lithuania
Romania
Serbia
Spain
Total
Percentage
Academic higher education
programs
11 10 4 3 1 17 0 46 20%
Programs of Professional
Development
7 0 29 2 9 11 0 58 26%
Programs of Further and
Vocation Education
5 3 4 0 0 2 1 18 8%
Non-formal education programs 10 12 25 8 3 41 4 103 46%
Total: 33 28 62 13 13 71 5 225 100%
Percentage: 15% 12% 28% 6% 6% 32% 2% 100%
12. 1. Academic higher education programs are based upon
fundamental and/or applied science. Duration of Bachelor’s
programs may be 3 or 4 years at different institutions. The 3-
4-year Bachelor’s degree is considered as a complete
academic qualification. Master’s degree is awarded after the
second stage of academic education and requires at least 5
years of university studies.
2. Programs of Professional Development - a special kind of
programs which provide an opportunity for persons to acquire
systematic vocational knowledge and skills corresponding to
the requirements of the labour market.
Description of most common media
literacy learning programs
12
13. 3. Programs of Further and Vocational Education, instruction is intended to
equip persons for industrial or commercial occupations. It may be
obtained either formally in trade schools, technical high schools, or in on-
the-job training programs or, more informally, by picking up the necessary
skills on the job. Vocational further education - a special kind of vocational
education which provides an opportunity for adults with previous
education and professional experience to acquire a specific level
vocational qualification.
4. Non-formal education programs are organised outside formal education
corresponding to the interests of the State and of employers, as well as of
individual development and demand. Non formal adult education
programs and study courses are developed and implemented by
educational institutions, as well as other legal or natural persons
independently or in co-operation with commissioning parties it may be
provided in the workplace as well.
Description of most common media literacy
learning programs
13
14. The most popular learning programs by topics
14
Academic higher education
programs
– Computer graphic, visual
communication and media
design
– Computer Science,
Telecommunications and
Informatics
– Digital Film Making and
photography course (digital
production)
Vocational and non-formal
education programs
– Web design technologies and
programming
– Computer graphics and
visual communication design
(3D modelling and
visualisation, vector graphics,
animation)
– The fundamentals of photo,
video and audio processing
16. The Objective of Field Research
16
To identify best practices and necessary
training needs in the field of media literacy
for adults and help to find out right
curricular and training modules
All partners were requested to
submit the data via online form
17. Summary of respondents activity
17
Countries Count
Croatia 30
Hungary 33
Latvia 30
Lithuania 21
Romania 30
Serbia 30
Spain 31
Total: 205
Overall 205 surveys were collected from
relevant stakeholders from 7 countries
18. Location of the centre of reference
18
12%
24%
18%5%
41%
Rural area
Small town (< 50.000 inhabitants)
Mid-sized city (50.000 to 250.000
inhabitants)
Big city: suburbs
Big city: centre
N = 205
19. How relevant are media literacy training
programs at the respondents organization
19
40%
50%
10% Yes, most of our trainings are in
specific areas of media literacy
Yes, but only occasionally. Media
literacy is not the main focus of the
ICT skills trainings at our
organization
No, we don’t have training
programs in specific areas of media
literacy
N = 205
20. Complexity level of trainings
20
39%
39%
22%
Basic
Intermediate
Advanced
N = 404
*There were several answers possible
21. Target groups
21
115
60
39
57
19
15
12
47
17
11
0 20 40 60 80 100 120 140
Young people (<25)
Adults (25-45)
Senior people over (>45)
Unemployed people
Public sector employees
Entrepreneurs
Migrants and ethnic minorities
Women
NGO/Volunteer organizations & staff
People with a disability
N = 392
*There were several answers possible
22. Motivations for trainees to join
22
42%
69%
33%
49%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Find or create a job related to media
literacy
Acquire or improve specific
competences/vocational training
Prepare for self-
employment/entrepreneurship
Personal development, not directly linked
to job opportunities
N = 397
*There were several answers possible
23. Availability of specific training materials in
media literacy field
23
50%
23%
18%
9% We have materials which satisfy our
user needs at the moment
We have developed materials for
some parts but additional materials
are needed
We would like to develop alternative
training programs and materials
which serves the training needs of
our target audience better
We don't have capacity to developed
materials
N = 205
24. Knowledge expectations of
trainees
24
Knowledge
Somehow
important
Perc.
Important/
Very
important
Perc.
Ability to understand how different content
is created 21 10% 184 90%
To get knowledge about
software/application which fit better the
kind of content they want to create 27 13% 178 87%
Ability to contribute to the public knowledge
domain (e.g. wikis, public forums, reviews) 63 31% 142 69%
To get knowledge about different databases
and resources that can be remixed an re-used 44 21% 161 79%
To get knowledge about content what should
be referenced 37 18% 168 82%
Ability to understand how meaning is
produced through multimedia (text,
images, audio, video) and how culture is
produced 26 13% 179 87%
To get knowledge how digital systems and
processes work 49 24% 156 76%
N = 205
25. Skills expectations of trainees
25
Skills
Somehow
important
Perc.
Important/Ver
y important
Perc.
Ability to use basic packages to create content in
different forms (text, video, audio, numeric, images) 8 4% 197 96%
Ability to edit content created by him/herself or by
others 7 3% 198 97%
Ability to use edit functions to modify content in
simple, basic ways 17 8% 188 92%
Ability to create knowledge representations (e.g. mind
maps, diagrams) using digital media 61 30% 144 70%
Ability to use appropriate licences for authoring and
sharing content 52 25% 153 75%
Ability to remix different existing content into something
new 39 19% 165 80%
Skills how to create complex models, simulations and
visualisations of the real world using digital information 30 15% 175 85%
Ability to build meaningful knowledge through interaction
with digitally available resources 30 15% 175 85%
Ability to use a variety of media to express him/herself
creatively (text, images, audio, and video) 24 12% 181 88%
Skills how to create complex models, simulations and
visualisations of the real world using digital information 64 31% 141 69%
Ability to code and program digital devices 98 48% 107 52%
N = 205
26. Attitudes expectations of
trainees
26
Attitudes
Somehow
important
Perc.
Important/
Very
important
Perc.
Satisfaction to create content, explore new
ways and formats 11 5% 194 95%
To become critical in the selection of content and
resources to be re-elaborated 28 14% 177 86%
Ability to appreciate the work of others 16 8% 189 92%
Ability to understand existing repositories (e.g.:
Open Educational Resources - OER) 46 22% 159 78%
To approve the potential of technologies and
media for self-expression and knowledge creation 27 13% 178 87%
Ability to value added value of new media for
cognitive and creative processes 26 13% 179 87%
To become critical about knowledge production
and consumption with medias and technologies 25 12% 180 88%
Ability to create confidence media content and
expressions 18 9% 187 91%
Use to engage with creative content 23 11% 182 89%
To approve the potential of ICT for programming
and creation of outputs 50 24% 155 76%
N = 205
28. • Digital Competence framework: competence area 3 “Creation
of content and knowledge ”:
– Content production
– Integration and re-elaboration of previous knowledge and content
– Creation of digital and multimedia outputs and programming
• E-competence framework - 1 professional profile
– Digital media specialist
28
Competence frameworks
29. • Module 8 - 2D Computer Aided Design - Syllabus link
• ECDL / ICDL Module 9 - Image Editing - Syllabus link
• ECDL / ICDL Module 10 - Web Editing - Syllabus link
• ECDL / ICDL Advanced Presentation - Syllabus link
• Multimedia Certification - Syllabus link
29
Pan-European certification : ECDL foundation
30. • Rich media communication with Adobe Flash - Syllabus link
• Visual communications using Adobe Photoshop - Syllabus link
• Web communication using Adobe Dreamweaver - Syllabus link
• Video communication using Adobe Premiere Pro - Syllabus link
30
Pan-European certification : Certiport
programs
31. • Input for WP2 – syllabus
– Consider recommended topics by survey respondents
– Consider relevance to EU competence frameworks
– Consider possibility to relate to certification schemes in the field
• Finalizing reports : detailed report and final report
31
Inputs to WP2 and reports