1. EWIL EUROPEAN WOMEN INTERACTIVE LEARNING Presentation of the project With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1

2. The funding programme The EWIL project is a Grundtvig Learning Partnership What is Grundtvig? What is a learning Partership? Grundtvig is the EU funding programme focusing on adult education: it does not only include formal teaching institutions, but also cultural organisations, local authorities,companies etc. A Grundtvig Learning Partnership is a framework for practical co-operation activities between organisations working in the field of adult learning. In a Grundtvig Learning Partnership trainers and learners work together on topics of common interest. With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2

3. Background and rationale The issues at stake: women and ICT. ASSUMPTIONSFIGURES Women are under- represented in the ICT sector at all levels In 2008, 25% of the total number of people employed, worked in the High-tech Knowledge Intensive Services (KIS) but only 2.4% were women (Women and ICT status report 2009) Women 25 – 75 years old use less the internet compared to men In the age bracket 25 – 54 EU27 women using internet at least once a week are 55%, compared to 61% men. In the age bracket 55 –75 EU27 women using internet at least once a week are 19%, compared to 31% men. (“Women in ICT Status and the way ahead” – European Commission 2008) Women use ICT tools for cultural related activities Women are more interested in experiencing ICT to support their cultural interest. E.g. Women spend more time in reading (17% against 10% of men), watching movies (21% against 12%), going to the theatre (14% against 8%), and going to exhibits (27% against 20%). These trends are strongly mirrored in the Web 2.0. (LLRI in the “Instruction Book on the use of ICT tools of the EWIL project”) With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3

4. Background and rationale The issues at stake: women and the labour market. ASSUMPTIONSFIGURES At EU level women face a disadvantage in finding a job suiting their skills More women than men go beyond compulsory school and more attain university degrees. However, the employment rates of women with tertiary education are still lower than those of men (Eurostat, EU Labour Force Survey, quoted in “Women and ICT status report “2009) It is difficult for women to balance work/career and family life, maintaining their status In the EU27 in 2010, around 75% of the total number of part time workers (41.3 million) were women ( Eurostat Nov. 2011). Often part time workers choose part time as “the only option” to ensure work–life balance: childcare, elderly care (European foundation for the improvement of living and working conditions 2010) Nowadays the gender divide is still a problem In the EU top enterprises, the number of women on executive boards has shown little progress since 2004 (8% -> 8.5%), excepting in Scandinavia (ECWT position paper 2011) With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4

5. Background and rationale The issues at stake: ICT, work and society. ASSUMPTIONSFIGURES Computer literacy needs to be increased, since ICT tools are more and more exploited in different fields E.g. More daily tasks are carried out online, from applying for a job to paying taxes or booking tickets: using the internet has become an integral part of daily life for many Europeans, yet, 150 million - 30% - have never used it (European Commission - A Digital Agenda for Europe, under the “Europe 2020 strategy”) The ICT sector will increasingly become a driver of economic growth and job creation Job creation can be stimulated through digital technology with 2.6 new jobs created for each low skilled job IT makes obsolete (e-skills and Jobs: the Copenhagen Declaration) e-Skills shortages will result in an excess demand of 384.000 ICT practitioners in 2015 (e-Skills shortages will result in an excess demand of 384.000 ICT practitioners in 2015) With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5

6. EWIL project aims -1 The project general aim: From these assumptions, the EWIL partnership has identified the need of finding more effective forms of non – formal education directed to women, in order to:  stimulate women’s motivation to learn and  raise the quality of education opportunities directed to women in non-formal contexts with a view to fight women marginalization in society (self – development) and to open up opportunities in the job market (employability) in emerging sectors. With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 6

7. EWIL project aims -2 The project general aim: more in details In other words, the EWIL project aims at: Allowing women to acquire ICT knowledge Maximize thier ICT knowledge by making them able to exploit it in their own life and at work Training process Promote women participation in adult learning: use of contents related to the cultural, social and creative area Motivation to learning Exploitation of knowledge With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 7

8. EWIL partners -1 A well balanced blend of expertise  TRAINING: partners having expertise in training, training methodologies and research, Lifelong learning  ICT: partners having strong focus on ICT  WOMEN: partners focusing on gender issues  CULTURE: partners providing cultural contents Almost all partners have experience in more than one of those issues With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 8

9. EWIL partners - 2 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 9

10. EWIL partners - 3 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 10

11. EWIL target group  Working in EDUCATION and SOCIAL sectors With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.  WOMEN  Who are MORE THAN 35 years old  Being PRECARIOUS/PART TIME workers or UNEMPLOYED Note! less women than men use ICT tools and the difference increases with age Note! The % of women in these sector is traditionally higer that the % of men (see e.g. EC communication Towards a job-rich recovery – 2012) Note! they are groups having motivation to improve their situation and, mostly, time to do so 11

12. EWIL APPROACH - PHASE 1 PHASE 1: LEARNERS' NEEDS DEFINITION -Joint refinement of the target group features -Exploration of supporting ICT tools -EWIL survey design and implementation to identifiy learners’ needs -Collection and analysis of the questionnaire main findings With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Main Outputs:  Report of the second project meeting  Presentations, visits “on the field”  Online survey  Report on the survey results 12

13. EWIL APPROACH - PHASE 2 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Main outputs:  Methodological guidelines on the ICT - based tools and methods  Report “EWIL – European Women Interactive Learning Cultural Content”  Training Approach Description PHASE 2: DESIGN OF THE TRAINING APPROACH AND OF THE PRACTICAL LEARNING EXPERIENCE -Based on the survey results, identification of the preferred methods, ICT tools and contents to be proposed for the practical learning experience -Systematization of these elements and highlighting of their connections into a structured training approach -Within this framework, proposal and description of the “practical learning experience” to be tested 13

14. EWIL APPROACH - PHASE 3 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Main outputs:  Learning experience workshop  Learning experience questionnaire PHASE 3: IMPLEMENTATION OF THE PRACTICAL LEARNING EXPERIENCE -Organization of a workshop to test the practical learning experience on a small group of learners -Submission of a questionnaire to the testers, to collect their feedback on the results of the experience -Further joint assessment and discussion with the testers 14

15. EWIL APPROACH - PHASE 4 With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Main outputs:  Newsletters  Project website PHASE 4: DISSEMINATION ACTIVITIES -Creation and content management of the EWIL project website: www.ewil.eu www.ewil.eu -Preparation of the project newsletters -Organisation of dissemination events -Further dissemination of information on the project background within the partners networks (through meetings, mailing etc.) 15

16. With the support of the Lifelong Learning programme of the European Union This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. THANK YOU FOR YOUR ATTENTION 16