T4T is a project that aims to strengthen the ability of adult educators and training professionals to build and sustain effective group dynamics in digital education environments to better engage their online learners.
In a fast changing world, where digital technologies are becoming an important driver for the disruption of education, the need for capacity building of adult educators in digital skills become apparent. A large number of course providers now offer online trainings for educators, who want to upgrade their digital skills. However, this massive increase of online courses of different forms has made it hard for the potential learners to select the most appropriate course that will support them develop the competences they need and progress in their learning paths. In this context, SkillsMatch comes to support adult educators develop digital skills and support course providers to develop new e-learning courses covering the demand for skills.
The European Digital Learning Network – DLEARN – is a non-profit association aiming to embrace the challenges brought by the digital transformation in terms of digital skills mismatch and digital learning opportunities. The 47% of Europeans is not properly digitally skilled, yet in the near future, 90% of jobs will require some level of digital skills. We believe in the value of SHARING, CONNECTING, MULTIPLYING and ENHANCING the potential of our members, local territories, and people.
As part of our activities, at DLEARN we undertake research, surveys, studies, and more, with the aim of continuously boosting European education and enhancing the awareness of European citizens towards the impact of digitalisation in their daily life.
The present connected society is full of promises but the online world also brings dangers related to cyberbullying, social exclusion, fraud, false information, and many other potential problems. In general population is aware of these risks, as outlined but a recent study from European Parliament on Cybersecurity, where an 86 % of Europeans feel increasingly exposed to the risk of falling victim to cybercrime. The same document states that, in some Member States, 50% of all committed crimes are cybercrimes.
“Adult learning: it is never too late to learn” communication from the EC outlined that adult learning is a key issue to handle as the “essential contribution of adult learning, through the acquisition of key competences by all, to employability and mobility. Aligned with this idea, Eurostat recent data1 on “Adult Learning Statistics” remarks the fact that “adults with a low level of educational attainment and a lack of skills are more likely to earn lower than average wages and are more vulnerable to the precarious nature of the labour market. These individuals often suffer from a lack of basic skills that are increasingly considered as essential for a modern-day economy: literacy, numeracy and technological skills (‘digital literacy’).”
In the last decades we have seen a transformation of our reality, each day more and more influenced and linked to the digital world. No one doubts that we are experiencing a profound change that, supported by new technologies in a massive way, offers us great opportunities and challenges.
We could say that mobile devices and the internet have been the two key elements that - as the printing appearance caused, or later other mass media, such as radio or television - reaches absolutely all the spheres of our lives: communication, information, entertainment, commerce, the provision of education, health and government services, and the production systems themselves. These elements not only provide new tools, but also influence our position in the world, in our role as citizens.
Thus, although the concept of "digital citizen" was initially created to define those people who were active on the Internet and who used it to interact with their public administrations or collaborate with social and political entities, this idea become obsolete, and it is now clear that digital citizenship is no longer a matter of choice, but there is a digital space in which all citizens must be present.
Rural regions not only offer natural and healthy life! They can also provide opportunities to develop innovative and successful business ideas where e-commerce can play a decisive role, bringing services and products where before could not come. TransForm@ is a Transnational project aimed at encouraging the digital transformation of commerce sector in rural areas, by enhancing people’s digital and e-business related skills through a game-based training.
While digital divide and digital literacy have entered into common use the term digital inclusion is still quite new. The term describes a number of interrelated concepts, such as widening access to digital technology and services, the acquisition of digital competencies and literacies necessary to make smart use of technologies and services, empowering people in using technology for both, self-determined life and as means to participate in society.
The Erasmus+ strategic partnership UPTAKE ICT is promoting actions, at national and international scale with the purpose of strengthening digital inclusion through building contents, digital instruments and analyzing the impact of ICT in a global world.
Q4I means Quality for Innovation, and is the core concept around which a number of European institutions and networks have joined forces to create an easy to use approach to quality management for innovative schools. The developed model identifies the core dependencies that schools should address before and during innovative processes.
Q4I is an easy to use approach to quality management for innovative schools. The developed model identifies the core dependencies that school should address before and during innovative processes. The Q4I model is based on seven Areas of change and four Engines of Change. The Q4I Focus Areas are: