The report summarises the actions and developments during the first 2009 2011 cycle of implementing "ET2020" and suggests priority areas for European policy cooperation for the next cycle 2012-14. It highlights in particular how cooperation in education and training can support reaching the objectives of the "Europe 2020" strategy.
Bernard Benhamou est Délégué aux usages de l’internet au Ministère de la Recherche et de l’Enseignement Supérieur. Il nous donne son point de vue sur la place qu’occupe internet aujourd’hui dans la société les missions de l’Etat qui en découle.
Sa délégation a deux missions principales : accompagner les citoyens pour mieux maîtriser les technologies de l’internet et aider les entreprises en particulier les PME du secteur de l’internet à se développer. C’est à la jonction de ces deux missions qu’a été créé le premier portail de service public d’internet sur mobile : Proxima Mobile (www.proximamobile.fr), qui permet notamment d’avoir accès à des services éducatifs, surtout à destination du supérieur mais aussi du secondaire.
Pour Bernard Benhamou, ce sont principalement les habitudes d’usages avec l’arrivée et la croissance des terminaux mobiles (smartphones, tablettes…) qui ont modifié le monde de l’internet ces cinq dernières années. C’est l’ensemble de ces outils qui vont bientôt précédés les ordinateurs qu’il faut réussir à maîtriser et à apprivoiser.
D’autre part, il ajoute que dans cette croissance exponentielle, il est important que les citoyens ne soient pas uniquement consommateurs de produits exportés ; il faut parvenir à développer un écosystème en France et en Europe. Il rappelle à ce sujet que le continent européen est le premier marché mondial en matière de services mobiles au sens large !
Face à ces évolutions, il est donc important que l’éducation soit préparée et pour cela, elle ne doit pas être seulement actrice mais aussi conceptrice de ces changements.
Alors qu’auparavant le citoyen n’était amené à utiliser internet que dans son travail, il se retrouve aujourd’hui à l’utiliser, presque malgré lui, dans son quotidien. Des services autour de la culture, du tourisme, des transports…, autant de domaines qui vont l’amener sur le web, sans parler des réseaux sociaux.
Environ 18 millions de personnes utilisent le mobile connecté en France. Certaines catégories sociales restent encore en marge de ces nouveaux usages. Mais Bernard Benhamou va au-delà du facteur économique dans ce constat ; la complexité de l’outil peut être dissuasive pour des personnes qui n’ont pas été formés sur ces usages. C’est le cas par exemple des séniors.
La Délégation travaille dans ce sens afin d’accompagner avec des outils simples ces personnes isolés.
Et il ajoute, en guise de conclusion : «La simplicité est un principe démocratique pour les temps à venir».
Empowering Educators for Creative Learning: A European View. Results from the DG EAC workshop in OEB
Once more DG Education and Culture and the Agency were present at the ONLINE EDUCA conference in Berlin. This is the largest yearly event on technology supported learning & training at an international level. The theme of this 17th edition was "New Learning Cultures". The conference included more than 100 sessions (workshops, demos, labs work, etc.) organised between the 1st and 2nd December, attracting more than 2000 participants from approximately 100 countries.
At the conference, DG EAC and the Agency organised a workshop titled "Empowering Educators for Creative Learning: A European View" chaired by Brian Holmes.
Lieve van den Brande, from Directorate General Education and Culture underlined the need for a wide mobilisation of stakeholders to facilitate the integration and use of ICT in education and training. There is a gap between the potential of ICT, the evidence coming from research, the policy objectives and the reality of use of ICT in formal and non-formal education. To fill in this gap the European Commission is launching a new initiative called "Creative classrooms" which will help mainstream innovation in learning and teaching, providing systemic impact.
Orchestrating technologies: Empowering teachers in creative classrooms
Pierre Dillenbourg, professor at the Ecole Polytechnique Fédérale de Lausanne made a presentation on "Orchestrating technologies: Empowering teachers in creative classrooms" which emphasised the benefits of keeping teachers and educators at the centre of the educational process. There is a need to focus on solving problems rather than simply running after innovation and sometimes rather simple technology can greatly assist educators in their work.
Presentation (available soon)
These interventions were followedbypresentations from 3 EU funded projects two of which are co-funded by the Lifelong learning programme Key Activity 3-ICT. The projects illustrated various strategies to engage and empower educators with innovative pedagogies:
Teaching to Teach with Technology
Teaching to Teach with Technology ("T3" project): Maria Luisa Nigrelli from the Istituto di Scienze e Tecnologie della Cognizione, CNR (Italy) showed how pupils can effectively use ICT and how teachers can support their learning through technology. The project also developed a framework matching different technologies with various pedagogical strategies. Maria Luisa Nigrelli emphasised that ownership of the process if fundamental and embracing ICT in education is a challenge for today and not for tomorrow.
Fostering Teacher's creativity through Game-based learning
Fostering Teacher's creativity through Game-based learning ("ProActive" project): Mario Barajas from the University of Barcelona (Spain) introduced some of the challenges faced by game-based learning approaches being perceived as entertainment whereas research has shown that they can result in very effective learning. Teachers can have a central role in using these tools, and putting creativity at the centre of the learning experience.
Innovative Technologies for an Engaging Classroom
Innovative Technologies for an Engaging Classroom ("ITEC " project): Will Ellis presented possible scenarios for future classrooms and introduced some of the key challenges in this context: visions versus pragmatism; innovation versus mainstreaming, conservatism versus popular educational philosophy and secure versus open learning systems.
The workshop, attended by approximately 100 participants, concluded on the need to involve a wide range of actors including school leaders, public authorities, and practitioners at large to provide educators with the necessary support to effectively implement ICT in education.
European Commission Vice-President Neelie Kroes has established a group to debate how to improve the policy framework for European media industries, chaired by Christian van Thillo, CEO of De Persgroep. The first of five group debates will take place today focussing on the impacts of the digital revolution on European media industries, and will provide input designed to foster pluralist media sector and quality journalism in spite of recent declining revenues.
Neelie Kroes said: "I want out-of-the box thinking. I want to know what the Commission can do to facilitate media's contribution to our democracy and economic growth. The digital revolution is turning media upside down: how can we use the digital Single Market and other tools to capture the potential of this new dynamic?"
The Commission will be looking for Forum members to foster debate throughout 2012, by bringing ambitious personal thinking to the Forum rather than homogenised industry or company views.
The Forum draws on the knowledge and experience of more than 20 personalities from the publishing, broadcasting, advertising, telecommunications, equipment manufacturers, social media and online industries. Members of the European Parliament and representatives of the Council of Ministers have a standing invitation to participate in this Forum
EU Media Futures Forum topics
The debate on the futures of media industries in Europe will address questions such as:
1) What are the big trends in the media industry in Europe and globally?
2) What is the impact of these trends on business models, competition, pluralism and content creation in Europe?
3) What are the main opportunities and barriers in creating a digital media content market in Europe? What needs to be done to attain or overcome them?
4) How can the European media industries best benefit from the technological developments to enhance their competitiveness globally?
5) What are the conditions for sustainable business models that can deliver quality journalism?
For more information
Digital Agenda website: ec.europa.eu/digital-agenda
The Media Task force website:
The audiovisual and media policies website:
Neelie Kroes' website: http://ec.europa.eu/commission_2010-2014/kroes/
Follow Neelie Kroes on Twitter: http://twitter.com/neeliekroeseu
Members attending first meeting
Chairman, Christian van Thillo, CEO of De Persgroep
Annet Aris, Adjunct Professor of Strategy, INSEAD
Nicolas Gaudemet, Vice-President Strategy, Customer Research & International Development, Orange Content & Digital Services
Emmanuel Gabla, Member of the Conseil Supérieur de l'Audiovisuel, France
Patrick Grueter, Vice-President, Disney
Jesper Hermansen, Deputy Permanent Secretary of the Danish Ministry of Culture
Paul Hofheinz, President, The Lisbon Council
Lauri Kivinen, CEO, Yleisradio Oy (YLE)
Rhys Nölke, Vice-President Business Development, RTL Group
Prof. Caroline Pauwels, Director of the Center for Studies on Media, Information and Telecommunication, Free University Brussels
James Powell, Executive Vice-President and CTO, Thomson Reuters
Dominik Skoczek, Director, Intellectual Property and Media Department, Polish Ministry of Culture and National Heritage
Sir Martin Sorrell, CEO, WPP Group
Rob de Spa, Director of Content and Editorial Development, Wegener Media
Prof. Ed Steinmueller, Science and Technology Policy Research, University of Sussex
Xavier Vidal-Folch, Deputy Director, El Pais
Marc de Vries, CEO, Hyves
Piotr Walter, Vice-President and Deputy CEO, TVN S.A.
Dr. Andreas Wiele, Member of the Board and President BILD Group and Magazines, Axel Springer
Confirmed as Forum Members but not attending first meeting:
Matt Brittin, Vice-President Northern and Central Europe, Google
Oscar Bronner, Editor-in-chief, Der Standard
Julien Codorniou, Head of Platform Partnerships, Facebook
Ruud Hendriks, Independent consultant
Erkki Ormala, Vice-President Technology Policy, Nokia
Gavin Patterson, CEO, BT Retail
David Ripert, Vice-President Content, Dailymotion
28 leading companies have come together to form a new Coalition to make a better and safer internet for children. Put together by the Commission, founding Coalition members are: Apple, BSkyB, BT, Dailymotion, Deutsche Telekom, Facebook, France Telecom-Orange, Google, Hyves, KPN, Liberty Global, LG Electronics, Mediaset, Microsoft, Netlog, Nintendo, Nokia, Opera Software, Research in Motion, RTL Group, Samsung, Sulake, Telefonica, TeliaSonera, Telenor Group, Tuenti, Vivendi, Vodafone. Priority actions include making it easier to report harmful content, ensuring privacy settings are age-appropriate, and offering wider options for parental control, reflecting the needs of a generation that is going online at an increasingly young age.
European Commission Vice President Neelie Kroes said: "This new Coalition should provide both children and parents with transparent and consistent protection tools to make the most of the online world. The founding Coalition members are already leaders in children's safety online. Working together we will be setting the pace for the whole industry and have a great basis for fully empowering children online." KROES VIDEO QUOTE HERE
The founding Coalition members have agreed a Statement of Purpose agreeing to take action in five areas:
Simple and robust reporting tools: easy-to-find and recognisable features on all devices to enable effective reporting and responses to content and contacts that seem harmful to kids;
Age-appropriate privacy settings: settings which take account of the needs of different age groups (such settings determine how widely available a user's information is; for example whether contact details or photos are available only to close contacts rather than to the general public);
Wider use of content classification: to develop a generally valid approach to age-rating, which could be used across sectors and provide parents with understandable age categories;
Wider availability and use of parental control: user-friendly tools actively promoted to achieve the widest possible take-up;
Effective takedown of child abuse material: to improve cooperation with law enforcement and hotlines, to take proactive steps to remove child sexual abuse material from the internet.
The Coalition is a cooperative voluntary intervention. The Commission's expectation is that solutions developed by the founding members of the Coalition will be embraced by a growing number of companies, and new members will be welcome.
On average, children in Europe now start going online when they are seven. 38% of 9 to 12 year olds who are online say they have a social networking profile, in spite of age restrictions. More than 30% of children who go online do so from a mobile device and 26% via game consoles.
The Coalition was formed following a call by Vice President Kroes to the ICT sector to step up actions responding to the challenges posed by how young European now go online (SPEECH/11/703).
Founding members include handset manufacturers, operating system providers, Internet Service Providers, broadcasters, social networks and mobile operators. New members will be welcome.
There are deadlines and performance indicators for each of the five areas for action outlined in the Statement of Purpose. In addition, Coalition members have committed to work together alongside the Commission and engage with interested parties such as child welfare and consumer NGOs. The Commission convened earlier this week a group of NGOs in order to create a clear focus for accountability and reporting in the process. The Coalition will review its work in the summer of 2012 and establish by then what subsequent review will be required.
Planned €80 billion EU research programme sharpens focus on converting research results into products and services.
The 2014-20 programme – known as Horizon 2020 – would bring all of the EU’s research and innovation funding programmes under a single umbrella. This will make it easier to turn scientific breakthroughs into innovative products and services that improve people's daily lives and create business opportunities.
The proposals earmark funding for three key objectives:
- €24.6 billion to keep Europe a world leader in science. The European Research Council, which funds fundamental research by some of Europe’s most outstanding scientists, will see a 77% budget increase.
- €17.9 billion to secure European industry's leadership in innovation. This includes investment in key technologies as well as help for small businesses needing access to finance.
- €31.7 billion to address popular concerns in areas such as:
- health, demographic change and well-being
- food security, sustainable agriculture, marine and maritime research and the bio-economy
- secure, clean and efficient energy
- smart, green and integrated transport
- climate action, resource efficiency and raw materials
- inclusive, innovative and secure societies
To cut red tape, the Commission plans to simplify reimbursement procedures for EU-funded research projects, reduce the paperwork involved in preparing a research proposal, abolish unnecessary checks and audits, and shorten the time between acceptance of a research proposal and receipt of the grant.
Many key elements from the current programme will continue, such as investment in key enabling technologies like nanotechnologies; initiatives to bring together academia, research centres and business; international collaboration, and funding for young researchers.
The plans will be discussed by ministers and MEPs with a view to agreement before the end of 2013.
Creative Learning Environments: A new European initiative towards systemic impact of ICT in education
Iniciative presented by Lieve Van den Brande, European Commission, DG Education and Culture in the “Innovation for Digital Inclusion” conference. The objective of the iniciative is to support to Member States to integrate/ mainstream ICT use in educational policies and practices.
Launched last year, the Europe 2020 strategy is an intricate ten-year plan to revive employment and stimulate the economy of the European Union. Such a plan requires educational goals that are simultaneously ambitious yet tenable, explains Lieve Van den Brande, a Principal Administrator at the Directorate-General for Education and Culture of the European Commission. Her focus areas are “ICT for Learning” and the Lifelong Learning Programme. She spoke to ONLINE EDUCA BERLIN about the educational dimension of the Europe 2020 strategy and how creativity and innovation in classrooms will be essential for the success of Europe 2020.
What is the role of education in meeting the goals of the Europe 2020 strategy? What are the targets of Europe 2020 in relation to education?
Education, training and skills are really crucial areas for development if the goals of Europe 2020 are to be met, and this has become even more important since the financial crisis. For instance, by 2020, at least one third of all the jobs in the EU will require fairly high skills, so we need a significant and sustained investment in training people. Looking at the five benchmarks of the Europe 2020 strategy, we now have an education benchmark set at European level. That benchmark states that by 2020, early school leaving (dropping out before completing compulsory schooling) should be reduced to less than ten per cent. And 40% of the people aged between 30 and 35 years old should have a tertiary education degree.
Is there a strategy to ensure that that these goals are met?
Both benchmarks are being analysed, and implementation measures are being looked into by the [individual] countries, so very soon we will have country recommendations which will be published, showing which countries are committing themselves in order to reach those two benchmarks. As for how effective Education and Training Europe 2020 has been so far, we are still at the [preliminary] stage where we are working with the individual countries to ensure that their country recommendations are leading to that benchmark.
What plans are in place for ensuring that the EU has enough of those high skills noted in the Europe 2020 strategy?
Well, it’s not just about more skills; it’s also about the right mix of skills, a good variety. We need to focus on skills that up until now have been less stressed in education, and this is where we need good communication and the coming together of the world of work (industry) and the world of education which, to date, largely have different discourses. What education is trying to achieve and what industry is trying to achieve don’t always fit. We need to listen to business and industry, telling us that Europe is suffering from a very serious skills shortage in certain sectors, in particular in healthcare, ICTs and several vocations like technicians and carpenters. We also need many more entrepreneurs, and thus entrepreneurship education, creativity and innovation are becoming essential competences which are requested by industry and often called “soft skills”. So to develop these transversal competencies and to ensure that there is variety in the overall skill set, we need better forecasting for future jobs and to find new forms of cooperation between business and training. In bridging the gap between education and stakeholders, we have established higher education-business forums and school-business forums as a way to look at how those two worlds can cooperate better.
The last domain we work on, which is very important, is employee mobility. In the case of true mobility, you are looking at developing skills necessary on a global scale, such as being autonomous, learning languages and developing team-working skills. These are the sorts of skills addressed by the Erasmus and Leonardo programmes. In sum, it is important to keep investing in education and training. It is a shared responsibility between Europe’s members.
Do you see any major challenges to achieving these ends?
Achieving those benchmarks is indeed challenging. For example, the profile of an early school leaver is complex. It’s not only educational problems that are to blame. Social matters influence early school leaving. There is never any one cause, so if a country wants to act, it has to take multiple measures. All the same, attainment is improving, and though that 40% target for tertiary schooling is quite a challenge, it is still not as high as in the United States which is perhaps close to 47%, I think.
Innovation is an important feature of the Europe 2020 Strategy. The last few years have seen a number of promising technological developments for the classroom, but their uptake has often been limited. What is preventing the use of more innovative methods in the classroom, and what can the European Commission do about this?
People recognise that the role of ICT is important, but it’s not yet used widely for daily learning and teaching. In other sectors, like e-government, e-health and e-inclusion, technology has really transformed the sector much more in such a way that new services and new ways of working have developed. This is not the case in education. There is a serious implementation gap in formal education. There have been a number of studies outlining the extent of the problem, for example the Schoolnet study and the EURYDICE survey on the uptake of ICT in schools in Europe. They all describe the seriousness of this implementation gap and the huge difference between the use of ICT by youngsters at home and at school. The difference is really shocking in that at home with their parents, children use ICT extensively and innovatively, but this isn’t the case in the educational setting. It’s not only in primary and secondary schooling; even in higher education ICT use is limited or used only in very traditional ways.
A key problem behind the poor uptake of ICT use is insufficient pedagogical training and teacher professional development. There is not enough focus on the use of ICT to change their teaching practices, so they simply never acquire sound pedagogical strategies to use ICTs in the classroom. With only basic ICT skills, teachers lack confidence and feel that they are underperforming. They may even feel their students are more able than they are.
So you’re saying that the main problem of poor ICT uptake lies in teacher education?
We’ve seen that in the northern countries teachers in primary schools are starting to receive better training, but we need to promote a new pedagogical approach because if you don’t know how to bring it into your teaching practice, you can’t get to the point of uptake. Digital competences are not really part of the curricula at present and don’t appear in the learning outcomes, and if you look to assessment on its own, you don’t find ICT supporting assessment. Surmounting this barrier requires a systematic approach to engage all the actors in education: the school, the parents, the learners, the support people, the head teacher and the teachers. Everyone has to have a view and vision of ICT and how it can enhance teaching and learning. But it must also show up in assessment methods, in professional development, in curricula and in leadership. So you need a whole system approach because if you don’t do that, if you just focus on one barrier, you don’t get there, and that’s maybe why this area has such a huge problem. It is a complex issue.
That gives us a fair understanding of the underlying issues in teacher training, but what practical steps are needed to remedy this? What is the European Commission doing to assist teachers, trainers and policymakers in integrating ICT in education and training?
Empowering Educators for Creative Learning is the title of the ONLINE EDUCA BERLIN 2011 session where the European Union will launch a new initiative entitled Creative Classrooms / Creative Learning Environments. The second term refers not only to primary and secondary education but all formal learning settings. So we’ll be looking at the diversity of innovative classroom practices all over Europe. One of them, One Laptop Per Child, opens the way for increasing ICT uptake by enabling a child to own a computer for use at home and at school. While policymakers and decision makers have lots of ideas, they don’t necessarily know what works in practice at grassroots level.
Creative Classrooms / Creative Learning Environments will be about dialogue between all stakeholders, using a bottom-up approach for people to share ideas about the strategies being implemented in classrooms across the Continent. We’re focusing on current practices rather than what might be possible in the future.
We also have the Lifelong Learning Programme for education and training, encouraging open coordination between member states. For example, we have new a working group ICT and Education, launched in October 2011, where 24 member states discuss the major barriers, teacher professional development and how to bring better digital competence into the curricula. We’re looking at how each country tackles the issues by discussing what works in practice so that we learn from each other. This working group will ultimately develop an evidence-based policy handbook, so it ties in neatly with the Creative Classrooms initiatives where we look at practical, grassroots approaches for improving education and training.
There is also the Training of the Teacher programme, and under the Lifelong Learning Programme, we have the e-twinning project which promotes bilateral cooperation. It involves about 150 000 teachers learning how others use ICT in the classroom. The final instrument of note is the e-learning portal which is an excellent resource for those seeking information, ideas and access to the many research papers conducted on these important matters of ICTs, education and training towards Europe 2020.
POL26 Empowering Educators for Creative Learning: A European View will be held on Thursday, December 1st at 14.00 – 16.00. Lieve Van den Brande will present a paper entitled EU Policy for ICT in Education: A New Initiative on Creative Classrooms / Creative Learning Environments.
The EU Council for Education, Youth, Culture and Sport will take place on 28-29 November. Neelie Kroes, Vice-President responsible for the Digital Agenda, and Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth, will represent the European Commission. Commissioner Vassiliou will participate in a press conference on education and youth at around 13:00 on 28 November; both Commissioners will take part in a press conference on culture and audiovisual issues at 12:30 on 29 November; Commissioner Vassiliou will also participate in a press conference on sport at 17:30.
Monday, 28 November
Education and youth
The Commission will present its proposal for the new Erasmus for All programme (IP/11/1398). The programme foresees an investment of €19 billion for education, training, youth and sport between 2014 and 2020. It is designed to help up to five million people to acquire new skills to boost employability and innovation. It will enhance the quality of teaching in the EU and beyond, as well as support Member States and non-EU countries in modernising their education and training systems. Erasmus for All will also promote youth participation in society and teaching on European integration, and support grassroots sports.
Ministers are expected to adopt conclusions on the modernisation of higher education, following the Commission's Communication on this issue on 20 September (IP/11/1043). The modernisation of higher education systems is a priority in many EU countries, but higher education is still not performing well enough to provide Europe with enough people with the right kinds of skills to create jobs and growth. Commissioner Vassiliou will underline her commitment to help Member States to achieve the necessary reforms to meet the target for 40% of Europe's young people to have a higher education qualification by 2020.
Commissioner Vassiliou will underline the importance of the Council conclusions on a benchmark for learning mobility for promoting the learning mobility of all young people in Europe, whether in higher education, vocational training, volunteering or non-formal learning. The benchmark envisages the monitoring of progress towards the agreed objectives.
Ministers are expected to adopt conclusions on language competences to enhance mobility. Commissioner Vassiliou will underline that the ability to use and understand foreign languages is a key competence for fostering employability, growth and jobs and that teaching of at least two foreign languages should start from a very early age.
The Council is expected to adopt conclusions on the Eastern dimension of youth participation and mobility. These focus on overcoming the obstacles which young people face in Eastern Europe and the Caucasus in relation to participation and mobility. Commissioner Vassiliou will stress that more young Europeans should have the opportunity to get involved in learning experiences across the whole of Europe.
Ministers are expected to adopt a resolution on a renewed European Agenda for Adult Learning. Commissioner Vassiliou would like to see adult learning kept high on the policy agenda, which should not focus only on education and training for young people.
Tuesday, 29 November
The Commission will present as well its proposal for the Creative Europe programme (IP/11/1399). The new programme foresees an investment of €1.8 billion for Europe's cultural and creative sector between 2014 and 2020. Creative Europe will help professionals and companies to seize the opportunities of rapid technological change, and to overcome the challenges ofa fragmented market and greater international competition to reach new markets in Europe and beyond. The programme will support distribution of European films, facilitate the digitisation of cinemas, support cross-border cultural cooperation and enable small companies to access bank loans through a new financial guarantee facility.
Ministers are expected to adopt conclusions on the role of cultural and creative competences which contribute to innovation, growth and employment. Commissioner Vassiliou will stress that these competences are an important element for enhancing culture's relevance in a highly-competitive European economy. She will welcome the Ministers' debate on the need for reliable and comparable statistics on culture at European level to support culture's contribution to European economic and social development.
The Council is expected to adopt a new system of EU representation at the World Anti-Doping Agency (WADA) and a framework for the EU's coordination ahead of meetings of the WADA Foundation Board. Commissioner Vassiliou will welcome the decision to introduce greater continuity of EU Member States' representation within WADA. The Council is also expected to adopt measures on combating match-fixing. Commissioner Vassiliou will stress the importance of establishing preventive measures to tackle match-fixing. The EU intends to finance test projects in 2012 and as from 2014 it is envisaged that the sport chapter of "Erasmus for All" will support educational campaigns aimed at raising awareness of match fixing. Commissioner Vassiliou will welcome Ministers' recognition of the important role of voluntary activities in sport.
Protection of children in the digital world
Vice-President Kroes will welcome Presidency conclusions on the protection of children in the digital world. Whilst protecting children is everyone's responsibility, she will particularly welcome measures to empower and educate children in their online activities, making them more aware of the potential dangers. The Commission is currently reviewing all the different options, both regulatory and self-regulatory, which could further protect children on-line before coming forward with a new European strategy to make the Internet a safer place for children.
Digitisation and digital preservation
Vice-President Kroes will also make a short presentation on the Commission's recent Recommendation asking EU Member States to step up their efforts, pool their resources and involve the private sector in digitising cultural material. The Recommendation challenges Member States to develop solid plans and build partnerships to place 30 million objects in Europeana by 2015 compared to the 19 million available today; to get more in-copyright and out-of-commerce material online; and to adapt national legislation and strategies to ensure the long-term preservation of digital materials.
European Commission: Culture
European Commission: Education
European Commission: Youth
European Commission: Sport
Neelie Kroes' website: http://ec.europa.eu/commission_2010-2014/kroes/
Follow Neelie Kroes on Twitter: http://twitter.com/neeliekroeseu
Polish Presidency website: Council meeting, 28-29 November
The UNESCO Institute for Information Technologies in Education (IITE) situated in Moscow is conducting a study on how ICT is reshaping the teaching and learning processes of children in primary education.
With respect to the expectations, requirements and challenges of the 21st century, the team of nine UNESCO experts from around the world will work for 3 years, beginning in 2011, to analyze different approaches, priorities, obstacles and strategies for integrating ICT into the everyday work and play of primary children and their teachers.
On 17-18 April 2011 an opening meeting of the project was held in Poitiers, France, co-organized by CNED, the French National Centre for Distance Education. In the meeting the project expert team was established together with mechanisms of coordination among the team members. The role of each expert was discussed and project’s strategy and implementation plan was defined.
Goals of the project
Analyzing changes in the teaching and learning processes in primary education due to the integration of ICT is a challenge: there are many different factors, strategies, and approaches, as well as positive and negative experience to examine. Through the project’s work on existing literature, policy reports, empirical studies, and contact with sample schools, we want to support primary teachers and school policy makers in all countries and regions to learn more about the process – while either trying to initiate it or promote it further in their schools. They plan to:
- Collect, analyze and document local idiosyncrasies and shared approaches to the complex process of integrating ICT in primary children’s learning experiences,
- Demonstrate why governments should invest in integrating ICT into the learning processes of children and why many of them do,
- Investigate reasons why teachers and leaders use ICT in their everyday pedagogy and what for and, especially, why they should use it in primary education,
- Study the roles of the teachers, children, parents and school leaders in this process,
- Study and document opportunities provided by ICT for teaching and learning (supporting the development of literacy, numeracy, science, 21st century competencies in primary schools,
- ollect and share a range of learning outcomes reported, identify learning outcomes that could be planned and expected because of ICT,
- Disseminate the experiences of the leading primary schools IITE will collaborate with during the project,
- Examine the limitations of ICT and the associated concerns in primary education.