Commission President José Manuel Barroso called on Europe's digital businesses, governments, training and education sectors to join a Grand Coalition for Digital Jobs to address up to 900 000 job vacancies expected to exist in Europe in Information and Communication technologies (ICT) by 2015. Despite the current levels of unemployment, the number of digital jobs is growing by more than 100 000 per year. Yet the number of fresh ICT graduates and skilled ICT workers is not keeping up.
Vice-Presidents Neelie Kroes (Digital Agenda) and Antonio Tajani (Industry and Entrepreneurship) and Commission members László Andor (Employment, Social Affairs and Inclusion) and Androulla Vassiliou (Education, Culture, Multilingualism and Youth) also attended the launch of the Grand Coalition held today in Brussels, which is part of the Commission's drive to make Europe more competitive.
President Barroso said: "The Grand Coalition we launch today is an essential part of getting Europe's economy back on track and finding jobs for some of Europe's 26 million unemployed. I applaud those companies who have signed up today. If, together, we can turn the tide and fill the growing number of ICT vacancies, we will see a much wider impact across the whole economy. We want to empower Europeans to fill the jobs that will drive the next ICT revolution."
Europe cannot afford to leave employment opportunities like this unexploited. Today's announcement builds on the groundwork laid by Vice President Kroes in collecting initial pledges on new jobs, internships, training places, start-up funding, free online university courses and more from technology companies, governments, educators, social partners, employment service providers and civil society organisations at the World Economic Forum in Davos (see IP/13/52).
Initial commitments from stakeholders have been endorsed with over 15 companies and organisations signing up to the Grand Coalition. Among the first pledges to come to life is a new online learning platform for young people called the Academy Cube and a new training module for energy smart grid installers.
The Commission has sought pledges in the following key areas:
Training and matching for digital jobs – to help ensure the skills people are getting are the skills business needs;
Mobility – helping those with skills get to the place where they're needed, to avoid shortages and surpluses in different towns and cities;
Certification – making it easier to prove to an employer what skills one has, regardless of the country;
Awareness raising – so that people know the digital sector offers rewarding and enjoyable careers to both women and men;
Innovative learning and teaching – so our education and training systems expand and improve to give more people the skills for success.
President Barroso also called on organisations to follow the example of the early pledgers. The Commission has a role to play, but actions like industry-led training, assisting labour mobility, certifying skills, improving school and university curricula, raising awareness, and creating an entrepreneur friendly environment for start-ups need the active engagement of all stakeholders.
The Commission is also launching Startup Europe, a single platform for tools and programmes supporting people wanting to set up and grow web start-ups in Europe.
The Virtual Learning Bus platform, resulting from the work of the LLP project ISABEL is on line. It is an open source Virtual Learning Journey on Isabel's project results and openly available multilingual resources. This "bus" will take you on a journey around the world of Community Reporting, with carefully designed "bus stops" that are full of all the information you need to successfully run and manage your very own Community Reporter programme and /or adapting it to other kind of Web.2.0-based learning. This resource has been devised as a sustainable tool for the re-use of the ISABEL project methodology, activities and results.
The Virtual Learning Bus platform, resulting from the work of the LLP project ISABEL is on line. It is an open source Virtual Learning Journey on Isabel's project results and openly available multilingual resources. This "bus" will take you on a journey around the world of Community Reporting, with carefully designed "bus stops" that are full of all the information you need to successfully run and manage your very own Community Reporter programme and /or adapting it to other kind of Web.2.0-based learning. This resource has been devised as a sustainable tool for the re-use of the ISABEL project methodology, activities and results. The bus will make four stops on its journey – as a trainer or educator this means you can prepare for and plan your sessions with confidence and access the resources you need for each session. You can spend as much or as little time in each of the stops as your learners need and it is conceived that Community Reporter trainees may go on several loops of the journey, as they become competent in different areas of media production.
The four stops cover the following areas:
· First Station: PRESENTATION
· Second Station: TRAINING
· Third Station: PRODUCTION
Within each station you will find a range of materials that have been tried and tested on other groups – this way, the best learning is ready to be shared by existing facilitators with you. Materials include lesson plans, outlines and graphical support materials, video and audio documentation, including video evaluations from other learners, which can be a real asset in bringing the training to life for new learners.
By January 2013, your project will be able to co-manage the platform, adding to the stations' goals, uploading materials and resources and therefore enriching the data base.
We hope you enjoy your journey on the Virtual Learning Bus
This report aims to Identify, Select and Analyse current frameworks for development of Digital Competence (DC). It also aims to understand how DC is currently implemented in cases drawn from: school curricula, certification schemes, academic papers and implementation initiatives in general).
With the 2006 European Recommendation on Key Competences, Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence is a transversal key competence which enables acquiring other key competences (e.g. language, mathematics, learning to learn, cultural awareness).
This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The report also contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.
Inden for rammerne af Det europæiske år for aktiv aldring og solidaritet mellem generationerne, danner ECDL Foundation og AGE Platform Europe partnerskab for at fremme ældre menneskers digitale inklusion.
Samarbejdet omfatter lancering af et opdateret IKT-uddannelsesprogram, som er tilpasset de ældres behov: En revideret version af ECDL Foundations tilgængelig IKT-uddannelsesprogram findes på EqualSkills.
Structuring and Culturing Schools for Comprehensive Learning - Peer Learning Event
June 27th – 29th, 2012
Berlin – Germany
The event’s theme is founded on the principle that the main purpose of School Leadership is to further student comprehensive learning and equity. As leadership, however, refers not only to individual
leaders or to senior leadership, it can also be understood as the outcome of many actions and interactions involving teachers, students and other stakeholders who contribute to school leadership.
Participants will explore in what ways leadership can provide both a structural framework and shape school cultures that establish a context in which successful, comprehensive learning can take place within a commitment to equity. The influence of technology as an agent of cultural change will also be addressed.
The peer-learning event will be structured on three sub-themes:
- Structuring Schools
- Between a rock and a soft place: Exploring leadership practice for equality and justice
- Leading school cultures
and aims to increase understanding on the outcomes of the interactions between the School Leadership ‘actors’ as contributors to effective School Leadership.
This article will discuss the development of a teaching unit designed for initial secondary teacher training (specializing in foreign languages).
The unit not only exemplified the theory of project-based learning (PBL) for the student-teachers but also involved them in a hands-on experience, thus fully engaging them in the development of the necessary management skills to be able to implement PBL in their own future classrooms. The unit was designed to help shift student-teachers’ understanding of teaching approaches towards pedagogies that promote autonomous language learning and collaborative problem solving. We consider how English language teachers can capitalize on the language learning benefits of project work by first examining the characteristics of PBL and then by considering how this approach can be integrated into EFL training.