1. Learning, innovation and ICT
A new discourse for eLearning
Lieve Van den Brande, European Commission, DG Education and Culture
Contact:

2. Presentation
Staff Working Paper on the use and impact of ICT supporting innovation and LLL (2008)
Efficiency and Impact: more studies
Digital competence as a core life and career skill
The role of ‘ICT for learning’ supporting innovation: towards a new discourse

3. Overall strong progress on access, use and quality
Staff Working Paper Analysis of the role of ICT for learning
Overall strong progress on access, use and quality
Efficiency / quality
Impact
Lifelong learning
& mobility
Equity/ digital divide
Creativity & Innovation

4. Staff Working Paper BUT … Three main findings:
Transformation of business and public services through ICT has not yet reached teaching and learning processes
Embedding ICT in E&T systems require further changes
Further work is needed on the potential of ICT to develop a “learning continuum” supporting LLL

5. Staff Working Paper A Key Challenge: ICT for Innovation
Pedagogical innovation:
Technological innovation
Organisational innovation

6. Organisational innovation Pedagogical Innovation
Technological innovation
Efficiency / quality
Impact
Organisational innovation
Pedagogical Innovation
Equity/ digital divide
Creativity & Innovation

7. A Key Challenge: ICT for Innovation
1. Pedagogical innovation:
Innovate the teaching & learning approaches
Improve competencies for innovation by e-learning
Bridge the distinction between learning, work and leisure via new LLL opportunities and models
Bring organised learning approaches closer to the everyday practices of future generations
Support personalisation / learners are also knowledge builders and creators

8. A Key Challenge: ICT for Innovation
2. Technological innovation:
New opportunities through emerging technologies with enhanced networking capabilities and personalization
Digital media will enable the use of pod-casts, digital TV and radio and interoperability across platforms for learning
New creative approaches, such as simulations, gaming,… offer learning tools
Sharing digital learning resources provide scope for new business models for E&T
Development of e-learning quality standards

9. A Key Challenge: ICT for Innovation
Organisational innovation:
Schools evolve towards open learning centres, universities towards learning service providers, companies towards learning organisations and cities and regions towards learning support environments
e-Assessment can help the management and the practical aspects
LLL requires updating and recognition of knowledge, skills and competences at all educational levels

10. Three emerging priorities:
Consolidate and generalise the use of ICT as a basic education and training tool
Facilitate the potential of ICT as a lifelong learning enabler
Enhance the potential of ICT as a key driver for innovation and creativity

11. Organisational innovation Pedagogical Innovation
Consolidate & generalise
the use of ICT
as a basic E&T tool
Technological innovation
Efficiency / quality
Impact
Facilitate potential ICT as a LLL enabler
Enhance potential
ICT as key driver of C&I
Organisational innovation
Pedagogical Innovation
Equity/ digital divide
Creativity & Innovation

12. Staff Working paper A final conclusion
Pedagogical, technological and organisational innovations demand a renewed and more comprehensive approach towards the role of ICT in E&T.
XXX
The Report feeds into the discussions on 'An updated strategic framework for European cooperation in education and training' and the MS' policies integrating ICT for LLL and innovation.

13. And next …
Efficiency and quality/ Impact
Digital competence as a core life, employment & career skills
ICT enhancing innovation and change

14. And next … Efficiency and quality/ Impact
New studies ongoing:
STEPS-First European-wide study of technology use in primary education (Empirica/EUN - Sept. 2009)
Indicators for ICT in education (IIE)- (Hans Pelgrum - Dec.2009)
Together with other studies  time to reflect on changes in int. assessment methodologies

15. Aims of STEPS For IT in primary schools in the EU 27 + IS, NO, LI
To compare strategies
To analyse impact on
To identify
To provide evidence
For IT in primary schools in the EU 27 + IS, NO, LI
Learning and learners; teachers and teaching ; school plans and strategies
Barriers and enablers
For recommendations

16. Methodology from multiple perspectives
Teacher survey: interviews
60 research studies: 20 countries
Policy survey: 30 correspondents
School survey: 255 respondents
25 case studies: 13 countries

17. Impact on learners (1/2) Teachers are positive
Skills and competence development are supported by ICT
ICT helps children better to understand
ICT improves provision for individual needs
Learners may lack basic computer skills
Discrepancy between home and school ICT use

18. Impact on learners (2/2) More motivated and attentive
Positive attitude and engagement
Impact on group processes and collaborative learning
Overcome low motivation, social diversity and disengagement
- Learners participate more actively
- Guided enquiry-based tasks are motivating
- Learning inside and outside school
- Parental engagement

19. Impact on teachers (1/2)
Teachers in some countries are more ICT optimistic than others
A sceptical minority
Low correlation: ICT-optimism/equipment/use & skills
ICT is pedagogically under-used/ more use for adm. org. & planning
Lack of pedagogical vision
New pedagogical approaches only if integrated into subjects
3 in 4 teachers use computers
Range of pedagogies supported
Constructive learning environments

20. Impact on teachers (2/2) Little ICT training for new teachers
Courses lack practical dimension
Technical and pedagogical support?
ICT improves motivation and teaching skills
All countries are developing ICT skills
Step by step, on-site training, minimal disruption

21. Impact on schools ICT integration key to changing practices
School leader support crucial
ICT in classrooms rather than computer labs
ICT improves administration and access to info.

22. Recommendations (1/2) SCHOOLS Emphasise pedagogy not ICT
Capitilise on learners’ ICT competence and exploit the reach of technology to families
Invest in school leaders’ traning to lead change
Develop roles and responsabilities for ICT and pedagogical support
EDUCATION POLICY
Increase, improve & diversify teacher education & support
Build ICT into general educational policies
Focus on a vision for learning
Allow for initiative in asessment
Ensure access to quality equipment and learning resources

23. Recommendations (2/2) RESEARCH
Complement the current picture by exploiting other methods and topics
Establish a long term and continuous monitoring system on the impact of ICT in schools
EU COOPERATION
Provide a toolkit for indicator use by schools and policy-makers
Improve the flow of knowledge of what works between countries

24. And next …
Digital competence as a core life and career skill
EC Communication New Skills for New Jobs

25. Changing context
Changes (demographic, globalisation, low-carbon economy, technological and organisational) require different and new skills and competencies
Address the short-term employment impact of the economic crisis and improve the long-term job prospects of the EU workforce
The financial crisis should not lower the investment in education and research - need to have a long-term vision
But … impact on the organisation of education and training and lifelong learning

26. 1. New Skills for New Jobs Anticipating and Matching Labour Market and Skills Needs
A need to increase skills at all levels…
… but not just any skills : a need to match real labour market needs
… a quickly changing skills demand
Improving capacities for skills assessment,
anticipation and matching;
Limits : projections are uncertain!
[The diagnosis: not just more skills, but the right skills]
I think we all agree on the diagnosis: the skills needed by workers and employers are changing rapidly - due to technological change, global competition, ageing populations and evolving social structures.
If Europe is to create new jobs, especially in times of crisis, workers need to upgrade and update their skills. As Mr Figel has reminded us beginning of this afternoon, Europe needs not only more skills, but also the right skills: that is to say, creativity, communication skills, analytical skills, self-management, as well as the capacity of working in team, which are more and more valuable on the labour market.
We need to ensure that all European children and adults have acquired the basic skills that will enable them to update and upgrade their skills throughout their life. I mean here key competences, such as reading, scientific attitude or ‘learning to learn” skills. In this field, Europe is lagging behind main competitors, with one quarter of children facing difficulties in reading, compared to 6% in Korea, 11% in Canada or 13% in Australia. These children face a serious risk of exclusion from the labour market, and from the society. Acquiring skills for the workplace improves economic prospects, but also social inclusion.
Europe need to achieve a better match of available skills with employers’ needs and, for this purpose, to anticipate labour market skills needs. This is exactly the purpose of the "New Skills for New Jobs" initiative launched few months ago.
Caroline knows already the concrete objectives of New Skills for new Jobs, because she kindly accepted to become a member of our expert group on this initiative, and I warmly thank her for this. Let me give you few insights on our objectives.

27. Political mandate of the initiative
The European Council Conclusions stressed that “Member States and the Commission should give priority to the implementation of the New Skills for New Jobs initiative” (December 2007)
“Invite the Commission to present a comprehensive assessment of the future skills requirements in Europe up to 2020, taking account of the impacts of technological change and ageing populations and to propose steps to anticipate future needs. Economic migration can play a role in meeting the needs of the labour market and can contribute to help skills shortages” (March 2008)
Flexicurity can be defined as a political strategy to enhance, at the same time, flexibility of labour markets, work organisation and labour relations, and security –employment security and social security. 27 27

28. The 2008 Communication
A first assessment of future skill needs based mainly on Cedefop work, but also on Eurofound studies and academic research
Policy recommendations and actions

29. A first assessment up to 2020
Jobs creation by broad sectors ( ):
labour market increasingly dominated by services
Source: Cedefop, data for EU 25

30. A first assessment
Job openings between 2006 and 2020 by broad categories of occupation: a risk of job polarisation
Source: Cedefop; data for EU 25

31. A first assessment
Past and future structure of jobs by education attainment level: a need for higher education attainment
Source: Cedefop, data for EU 25

32. The “right” skills
A growing demand from employers for transversal key competencies, such as problem-solving and analytical skills, self-management and communication skills, linguistic skills
A broader portfolio of skills is required
[The diagnosis: not just more skills, but the right skills]
I think we all agree on the diagnosis: the skills needed by workers and employers are changing rapidly - due to technological change, global competition, ageing populations and evolving social structures.
If Europe is to create new jobs, especially in times of crisis, workers need to upgrade and update their skills. Europe needs not only more skills, but also the right skills: that is to say, creativity, communication skills, analytical skills, self-management, as well as the capacity of working in team, which are more and more valuable on the labour market.
We need to ensure that all European children and adults have acquired the basic skills that will enable them to update and upgrade their skills throughout their life. I mean here key competences, such as reading, scientific attitude or ‘learning to learn” skills. In this field, Europe is lagging behind main competitors, with one quarter of children facing difficulties in reading, compared to 6% in Korea, 11% in Canada or 13% in Australia. These children face a serious risk of exclusion from the labour market, and from the society. Acquiring skills for the workplace improves economic prospects, but also social inclusion.
Europe need to achieve a better match of available skills with employers’ needs and, for this purpose, to anticipate labour market skills needs. This is exactly the purpose of the "New Skills for New Jobs" initiative launched few months ago.

33. How educational systems can response efficiently to the demands of the 21st century society ?
There is a need for visioning what learning in the future knowledge-based society in Europe will be, and what kind of skills and competences need to be learned for the new jobs of the future.
New technologies will undeniable play a major role
(1) as triggering new skills for new jobs
(2) to find new and more effective ways of operating, supporting pedagogical and organisational innovation.
Since global competition is becoming increasingly knowledge-centric, digital competences and e-skilss are becoming increasingly strategic
Information technology
Avoid e-inclusion : IT and e-skills also have a critical role to play here, since (1) e-skills become a requirement not only to enter the workplace, but also to benefit from upward and horizontal mobility once employed; and (2) “e-inclusion” can be a powerful principle that can be used to build higher levels of competitiveness while fighting inequalities.
Research shows that, increasingly, e-skills are the entry ticket to better jobs and to employment in general.
Correspondingly, they have become a key not only to digital but also to social inclusion.
In Europe, the 2000 Lisbon Agenda challenged the European Union to become “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs,
and greater social cohesion” by 2010.
It is now widely recognized that such knowledge based strategies have to grant stronger priority to the generation of skills in general, and e-skills in particular.
significant broadening of the definition provided above.The kind of skills needed include not only computer skills and the ability to master
and combine IT skills, but also a more generic set of competencies relating to the ability to communicate across cultural and institutional boundaries, to work in
teams (often remotely), and, more generally, to create and share knowledge.
E-skills are pervasive, and not limited to IT specialists; they are increasingly required in all sectors and at all levels of activity
The emerging global knowledge economy will significantly increase the need for more e-skills at all levels (from unspecialized workers to corporate leaders), in all industries (not just the ICT sector), and in the public sector.
E-skills will be of central importance to determine workers’ vertical and horizontal mobility, and hence well-functioning labor markets and adequate employability and inclusion levels. However, when socioeconomic change accelerates, educational systems prove comparatively slow to react and adapt: typically, changes made in the primary/secondary educational systems will make their effect felt on job markets only 10 to 20 years later; for tertiary education, the lag is about 5 to 10 years.
Educational systems should still be producing much fewer e-skilled workers than needed.
In the European Union, for example, statistics show:
• There is an ongoing decline in the number of students starting ICT courses.
• The demand for e-skills is growing while supply is declining.
• More than one-third of Europeans have no basic ICT skills.
• The gender issue still remains, as less than 20 percent of ICT practitioners in the European Union are women.
the formal educational
system needs the complement of a just-in-time delivery system of e-skills through vocational training and lifelong learning.
The gap is growing between the ability of existing educational systems to provide e-skilled workers and managers on one hand, and the requirement of knowledge-intensive economies on the other hand
For such industries and regions, adjustments are urgently needed to adapt educational systems (not only in schools and universities, but also through distance learning and lifelong education) to address medium-term e-skills needs; efforts to improve the image and career prospects of IT jobs—especially among the female part of the population—will be required to enhance the impact of such adjustments.

34. Digital competence and e-skills
Close cooperation of DG EAC with the digital literacy work (DG INFSO) and the ‘e-skills’ communication (DG ENTR)
Peer learning among the Member States: E&T2010 cluster on ICT
Joint Progress Report - Education & Training 2010 Programme
Input
470 digital literacy initiatives in the EU
Eurostat Digital Literacy module in Community Survey
Aims
What has been done
What has worked
What’s next?
Digital Literacy Initiatives: the 3 phases
Infrastructure and access
Promoting basic ICT user skills
Improving quality of use and participation in the Information Society

35. Digital competence as a basic life skill
Digital Literacy and e-skills work based on the definition of Digital Competences as defined under the Key Competences for Education and Training
involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication
underpinned by basic skills in ICT: the use of computers, exchange information (e-skills)
Input
470 digital literacy initiatives in the EU
Eurostat Digital Literacy module in Community Survey
Aims
What has been done
What has worked
What’s next?
Digital Literacy Initiatives: the 3 phases
Infrastructure and access
Promoting basic ICT user skills
Improving quality of use and participation in the Information Society

38. Digital competence and e-skills as a professional skill for employability
Since global competition is becoming increasingly knowledge-centric digital competences and e-skills are :
- the entry ticket to better jobs and to employment in general
- a requirement not only to enter the workplace, but also to benefit from upward and horizontal mobility once employed
Since global competition is becoming increasingly knowledge-centric, digital competences and e-skilss are becoming increasingly strategic
Information technology
Avoid e-inclusion : IT and e-skills also have a critical role to play here, since (1) e-skills become a requirement not only to enter the workplace, but also to benefit from upward and horizontal mobility once employed; and (2) “e-inclusion” can be a powerful principle that can be used to build higher levels of competitiveness while fighting inequalities.
Research shows that, increasingly, e-skills are the entry ticket to better jobs and to employment in general.
Correspondingly, they have become a key not only to digital but also to social inclusion.
In Europe, the 2000 Lisbon Agenda challenged the European Union to become “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs,
and greater social cohesion” by 2010.
It is now widely recognized that such knowledge based strategies have to grant stronger priority to the generation of skills in general, and e-skills in particular.
significant broadening of the definition provided above.The kind of skills needed include not only computer skills and the ability to master
and combine IT skills, but also a more generic set of competencies relating to the ability to communicate across cultural and institutional boundaries, to work in
teams (often remotely), and, more generally, to create and share knowledge.
E-skills are pervasive, and not limited to IT specialists; they are increasingly required in all sectors and at all levels of activity
The emerging global knowledge economy will significantly increase the need for more e-skills at all levels (from unspecialized workers to corporate leaders), in all industries (not just the ICT sector), and in the public sector.
E-skills will be of central importance to determine workers’ vertical and horizontal mobility, and hence well-functioning labor markets and adequate employability and inclusion levels. However, when socioeconomic change accelerates, educational systems prove comparatively slow to react and adapt: typically, changes made in the primary/secondary educational systems will make their effect felt on job markets only 10 to 20 years later; for tertiary education, the lag is about 5 to 10 years.
Educational systems should still be producing much fewer e-skilled workers than needed.
In the European Union, for example, statistics show:
• There is an ongoing decline in the number of students starting ICT courses.
• The demand for e-skills is growing while supply is declining.
• More than one-third of Europeans have no basic ICT skills.
• The gender issue still remains, as less than 20 percent of ICT practitioners in the European Union are women.
the formal educational
system needs the complement of a just-in-time delivery system of e-skills through vocational training and lifelong learning.
The gap is growing between the ability of existing educational systems to provide e-skilled workers and managers on one hand, and the requirement of knowledge-intensive economies on the other hand
For such industries and regions, adjustments are urgently needed to adapt educational systems (not only in schools and universities, but also through distance learning and lifelong education) to address medium-term e-skills needs; efforts to improve the image and career prospects of IT jobs—especially among the female part of the population—will be required to enhance the impact of such adjustments.

39. E &T systems prove slow to react and adapt (lag of 10 to 20 years)
Digital competence and e-skills as a professional skill for employability
The demand for e-skills is growing while supply is declining  the gap is growing
E &T systems prove slow to react and adapt (lag of 10 to 20 years)
decline in the # of students starting ICT courses
> 1/3 have no basic ICT skills.
< 20% of ICT practitioners in EU are women
Input
470 digital literacy initiatives in the EU
Eurostat Digital Literacy module in Community Survey
Aims
What has been done
What has worked
What’s next?
Digital Literacy Initiatives: the 3 phases
Infrastructure and access
Promoting basic ICT user skills
Improving quality of use and participation in the Information Society

40. Digital competence as an enhancer of innovation skills
Not only computer skills and the ability to master and combine IT skills, but also a more generic set of competencies relating to the ability to communicate across cultural and institutional boundaries, to work in teams (often remotely), and, more generally, to create and share knowledge.
Input
470 digital literacy initiatives in the EU
Eurostat Digital Literacy module in Community Survey
Aims
What has been done
What has worked
What’s next?
Digital Literacy Initiatives: the 3 phases
Infrastructure and access
Promoting basic ICT user skills
Improving quality of use and participation in the Information Society

41. And next .... The role of ICT for learning
as a basic life skill
as a skill for employability
as an enhancer of innovation skills
as an enabler of innovation in E&T

42. Increasing importance of Innovation Skills
No one-size-fits-for-all in innovation
Skills needs vary and change
Soft skills important for all innovation
Learning to learn, problem solving, decision-taking, critical thinking
Communication skills, social skills, cultural competences
Entrepreneurial skills, sense of initiative, risk assessment,
Learning and knowledge-creation skills crucial
‘Absorptive capacity’, a key to performance
Recognizing the value of new information, assimilating and to applying

43. 2. Updated Strategy for Education and Training 2010 and beyond
Build on achievements of E & T 2010
Strategic challenges/priority themes
= more focused OMC
Improved working methods
= more effective implementation
Link to future Lisbon
A shared responsibility]
In the field of education and training, we use to cooperating with Member States and with Stakeholders, thanks to our open method of coordination. We help Member States to reform education and training systems, to meet the new challenges of new industries.
We have updated our strategic framework for European cooperation, and Member States has very recently embraced it.

44. Strategic challenges Lifelong learning + mobility
This updated strategic framework identifies strategic objectives and immediate priorities. We need to build higher skills through high-quality education and training systems.
We need more efficient systems, but also more equitable, able to tackle inequalities and to prepare a bright future for every kid and every adult.
In addition, putting creativity among the key objectives of education could be a major contribution to economic prosperity, but also well-being. Support and encouragement of creativity and imagination in education could increase the motivation and confidence of pupils and thus support them to reach their full potential.

45. Thank you for your attention!