Communication from the Comission to the European Parliament, the Council, the European Economic and Social Commitee of the Regions.
Investment in education and training for skills development is essential to boost growth and competitiveness: skills determine Europe's capacity to increase productivity. In the long-term, skills can trigger innovation and growth, move production up the value chain, stimulate the concentration of higher level skills in the EU and shape the future labour market. The massive increase in the global supply of highly skilled people over the last decade puts Europe to the test. The time when competition came mainly from countries that could offer only low-skilled work has come to an end. The quality of education and supply of skills has increased
worldwide and Europe must respond.
Learning/WebLiteraciesWhitePaper: Working towards a framework to understand the skills, competencies and literacies necessary to be a Webmaker
This paper on web literacies should be particularly interesting to educators and academics looking for a reference point and framework to help develop web literacies.
The UNESCO Institute for Information Technologies in Education commissioned this Handbook, which is intended to become a useful tool that would equip teacher training institutions and facilitate teaching media and information literacy in teacher training, to the Finnish Society on Media Education. This Handbook should help teachers to enhance their media and information literacy and encourage them to take up media education in the classroom. The main target group is teachers of secondary schools who are either in training or in service. The Handbook provides teachers with basic knowledge on media and information literacy, and the way these skills can be taught.
Many young people around the world — especially the disadvantaged — are leaving school without the skills they need to thrive in society and find decent jobs. As well as thwarting young people’s hopes, these education failures are jeopardizing equitable economic growth and social cohesion, and preventing many countries from reaping the potential benefits of their growing youth populations. The 2012 Education for All Global Monitoring Report will examine how skills development programmes can be improved to boost young people’s opportunities for decent jobs and better lives.
This two-day workshop will investigate a number of relevant questions related to children’s, adolescents’ and emerging adults’ use of social media in general and social network sites in particular.
This international meeting consists of keynote lectures, presentations in parallel sessions and debates by senior and junior scholars. The aim is to offer scholars a platform to present their research and exchange thoughts about their research findings.
The event is centered around four main themes: 'identity construction', 'social relations', 'interests at stake' and 'supporting and empowering'. These topics, but also the keynote presentations and submission guidelines, are summarized in the website and the call for papers.
Afin de mieux comprendre les attendus de la compétence "Maîtrise des techniques usuelles de l'information et de la communication", le ministère met à la disposition des enseignants des documents d'appui.
We are starting to publish a new series of bibliography entries that we think will be of especial interest for people doing reseach on e-Skills and their relation to the 21st Century job market.
This is a report resulting from Education Sector’s Next Generation of Accountability initiative. The initiative seeks to strengthen public education by examining key elements of accountability, for instance, who should be responsible for student success and how they should be held responsible. This particular article seeks to build on the strengths of current school accountability systems, more fully and effectively measure the depth and breadth of students’ educational experiences, and encourage educators, parents, policymakers, and the larger public to pursue educational equity and excellence for all students by focussing on measuring 21st century skills of secondary school students at a private boarding school.
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.