21.10.2002 1 Cedefop European Centre for the Development of Vocational Training Dr Stavros Stavrou Deputy Director of Cedefop TELEBALT CONFERENCE VILNIUS.

1121.10.2002

Cedefop Cedefop European Centre for the European Centre for the

Development of Vocational TrainingDevelopment of Vocational Training

Dr Stavros StavrouDr Stavros StavrouDeputy Director of CedefopDeputy Director of Cedefop

TELEBALT CONFERENCETELEBALT CONFERENCEVILNIUS 21 OCTOBER 2002VILNIUS 21 OCTOBER 2002

Lifelong Learning as a driver for employability and Lifelong Learning as a driver for employability and adaptability with particular reference to e-Learningadaptability with particular reference to e-Learning

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THE BACKGROUNDTHE BACKGROUND

Lisbon European Council March 2000

a new strategic goal for Europe:

to become the most competitive and dynamic knowledge-based economy in the world, capable of sustained economic growth with more and better jobs and greater social cohesion

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LIFELONG LEARNING: LIFELONG LEARNING: THE NEW PARADIGMTHE NEW PARADIGM

Questions the traditional paradigm of learning high quality learner centred approach within formal, non-formal and informal learning experiences

Equal learning opportunities, i.e. for the excluded or disadvantaged in access

A new scenario of continuous skills upgrading European population getting older and the

technology younger

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KEY MESSAGESKEY MESSAGES

1. VALUING LEARNING

2. INFORMATION, GUIDANCE, COUNSELLING

3. INVESTING TIME AND MONEY IN LEARNING

4. BRINGING TOGETHER LEARNERS & LEARNING OPPORTUNITIES

5. BASIC SKILLS

6. INNOVATIVE PEDAGOGY

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E-LEARNINGE-LEARNING

to adapt the EU's education and training systems to the knowledge economy and digital culture

to catch up in the use of the new ICTs by intensifying Europe’s efforts

= EFFECTIVE INTEGRATION OF INFORMATION & COMMUNICATION TECHNOLOGIES INTO LIFELONG LEARNING:

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E-LEARNING: E-LEARNING: WHY IS IT IMPORTANT?WHY IS IT IMPORTANT?

• opening up new ways of teaching – widening access

• (messages 4 + 6)• making it easier for people to acquire new

skills and update existing ones (message 5)• creating opportunities for distance learning

(message 4)

E-learning has the potential to change education and training radically,by…

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WHY THE NEED FOR URGENT ACTION?WHY THE NEED FOR URGENT ACTION?

• Equipment gap• Skills gap• Contents gap• Information gap

THE LIMITS OF INITIAL TRAINING SYSTEMSTHE LIMITS OF INITIAL TRAINING SYSTEMS

Initial systems cannot respond rapidly to changing skill demands on labour market

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2 FACTS WORTH REFLECTING UPON2 FACTS WORTH REFLECTING UPON

80% current workforce left the education & training system before ICT made impact

Coming 20 year witness drop of 11 million in 20-29 age bracket - increase of 16 million in 50-64 age group

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Time lags in provisionTime lags in provisionAssumed average time lags Assumed average time lags (depending on national depending on national

institutional settings and regulations) between new skill institutional settings and regulations) between new skill requirements and new supply of labourrequirements and new supply of labour

New skill requirements(e.g. by technical change)

Time lag Accumulatedtime lag

0.5 - 1 year -

recognition and identification

0.5 - 1 year 1 - 2 years

design of reformed curriculain initial training asframework courses

1 year 2 - 3 years

implementation into thetraining system

0.5 - 1 year 2.5 - 4 years

young people enteringreformed training courses

2 - 3 years 4.5 - 7 years

completion of training,entering of first cohorts onthe labour market

successivecohorts

working life

35-45 years

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eEUROPE ACTION PLAN 2002eEUROPE ACTION PLAN 2002

• connect all schools to research networks (end 2002)

• ratio of 5-15 pupils per multimedia computer (2004)

• availability of support services + educational resources on the Internet (end 2002)

• school curricula with new learning methods based on ICTs (end 2002)

• teacher training for use of digital technology (end 2002)

• worker digital literacy (end 2003)

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THE E-LEARNING INITIATIVETHE E-LEARNING INITIATIVE

platform for European cooperation part of the comprehensive eEurope Action Plan

2002 adopted in March 2001

Four components:Four components:

- equip schools with multimedia computers

- train European teachers in digital technologies

- develop European educational services and software

- speed up the networking of schools and teachers.

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RESOURCESRESOURCES

• mostly national• backed by adequate Community instruments • and partnerships between public authorities and

industry

strengthen cooperation at all levels (local, regional, national European) + all sectors (education/training, content + service providers)

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“the next generation”- (adopted by the Commission in May 2002)

modern online public services- e-government- e-learning services- e-health services- dynamic e-business environment

+ as an enabler for these...- widespread availability of broadband access at

competitive prices- a secure information infrastructure

TARGETS BY 2005TARGETS BY 2005

eEUROPE 2005: an Information Society for alleEUROPE 2005: an Information Society for all

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CEDEFOP’S CONTRIBUTION TO CEDEFOP’S CONTRIBUTION TO E-LEARNINGE-LEARNING

• ETV (European Training Village)• eTTnet (e-Training of Trainers Network)• Cedra (Cedefop Research Arena)

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THE EUROPEAN TRAINING VILLAGETHE EUROPEAN TRAINING VILLAGE

Current ETV activity includes the on-going development of our

• eLearning pages. • Products and services• Research• Metadata• Discussions • Surveys (e.g. elearning in Europe -

training of trainers and elearning)

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ETV - e-learning

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SURVEY ON E-LEARNING IN EUROPESURVEY ON E-LEARNING IN EUROPE

• e-learning defined to cover all training involving ICT (CD-ROMs/internet)

• on-line survey using a web-based questionnaire located at the Cedefop internet site

• covered initial +continuing training in a range of subject-areas

• distinguished training users/providers – current/capital spending- software/hardware

• data from 800 organisations involved in training reasonable coverage of most EU countries...

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MORE RESULTS...MORE RESULTS...

• the more suppliers use e-learning methods, the less they use the classroom

• suppliers estimate that revenue from e-learning 34% in 2001 (up from <20% in 1999)

• e-learning accounted for an estimated 14% of current spending on training in 2001 (up from 9% in 1999)

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CEDEFOP/CAREER SPACECEDEFOP/CAREER SPACE

• DG Enterprise/IT industry collaboration promoting the development of the technical and behavioural skills for a knowledge-based economy

• produce new course modules directly relevant to the skills needed in the IT industry (new employee skills + combining qualifications from engineering and informatics with business and behavioural skills) http://www.career-space.com/index.htm

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CEDEFOP/CAREER SPACECEDEFOP/CAREER SPACE

SKILLS PROFILE

F%

P%

N%

SW & Application Development54 31 15

Systems Specialist48 37 15

SW Architecture & Design45 42 13

Data communications Engineering35 40 25

IT Business Consultancy32 23 45

Digital Design31 33 36

Communications Network Design29 45 26

F: Full response P: partial response N: no response

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CEDEFOP/CAREER SPACECEDEFOP/CAREER SPACE

SKILLS PROFILEF%

P%

N%

Product Design26 48 26

Technical Support23 42 35

Integr./ Implement./Test Engineering20 60 20

DSP Application Design17 42 41

Multimedia Design15 54 31

RF Engineering11 25 64

F: Full response P: partial response N: no response

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ADDRESSING THE SKILLS GAPADDRESSING THE SKILLS GAP

• SMEs employ 66% of the workforce in the EU and account for 99.8% of enterprises (18 million in the EU)

• GoDigital Initiative: help SMEs to introduce e-commerce into their business strategies

• Priorities: - promote framework conditions for electronic business

- facilitate its take-up, by making available RTD results

- alleviate ICT skills shortages among SMEs

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ICT SKILLS MONITORING GROUPICT SKILLS MONITORING GROUP

• established as a follow-up to GoDigital• a synthesis report on the situation of ICT

and e-business skills in Europe was released in June 2002 : downloadable from

http://europa.eu.int/comm/enterprise/ict/policy/ict-skills.htm

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FINDINGSFINDINGS

• by 2003: skills gap to increase from 1.2 million (now) to 1.7 million

• the ICT and e-business skills gap is not just about quantity of skilled people but quality

• the average half-life for technical knowledge is estimated at 3-5 years

• the problem in short: not an insufficient supply of qualified IT workers, but a mismatch

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E-LEARNING: E-LEARNING: GREAT EXPECTATIONS?GREAT EXPECTATIONS?

structural barriers (lack of awareness, sensitivities, competence) in SMEs

lack of tailor-made offers to specific target groups among the SMEs

absence of standards issue of ownership and copyright no quality assurance of products etc, etc, etc

Barriers and obstacles to implementing e-learningBarriers and obstacles to implementing e-learning

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Those of a fundamental and Those of a fundamental and pedagogical nature...pedagogical nature... Is there an expectation that technology changes

the WAY we learn? Do tried and tested pedagogical principles lose

validity in an ICT environment?in other words:

- is ICT considered to be a complementary/innovative part of new pedagogy

or

- is ICT going to gradually replace traditional pedagogy (rather than enriching it)

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““DELIVERY”DELIVERY”

Increasing talk of delivery of learning

Access to information itself is not a learning experience (as information differs significantly from knowledge)

In ICT the “C” is more important than the “I” in a learning context

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Tutoring – FeedbackTutoring – Feedback

If technology cannot provide this, elearning will have major deficits easy/cheap access is not enough

Elearning must simulate and follow proven ways of learning

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Technology replicating Technology replicating learning processeslearning processes

Which implies:

• the need for qualified ementors

• good community learning centre

• integrating social dynamic of learning groups

• with technology

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Success in e-learning uptakeSuccess in e-learning uptake

Depends largely on how learning technology and courseware adapts to learning patterns

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For further information:

P.O. Box 22427 GR-55102 Thessaloniki GreeceTel.: (30-310) 49 01 11Fax: (30-310) 49 01 02E-mail: info@cedefop.eu.int

Web sites:www.cedefop.eu.intwww.trainingvillage.gr

Brussels Office:20, avenue d’AuderghemB-1040 Brussels Tel.: (32-2) 230 19 78Fax: (32-2) 230 58 24E-mail: info.be@cedefop.eu.int