The use of ICT for learning and teaching in initial Vocational Education and Training
Final Report to the EU Commission, DG Education & Culture
November 2005
The use of ICT for learning and teaching in initial Vocational Education and Training
Final Report to the EU Commission, DG Education & Culture
November 2005
The use of ICT in iVET Final Report i Contents Page Key findings and main conclusions in English................................................................v Executive summary in English...................................................................................xi Rapport de synthse en franais............................................................................xxxv 1. Introduction....................................................................................................... 1 1.1. Objective of the study questions answered ..................................................... 2 1.2. Data-generating activities and methodology...................................................... 3 1.3. The structure of the report.............................................................................. 4 2. Conceptual framework of the study ....................................................................... 6 2.1. Three paradigms of teaching and learning within iVET......................................... 6 2.2. The different potential ways of using e-learning in iVET....................................... 8 3. Characteristics of IVET systems in the EU Member States ........................................11 3.1. Types of IVET systems ..................................................................................11 3.2. The dual system...........................................................................................12 3.3. The pure school-based system .......................................................................13 3.4. The workplace-based system .........................................................................13 3.5. Combination of theory and practice in iVET ......................................................14 3.6. Providers of iVET..........................................................................................15 3.7. Collaboration with external partners: Public-private partnerships, national and transnational co-operation between iVET institutions ...................................16 4. Strategies and action plans .................................................................................22 4.1. EU initiatives, strategies and action plans.........................................................22 4.2. The existence of national strategies and action plans concerning e-learning in iVET 25 4.3. Types of national strategies and action plans....................................................26 5. The current use of e-learning in iVET ....................................................................30 5.1. Motivations, objectives and expectations for using e-learning..............................30 5.2. Subjects and branches in which e-learning is being used to the greatest extent .......................................................................................................39 5.3. The extent to which e-learning is being integrated into iVET ...............................48 5.4. How e-learning is being integrated into teaching and learning in iVET...................58 5.5. E-learning and student assessment .................................................................67
The use of ICT in iVET Final Report ii 6. New models of education and training stemming from the use of e-learning.........................................................................................................69 6.1. The com-model: Intensive communication during the extended periods of on-the-job training .......................................................................................69 6.2. The flex-model: Flexible and individual teaching and learning; reduced amount of school-based training.....................................................................73 6.3. The sim-model: Bringing school-based teaching and learning closer to reality .......................................................................................................78 6.4. Overview of the impacts of the new models......................................................83 7. The qualitative impacts of the use of e-learning......................................................85 7.1. Bringing the practical and the theoretical worlds closer together......................................................................................................85 7.2. Enhancing the level of knowledge, skills and competences..................................87 7.3. Better preparation for working life ..................................................................88 7.4. Increased quality of teaching .........................................................................88 7.5. Efficiency may increase .................................................................................89 7.6. Realistic but safe student assessment..............................................................89 7.7. Increased flexibility ......................................................................................90 7.8. Increased motivation ....................................................................................91 7.9. The changed role of teachers the students are responsible for their own learning....................................................................................91 7.10. Individualised learning ........................................................................91 7.11. Preparing students for lifelong learning..................................................92 7.12. Parental involvement may increase .......................................................92 8. Quality assessment and standards concerning e-learning.........................................94 8.1. Quality assessment of e-learning in iVET..........................................................94 8.2. Quality standards for e-learning in iVET...........................................................98 8.3. Research on quality and e-learning .................................................................99 9. SWOT analysis of the integration and use of e-learning in iVET............................... 100 9.1. Strengths.................................................................................................. 102 9.2. Weaknesses .............................................................................................. 113 9.3. Opportunities............................................................................................. 122 9.4. Threats..................................................................................................... 130 9.5. Overview of strengths, weaknesses, opportunities and threats .......................... 133 10. Lessons learned from the good practice case studies: Prerequisites for success and reasons for failure...................................................................................... 142 10.1. Prerequisites for success ................................................................... 142 10.2. Reasons for failure............................................................................ 145
The use of ICT in iVET Final Report iii 11. Future scenarios......................................................................................... 148 11.1. Future scenarios............................................................................... 149 11.2. Drivers and barriers in relation to future scenarios ................................ 153 11.3. Ideal world scenarios ........................................................................ 157 12. Recommendations for future action............................................................... 161 12.1. EU level .......................................................................................... 161 12.2. National level................................................................................... 162 12.3. Institutional level ............................................................................. 164 12.4. Areas requiring further research ......................................................... 165 12.5. Areas where e-learning could be used in the future ............................... 166
Annex A: Bibliography Annex B: Methodology Annex C: Respondents Annex D: Interview Guides Annex E: Terms of Reference Annex F: Country profiles Annex G: Case study reports Annex H: EU initiatives, strategies and action plans
The use of ICT in iVET Final Report iv
The use of ICT in iVET Final Report v
Key findings and main conclusions in English This chapter presents the key findings and main conclusions of the study concerning the current and possible use of Information and Communication Technology (ICT) in initial Vocational Education and Training (iVET) carried out by Ramboll Management for the European Commission, DG Education and Culture in 2004 1 .
Focus and method of the study The study focuses on the current use of e-learning in the EU. The perspective of the study is forward-looking as the study focuses on the possible future use of e-learning emphasising its potentials. The study particularly focuses on the role of e-learning in strengthening the integration of theory and practice in iVET. The study therefore emphasises the apprehension of whether and in what way the use of e-learning for teaching and learning can integrate the theoretical and the practical world.
The study is based on a desk study, an expert workshop, 65 telephone interviews (with experts, government representatives, stakeholders and managers of iVET institutions) and seven good- practice case studies. It must be stressed, that as the case studies are good practice examples they are not representative for Europe. In addition, due to the scope of the study the picture painted of the general situation in Europe is very broad-brush. Finally, due to the scope of the study the findings of the study are mainly trends and cannot be considered as representative hard facts.
Characteristic of iVET systems Based on the desk research, telephone interviews and case studies, the study shows that the dual system (that combines formal school-based education and workplace training) appears to be the most common iVET set-up in the EU Member States. The study also shows that iVET is characterised by a high level of co-operation and close relationship with various external partners (i.e. enterprises, labour market organisations etc.), which is important for the integration of theory and practice and the integration of e-learning into teaching and learning.
Strategies and action plans The analysis of the telephone interviews and case studies suggests that almost all the Member States emphasise the integration of IT and e-learning in iVET and/or the general education system. However, the extent to which this is translated into concrete strategies and action plans at the national level varies. National strategies and action plans of both new and old EU Member States primarily focus on the following key elements:
1 In this study, Ramboll Management uses the official and very broad EU definition of e-learning: The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. Thus it must be stressed that the term e-learning is not to be understood solely as applying to blended learning or distance learning. Because this definition is very broad and encompasses the term ICT, the term e-learning alone will be used throughout the study in order to avoid any misunderstanding.
The use of ICT in iVET Final Report vi o Infrastructure and equipment o E-content o The training of teachers o Students use of e-learning, as well as their IT skills o Co-operation among the iVET institutions and/or between iVET institutions and local businesses
The current use of e-learning in iVET The analysis of telephone interviews, case studies and the desk research shows several clear patterns concerning the reasons for using e-learning in iVET (motivations and objectives) and the expected results, outputs and impacts. These generally revolve around the following themes: the flexibility of e-learning, new learning methods, opportunities for furnishing students with real-life work skills, savings in time and money, the integration of theory and practice and attracting students.
In general, it is difficult to estimate precisely how far the expectations are being met, since evaluations regarding this area are very patchy. In addition, most countries have only been working to implement e-learning in iVET for a few years, and for this reason their experiences of doing so remain quite limited. On the one hand, the general opinion is that the expectations remain to be met -or fully met. This opinion is held both among those institutions and countries that are in the forefront of IT development and those that are just beginning to implement e- learning in iVET. On the other hand - the analysis shows that many expectations are partly met, or are on their way to being met, especially among the front-runner and middle group countries, while respondents from the beginner countries are generally not finding that their expectations are being met to a significant extent. Accordingly the study shows that the European countries are still working hard on implementing e-learning in iVET (though on different levels).
Based on the analysis of telephone interviews and case studies, the study shows that e-learning is primarily being used for supporting teaching and learning at the institution and for blended learning (combining virtual distance learning with on-site learning at the institution). Pure distance learning has not been identified in iVET in any of the Member States. E-learning is typically being used as a medium for communication and simulations, as a general resource and in Learning (Content) Management Systems.
The study shows that the subjects/branches considered to be characterised by an intensive use of e-learning are: o Electricity, gas and water supply o Financial intermediation and business activities o Wholesale and retail trade; hotels, restaurants o Manufacturing o Transport, storage and communication
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The study shows that the subjects/branches considered to be characterised by a moderate use of e-learning are: o Agriculture, fishing and quarrying o Construction o Public and personal services
There are some general disparities concerning the use of e-learning in the iVET connected with the various commercial fields. But the study also shows that there are considerable disparities both between the different sub-categories within each field, and within some of the sub-categories.
The extent to which e-learning is used in iVET Concerning the extent to which e-learning is used in iVET the findings show that the EU as a whole is at an early stage of the process of integrating e-learning into its iVET systems. In addition, the overall picture that emerges from the study shows that the use of e-learning in iVET varies greatly among the Member States, as some are still at the beginning of their development in this area while others have been working to implement e-learning in iVET for several years. Accordingly, the study has categorised the EU Member States into three categories 2 (front-runners, the middle group and beginners) regarding the integration and use of e-learning in accordance with the information collected through telephone interviews, studies of relevant literature and statistics, and the case studies.
The categories give an overall picture of the extent of e-learning integration in iVET in the European countries. However, it should be pointed out that the interviews and case studies show that there are big differences concerning the integration of e-learning between iVET institutions within each country, e.g. on a regional and/or institutional level.
The front-runner countries are typically characterised by a high degree of e-readiness, specific strategies concerning use of e-learning, and many institutions that are co-operating with private partners or other institutions. The middle group countries typically have a medium degree of e- readiness, and are still working to develop and implement the use of e-learning in their iVET institutions and formulate precise strategies and action plans at the national/institutional levels. They also face serious challenges in relation to the training of teachers. Finally, the beginner countries are characterised by a low degree of e-readiness, a scarcity of national strategies and financing in relation to e-learning, great challenges concerning the skills and motivations of both teachers and students, and by being in the initial stages of integrating e-learning into iVET.
2 The frontrunner category includes Austria, Finland, Sweden, Denmark and the UK. The Middle group consists of Germany, Ireland, France, Netherlands, Belgium and Luxembourg. The beginner category comprises Spain, Portugal, Italy and Greece. Due to the scope of the study, the new Member States have not been categorised into the three groupings. However, the telephone interviews with government representatives from the new Member States show a tendency for the new Member States to be confronted with similar challenges to those facing the old Member States belonging to the middle and beginner groups.
The use of ICT in iVET Final Report viii Three new models of education and training Based on the analysis of the good practice case studies, the study has identified three new models of education and training in iVET stemming from the use of e-learning: 1) The com-model, which focuses on intensive communication during the extended periods of on-the-job training, 2) The flex-model, which focuses on flexible and individual teaching and learning and a reduced amount of school-based training, and 3) The sim-model, in which school-based teaching and learning are brought closer to reality through simulation. The analysis demonstrates how the use of e-learning in the new models can lead to improvements in education and training through bridging theory and practice. However, this is achieved in different ways, depending on the particular iVET context, as each model meets different needs and emphasises different aspects of teaching and learning. In this relation, it is also stressed that in practice aspects from different models can influence learning and teaching.
As the case studies are good practice examples the new models identified are not representative for the current use of e-learning in iVET in Europe. Rather, the models identified show the possible use of e-learning and illustrate the potential of e-learning.
The qualitative impacts of the use of e-learning in iVET An important finding of the desk study is that there is a clear lack of evaluations of the impacts of the use of e-learning in iVET. As a consequence, it is difficult to estimate to what extent the impacts identified in this study apply to iVET in Europe in general. It must be stressed that this analysis of impacts is not an impact assessment as such. Due to the scope of the study evaluator considers that the impacts identified represent potential impacts rather than frequent or representative ones.
Based on the analysis of telephone interviews and good practice case studies Ramboll Management assesses that e-learing may; bring the practical and the theoretical worlds closer together, enhance the level of knowledge, skills and competences of students and prepare students for working life. E-learning may also; increase flexibility, efficiency and quality of teaching, student motivation and parental involvement. Furthermore, the use of e-learning may; change the role of the teachers, make the students responsible for their own learning, prepare the students for the lifelong learning paradigm and generally lead to individualised learning.
Quality assessment and standards Formal standards for the assessment of the quality in e-learning remain to be developed. Across the EU, no special arrangements, whether at the national, federal or organisational levels, have been established to assess the quality of iVET e-learning. Quality issues are generally a matter for the iVET institutions themselves, and many institutions in Europe are not systematically focusing on it. If working with quality assessments, institutions are typically focusing on technical aspects and quantitative indicators for quality e.g. rate of equipment. The overall picture is that there are currently no formal quality standards concerning qualitative indicators (e.g. quality of e-content) being applied in EU concerning the use of e-learning in iVET. However, specific qualitative indicators for quality in e-learning are slowly beginning to emerge at the research level.
The use of ICT in iVET Final Report ix SWOT analysis of the integration and use of e-learning in iVET The SWOT analysis identifies the major factors affecting the current use of e-learning in iVET in the EU Member States. The analysis draws on the telephone interviews and the good practice case studies. It should be pointed out that due to the scope of the study the findings of the SWOT analysis cannot necessarily be regarded as representative for Europe. In addition, the picture painted is very broad-brush.
Among the strengths identified are: Active support from the management, a clear strategy at the institution, and the training of teachers. Among the weaknesses identified are: A lack of IT skills and training among teachers; a low degree of e-readiness and a sceptical attitude towards e- learning among students; and inadequate infrastructure, technical support and equipment among the institutions. Among the opportunities identified are: Increased requirements from the labour market regarding IT skills and an increased emphasis on e-learning at both national and EU level; public-private partnerships and co-operation between institutions; and the availability of adequate e-content. Finally, the analysis showed that the lack of e-content, political focus, funding and a unified strategy at the national level can be seen as threatening the use of e-learning in iVET.
A lot of the strengths, weaknesses, opportunities and threats identified in the old Member States have also been identified among the new Member States. In addition, a broad range of these strengths, weaknesses, opportunities and threats have been identified across all three country categories and among the good-practice cases. However, the degree to which they exist and the extent of their importance varies across country categories and in relation to the good practice examples.
Preconditions for success and reasons for failure Based on the analysis of the case studies, the study has identified a number of preconditions for success and reasons for failure in relation to the use of e-learning in iVET. As these success factors and reasons for failure have been identified in relation to the good practice institutions, they represent valuable lessons learned regarding the integration and enhancement of the use of e- learning in iVET as a whole in the EU.
Some of the most important success factors or prerequisites for success in relation to the use of e- learning in iVET are: Committed and innovative management, ownership among the teachers, IT and e-learning strategy at the institution, trailblazers and frontrunners among the teachers, a strong focus on the training of teachers, reliable and effective IT support and availability of adequate e-content. Some of the most important reasons for failure are: assuming there is no need for the training of teachers, assuming that the students have the necessary skills, unstructured use of discussion forums and chat rooms, and lack of access to computers and internet.
Future scenario Based on the conclusions from the expert workshop, the study has identified an overall future scenario in relation to the use of e-learning in iVET characterised of the use of new technologies (M & M technology modular and mobile learning), a falling of walls e.g. in classrooms and
The use of ICT in iVET Final Report x institutions, changes in the roles of teachers, and new learning paradigms (Me- and we-learning). The future scenario implies that the future use of e-learning will lead to an increased integration of theory and practice in iVET. In addition, while today the e-learning scene is principally dominated by frontrunner institutions, the future is likely to see an extensive use of e-learning. Similarly, the use of the three new models of education and training identified in the study will increase extensively in the future.
Recommendations Finally, Ramboll Management has produced a list of recommendations targeted at the EU, national and institutional levels:
In general, the EU-level recommendations revolve around the facilitation and dissemination of experiences and good practice. Many iVET institutions could benefit from knowledge sharing with other European institutions. This applies both to institutions in countries that are still in the initial and middle phases of adopting e-learning, and to those institutions that are located in the front- runner countries. The EU therefore has an opportune potential role in facilitating more interactions among the European IVET institutions.
The national-level recommendations focus on the formulation of specific strategies and action plans concerning the use of e-learning in iVET and on establishing funding possibilities, both in relation to institutions working to implement e-learning in their teaching and learning, the development of e- content, and field research.
The recommendations concerning the institutional level focus on the development and implementation of IT and e-learning strategies, I-twinning, and the motivation and training of teachers, e.g through systematic training, the formal recognition of teachers, the increasing of teachers IT skills, and the sharing of knowledge and good experiences among teachers.
Finally, the study describes the following areas requiring further research: quality assessment and quality standards, content development, incentives to change the attitudes of teachers, organizational issues, e-learning pedagogies, cost/benefit studies, and the iVET institutions physical layout and environment.
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Executive summary in English This summary presents the findings of a study concerning the use of Information and Communication Technology (ICT) in initial Vocational Education and Training (iVET) which was carried out by the Danish consultancy Ramboll Management for the European Commission, DG Education and Culture in 2004 3 .
The overall purpose of the study is to provide the Commission with a detailed report concerning the current and possible future use of e-learning for learning and teaching in initial vocational education and training (iVET) in the EU Member States. Accordingly the study covers the countries that were Member States prior to the EU enlargement that occurred on 1 May 2004 (old Member States), as well as those that joined the EU in May 2004 (new Member States). The study began prior to EU enlargement. Consequently, the focus is primarily on the 15 old Member States, although experiences and perspectives from the new Member States are also included in the data- generating activities and in the presentation of the findings. In addition, the findings from the European context are put into perspective by experts from outside the EU.
The study encompasses elements of mapping, analysis, assessment and recommendations, and addresses a number of themes, e.g. to what extent and in what way e-learning is currently being used to support learning in iVET, the qualitative impact of the use of e-learning and prerequisites for success and reasons for failure.
On the one hand the study focuses on the current use of e-learning in the EU. On the other hand the study focuses on the possible future use of e-learning emphasising its potentials. The study particularly focuses on the role of e-learning in strengthening the integration of theory and practice in iVET. The study therefore emphasises the apprehension of whether and in what way the use of e-learning for teaching and learning can integrate the theoretical and the practical world.
The study is based on a desk study, an expert workshop, 65 interviews with experts, government representatives, stakeholders (such as representatives from employee and employer organizations, publishers and other enterprises) managers of iVET institutions, and seven illustrative good- practice case studies 4 . It must be stressed, that as the case studies are good practice examples they are not representative for Europe. In addition, due to the scope of the study the picture painted of the general situation in Europe is very broad-brush. Finally, due to the scope of the study the findings of the study are mainly trends and cannot be considered as representative hard facts.
3 In this study, Ramboll Management uses the official and very broad EU definition of e-learning: The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. Thus it must be stressed that the term e-learning is not to be understood solely as applying to blended learning or distance learning. Because this definition is very broad and encompasses the term ICT, the term e-learning alone will be used throughout the study in order to avoid any misunderstanding. 4 The case studies have been conducted at the following institutions: 1) Tourismusschule Wien 21, Austria; 2) Espoo Institute of Health and Social Care, Finland; 3) Lyce Nicephore Niepce/Lyce Professionnel Julien de Balleure, France; 4) Deutsche Bahn, Germany; 5) Cabra FS Training Centre, Ireland; 6) Tajamar Technological and Graphic Institute, Spain and 7) Norton Radstock College, United Kingdom
The use of ICT in iVET Final Report xii Because of the different structures of the education systems across the Member States, it should be noted that iVET is a broad term that covers a variety of types of institutions and courses, making it almost impossible to arrive at a generic definition that is fully applicable in all Member States. However, in this study the term iVET means any form of initial vocational education and training, including both technical and vocational teaching, apprenticeship training and vocationally oriented education which is undertaken after basic education and before further education. iVET also contributes to the acquisition of a vocational qualification recognised by the competent authorities in the state in which it is obtained. The typical age of the students undertaking initial vocational education and training is 16-20 years, though it must be stressed that this varies between countries. Because of the variation that exists in the iVET systems, the designation of the iVET students also varies (e.g. pupils, apprentices, students). In this study the term student will be used as a common term that covers all the varieties.
Characteristics of the iVET systems of the EU Member States The desk research and the analysis of telephone interviews and case studies give an overall picture of the iVET systems of Europe. The study shows that the dual system appears to be the most common iVET set-up in the EU Member States. However, a variety of iVET systems are in place across Europe. It is noteworthy that the various types of iVET systems can be seen within one country. Along with the dual system, a majority of Member States have adopted pure school-based systems for those students who have elected not to enter into an apprenticeship contract, or have not managed to do so. Some Member States have adopted a workplace-based system. The workplace-based system of iVET is rare among Europes old Member States. The iVET systems of the new Member States have all adopted some kind of dual system involving apprenticeships, although a number of differences can be observed in the ratio of the time spent in school to the time spent in the workplace.
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Dual system Pure school-based system Workplace-based system The dual system combines formal school-based education with workplace training. Students attend courses at school and are provided with theoretical and practical learning at both schools and workplaces. Students have usually signed an apprenticeship contact with the on-the-job workplace. There is high integration of theory and practice within the dual system. For students enrolled in the pure school-based system, both theoretical and practical learning is provided at the school. By participating in learning simulations, workshops and laboratories, the students acquire practical learning. Even though theory and practice in the pure school-based system is not as highly integrated as in the dual system, the level of integration is still significant. The workplace-based system has several similarities with the dual system but puts a stronger emphasis on workplace-based training. In the workplace-based system the students mainly undergo on-the-job training in companies, while simultaneously following courses offered by employers and also attending some courses at iVET institutions. The integration of theory and practice depends on the companies offering the iVET, but is generally high.
The analysis of desk research, telephone interviews and case studies show that in the dual system students are provided theoretical and practical learning in both schools and workplaces. The dual system generally involves considerable integration of theory and practice. There are differences in some of the other characteristics among the dual systems in Europe, such as course lengths. This applies also to how the periods of school-based teaching and learning combine with the working periods.
The analysis of desk research, telephone interviews and case studies shows that the institutions offering iVET in both old and new Member States are in most cases public vocational schools. In some countries, vocational schools are owned or financed by the state but run by private entrepreneurs.
The analysis of telephone interviews and case studies shows that iVET is characterised by a high level of co-operation and close relationship with various external partners (i.e. enterprises, labour market organisations etc.), which is important for the integration of theory and practice in iVET. It is also important for its integration of e-learning in teaching and learning. The study has identified various forms of collaboration among iVET institutions and private sector partners (workplaces, labour market and other external partners, e.g. publishers). The study has also identified how iVET institutions are involved in both national and transnational collaboration with other iVET institutions. These modes of co-operation with external partners are evident among each of the three categories of country (front-runners, the middle group and beginners). Although the analysis
The use of ICT in iVET Final Report xiv is partly based on the telephone interviews, it mostly draws on the case studies. As the case studies are good practice cases, the findings are not necessarily representative for Europe.
The main types of public/private partnership are: Development of e-content and digital learning material Lending of equipment Funding and sponsorships Training of teachers Development of specific projects
The national co-operation with other iVET institutions mainly involves: Sharing of experiences and mutual learning Sharing infrastructure and infrastructure expenses Development of e-content Raising of awareness Training of teachers
The transnational co-operation with iVET institutions in other EU Member States primarily involves: Exchanging experiences and mutual learning Working together on e-learning projects (developing and integrating e-learning in teaching and learning)
Strategies and action plans concerning e-learning in iVET On the basis of desk research the study describes the EU-level strategies, action plans and initiatives that are concerned with e-learning. It gives an overview of the following:
The Lisbon objectives The work on the Stockholm conclusions The work on the Barcelona objectives The e-learning initiative e-learning - Designing Tomorrows Education The Bruges-Copenhagen process on enhanced European co-operation in vocational education and training
The study also provides an overview of the national strategies concerning e-learning in iVET.
The analysis of national strategies is based on the telephone interviews and case studies. Accordingly, it is not based on a thorough desk study of national strategies but rather on the respondents points of view, since the purpose is to provide an overview instead of an exact mapping. This means, that the findings should be regarded as overall trends rather than hard facts.
The study shows that almost all the Member States are emphasising the integration of IT and e- learning in iVET and/or the education system in general. However, the extent to which this is being translated into strategy varies. The de facto political attention and priority being given to the use of e-learning in teaching and learning in iVET among the Member States also varies. It is clear to the
The use of ICT in iVET Final Report xv evaluator that e-learning is a major priority of the governments of some countries (e.g. Finland, Austria and UK), while other countries emphasise e-learning to a lower degree. Most of the new Member States have strategies concerning IT and e-learning in teaching and learning, although most are general and do not specifically focus on iVET. Furthermore, the study reveals that substantial differences exist in the national strategies, initiatives and levels of government funding. For instance, the study indicates the existence of extensive national funding in Finland, Austria and Sweden, whereas in some other countries, such as Spain, the respondents consider that the national funding is rather limited.
Some countries (e.g. Austria and Finland) have developed highly specific strategies concerning e- learning in iVET/VET institutions. However, a number of countries, e.g. Luxembourg, Sweden and Germany, only have broad, overall strategies concerning e-learning in their education systems, including iVET.
It is clear to the evaluator that the lack of a national strategy does not necessarily imply a lack of national initiatives or that these countries are not focusing on the integration of e-learning into iVET. According to our respondents, the development of IT and e-learning in iVET institutions is closely connected with broader issues such as the evolution of the information society, the lifelong learning paradigm, and the general development of secondary education. Therefore some countries have incorporated the issue of e-learning into more generalised national strategies. On the other hand, some of the respondents consider that having broad and general national strategies instead of more concrete and specific ones means that it is much more up to the iVET institutions themselves how, and to what extent, they make use of e-learning. As a consequence, immense variations are apparent among a given countrys institutions.
The study also shows that the national focus areas concerning IT and e-learning in iVET vary between countries. Some Member States have rather basic strategies that primarily focus on infrastructure and equipment. On the other hand, some Member States, such as Finland and Austria, have far more advanced strategies that target a range of aspects concerning IT and e- learning with the aim of promoting an extended use of e-learning in iVET. The latter pattern is typically seen in countries where the teachers and students have already grown familiar with the use of e-learning in learning and teaching. Additionally, such strategies are typically seen in countries having a strong general government focus on IT.
The national strategies and action plans of both the new and the old EU Member States primarily focus on the following key elements:
Infrastructure and equipment E-content The training of teachers Students use of e-learning, as well as their IT skills Co-operation among the iVET institutions and/or between iVET institutions and local businesses
The use of ICT in iVET Final Report xvi The study shows that the focus on infrastructure is apparent in all categories of country (front- runners, the middle group and beginners). However, it is typically seen in countries that are not among the leaders concerning the use of IT and e-learning. In some strategies, infrastructure is the main focus (e.g. in Greece), while other strategies combine the emphasis on infrastructure with one or more of the other focus areas mentioned. The focus on e-content is seen both among those countries that are advanced in their use of e-learning and those of the middle group. A national focus on the training of teachers exists among front-runner countries, the middle group and beginner countries. Strategies that directly focus on increasing both the students use of e-learning and their general IT skills are also evident in all countries. Strategies concerning co-operation between the iVET institutions and/or between iVET institutions and the local businesses are only seen among a few middle group and front-runner countries.
The current use of e-learning in iVET On the basis of the telephone interviews and the case studies, the study provides an overview of the current use of e-learning in teaching and learning in iVET in the EU Member States.
The analysis of telephone interviews and case studies shows that motivations, objectives (i.e. the reasons for integrating and using e-learning) and expectations connected with the use of e-learning in iVET are numerous. They are also specific to each individual iVET institution. However, the analysis show several clear tendencies concerning the reasons (motivations and objectives) for using e-learning in iVET and the expectations concerning results, outputs and impacts. These generally revolve around the following themes: the flexibility of e-learning, new learning methods, opportunities for furnishing students with real-life work skills, savings in time and money, the integration of theory and practice and attracting students.
It should be pointed out that the analysis of the fulfilment of expectations is based on the data from the telephone interviews and the case studies and not on impact assessments or statistics. The analysis can therefore not necessarily be considered as representative for Europe. Accordingly, the study suggests trends regarding the extent to which the expectations are being met.
In general, it is difficult to estimate precisely how far the expectations are being met, since evaluations regarding this area are very patchy. In addition, most countries have only been working to implement e-learning in iVET for a few years, and for this reason their experiences of doing so remain quite limited. However, there is a clear tendency in the analysis of the fulfilment of expectations expressed by the respondents in the telephone interviews and case studies.
On the one hand, the general opinion is that the expectations remain to be met -or fully met. This opinion is held both among those institutions and countries that are in the forefront of IT development and those that are just beginning to implement e-learning in iVET.
On the other hand - in general, the analysis shows that many expectations are being partly met, or are on their way to being met, especially among the front-runner and middle group countries, while respondents from the beginner countries are generally not finding that their expectations are being met to a significant extent. Accordingly the study shows that the European countries are still
The use of ICT in iVET Final Report xvii working hard on implementing e-learning in iVET (though on different levels), and it can generally be concluded that There is still much room for improvement, as a government representative from Luxembourg puts it.
In addition, the analysis shows that the respondents are generally positive towards the use of e- learning in iVET, and are convinced that integrating e-learning into teaching and learning represents the way forward.
The study shows that there are some disparities concerning the use of e-learning in the iVET connected with the various branches. But the study also shows that there are considerable disparities both between the different sub-categories within each branch, and within some of the sub-categories. The study shows that the use of e-learning in iVET appears to depend on the general attitude within the branches in question: where IT is embedded in the real-life work processes as a matter of course, the use of e-learning in teaching and learning is considered to be highest. But there also seem to be exceptions to this. It should be pointed out that the analysis is based on the telephone interviews and case studies, and not on cross-national statistics for each subject/branch category. The analysis should therefore not be considered as representative for the specific branch/subject in a European context, but regarded as an initial pointer of the general differences that exist between the subjects/branches related to iVET.
The analysis of the telephone interviews and case studies shows that the subjects/branches considered to be characterised by an intensive use of e-learning in teaching and learning are:
Electricity, gas and water supply Financial intermediation and business activities Wholesale and retail trade; hotels, restaurants Manufacturing Transport, storage and communication
The analysis shows that the subjects/branches considered to be characterised by a moderate use of e-learning in teaching and learning are:
Agriculture, fishing and quarrying Construction Public and personal services
On the basis of the telephone interviews and case studies the study provides an overall picture of the ways in which e-learning is currently being used in teaching and learning in iVET in the Member States. It should be pointed out that due to the scope of the study the findings of the analysis cannot necessarily be regarded as representative for Europe. In addition, the picture painted is very broad-brush. The analysis shows that e-learning is being integrated into teaching and learning in iVET in various ways. E-learning is primarily used to support the teaching and learning taking place at the educational institutions, as well as for blended learning (combining virtual distance
learning with on-site learning at the institution). Pure distance learning has not been identified in iVET in the EU Member States. Specifically, e-learning is used for:
Communication Simulation As a general resource Learning (Content) Management Systems
In addition, the study shows that e-learning and IT are increasingly being used for student assessment (in most cases in the form of multiple-choice questionnaires), especially among the front-runner countries. However, it is clear that this remains an area to be further developed in most iVET institutions.
The extent to which e-learning is integrated into iVET: Front-runners, middle group countries and beginners The study indicates that the EU as a whole is at an early stage of the process of integrating e- learning into its iVET systems. In addition, the study shows that the use of e-learning in iVET varies greatly among the Member States, as some are still at the beginning of their development in this area while others have been working to implement e-learning in iVET for several years. Accordingly, the study has categorised the EU Member States into three categories 5 (front-runners, the middle group and beginners) regarding the integration and use of e-learning in accordance with the data collected through telephone interviews, studies of relevant literature and statistics, and the case studies. These categories are:
1. Frontrunner Austria , Finland, Sweden, Denmark and the UK 2. Themiddlegroup Germany, Ireland, France, Netherlands, Belgium and Luxembourg 3. Beginner Spain Portugal Italy Greece 1. Front-runners Austria , Finland, Sweden, Denmark and the UK 2. The middlegroup Germany, Ireland, France, Netherlands, Belgium and Luxembourg 3. Beginner Spain Portugal Italy Greece
Fig. 1: Categorisation of countries in terms of their use of e-learning The use of ICT in iVET Final Report xviii
5 The frontrunner category includes Austria, Finland, Sweden, Denmark and the UK. The Middle group consists of Germany, Ireland, France, Netherlands, Belgium and Luxembourg. The beginner category comprises Spain, Portugal, Italy and Greece. Due to the scope of the study, the new Member States have not been categorised into the three groupings. However, the telephone interviews with government representatives from the new Member States show a tendency for the new Member States to be confronted with similar challenges to those facing the old Member States belonging to the middle and beginner groups.
The use of ICT in iVET Final Report xix The categories give an overall picture of the extent of e-learning integration in iVET in the European countries. However, it should be pointed out that the interviews and case studies show that there are big differences concerning the integration of e-learning between iVET institutions within each country, e.g. on a regional and/or institutional level.
The study shows that the main characteristics of these categories are as follows:
Front-runner countries
Have a high technology penetration in their societies Have a high degree of e-readiness compared to other EU Member States Tend to have specific strategies concerning use of e-learning in iVET at both national and institutional levels Teachers and students have a generally positive attitude towards e-learning and relatively advanced IT competences At most institutions, e-learning has become integrated into the daily teaching and learning and is used by students and teachers Many institutions are working with innovative ways of using new technology Many institutions are co-operating with private partners and/or other European institutions
Middle group countries
Have a medium degree of e-readiness compared to other EU Member States Are still working to formulate precise strategies and action plans at the national and institutional level concerning the use of e-learning in iVET Are still facing serious challenges, e.g. concerning the training of teachers (primarily in pedagogical skills, as many teachers already have IT skills) Are still working to develop and implement e-learning in iVET institutions
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Beginner countries
Have a relatively low penetration of technology in their societies Have a low degree of e-readiness compared to other EU Member States Are characterised by a lack of national strategies and financing in relation to e-learning Are still in the initial stages of integrating e-learning into teaching and learning Face great challenges concerning teacher skills (both IT skills and pedagogical skills vis--vis e-learning) Face challenges concerning student motivation and skills in relation to the use of e- learning Lack necessary equipment and infrastructure at their iVET institutions
New models of education and training stemming from the use of e-learning Based on the analysis of the good practice case studies, the study has identified three new models of education and training in iVET stemming from the use of e-learning. As the case studies are good practice examples the new models identified are not representative for the current use of e- learning in iVET in Europe. Rather, the models identified show the possible use of e-learning and illustrate the potential of e-learning.
The study shows that the use of e-learning can lead to improvements in the education and training offered in iVET through the bridging of theory and practice. All of the new models identified are bringing these two worlds closer together thanks to the use of e-learning. However, this is being achieved in different ways that are dependent on the particular iVET context. Accordingly, the various new models are appropriate for different iVET settings, since they meet different needs and emphasise different aspects of teaching and learning.
The study has identified the following three new models of education and training: The com-model: Intensive communication during extended periods of on-the-job training The flex-model: Flexible and individual teaching and learning; reduced amount of school- based training. The sim-model: Bringing school-based teaching and learning closer to reality, especially through the use of simulations
In relation to the three models, the study shows that in practice learning and aspects from different models can influence teaching. The models characteristics are as follows:
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The com-model
Is appropriate for iVET systems that emphasise learning by doing but at the same time stress the acquisition of theoretical knowledge and a high degree of integration of theory and practice. Has been identified in iVET settings that are responding to the desire of both workplaces and students for a greater amount of on-the-job training. The new model has been developed in order to meet this demand. Uses e-learning to increase the amount of on-the-job training in iVET Is based on blended learning using web-based distance teaching and learning in combination with on-site teaching and learning at the institution plus on-the-job training. The web-based component of the course is delivered during the on-the-job training periods. Emphasises intensive communication between students and teachers during the on- the-job training period. The use of both a discussion forum and a learning platform makes it possible to increase the period of on-the-job training while still ensuring frequent contact between student and teacher as well as among fellow students. The students can discuss their experiences and ask their teacher questions right away instead of having to wait until the next session of school. Emphasises the students responsibility for their own learning process. Drawing up a personal study plan that states the students learning objectives can help to ensure this.
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The flex-model
Is appropriate for iVET settings in which there is a desire to reduce the period of school-based teaching and learning while acknowledging the need both for school- based teaching and learning and a high level of integration of theory and practice. It is therefore appropriate for iVET settings where students are working in parallel with their studies, and for iVET systems that stress flexible teaching and learning. Has been identified in iVET settings that are responding to the desire of both workplaces and students for a reduction in the amount of time that the students need to be released from work in order to undergo school-based teaching and learning. Another demand that is being felt is for the creation of courses that are directly relevant to individual work-based situations. In order to reduce the amount of school-based teaching and learning required in iVET, uses e-learning to individualise the process and increase its flexibility. As a consequence, students can be released from work for shorter periods than with traditional on-site iVET courses. Emphasises a high degree of flexibility in teaching and learning. Due to the high extent of virtual learning, it is possible to reduce the amount of on-site teaching and learning and increase flexibility. The model also stresses individualised learning and teaching, which is made possible by the high degree of flexibility. Is based on blended learning using distance learning combined with on-site teaching and learning at the institution. The web-based part of the course takes place while the students are working or doing their on-the-job training. The theoretical content is delivered to the students via the learning platform. Therefore the students primarily learn the theoretical component through distance learning. Practically-oriented learning also takes place virtually, since students can download simulations and animations for testing their theoretical knowledge prior to their on- site sessions. Stresses the students responsibility for their own learning
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Sim-model
Is appropriate for those iVET systems that emphasise school-based teaching and learning the most. The model is also appropriate for iVET settings where teaching and learning mainly takes place at the iVET institutions. This might for instance be due to the structure of the iVET system (emphasising school-based teaching and learning), or to the isolated geographic location of the iVET institution in question and the consequent limited scope for on-the-job training. Has been identified in iVET settings where on-the-job training is limited for some reason. Uses e-learning to compensate for the limited extent of on-the-job training. In this way, e-learning is used in order to strengthen the practical dimension of school- based teaching and learning, to bring school-based teaching and learning closer to reality, and to bring the theoretical and practical worlds closer together. Makes particular use of simulations to bring school-based teaching and learning closer to reality. E-learning is also used for tests and examinations in order to make them more realistic and practically-oriented.
The evaluator considers that the chief impacts of the use of e-learning in the three new models are:
Support for the integration of theory and practice Improvement of learning results and equipping the students with better competences Preparation of the students for the labour market Making students responsible for their own learning Increased flexibility in the learning process and improved student motivation Catering to the individual needs of the students (individualised learning)
As the analysis is based on the good practice examples the models cannot be expected to have the same positive impacts in general iVET settings. Accordingly, the analysis demonstrates the potential of the new models.
Impacts of the use of e-learning in iVET An important finding of the desk study is that there is a clear lack of evaluations of the impacts of the use of e-learning in iVET. As a consequence, it is difficult to estimate to what extent the impacts identified in this study apply to iVET in Europe in general. It must be stressed that this analysis of impacts is not an impact assessment as such. In addition, due to the scope of the study evaluator considers that the impacts identified mostly represent potential impacts rather than frequent or representative ones.
The use of ICT in iVET Final Report xxiv A number of the main impacts identified are also evident in the new models of education and training. However, the study also points to other impacts, most of which are seen in both the old and the new Member States.
Based on the analysis of telephone interviews and good practice case studies Ramboll Management assesses that the use of e-learning in iVET may:
Bring the worlds of theory and practice closer together Enhance the level of knowledge, skills and competences Prepare students for working life better Increase the quality of teaching Increase the scope for efficiency Ensure realistic but safe student assessment Increase flexibility Increase motivation Change the role of the teachers and make the students responsible for their own learning Lead to individualised learning Prepare the students for lifelong learning Increase the scope for parental involvement
Quality assessment and e-learning standards On the basis of desk research, case studies and telephone interviews the study shows that formal standards for the assessment of the quality in e-learning remain to be developed. Across the EU, no special arrangements, whether at the national, federal or organisational levels, have been established to assess the quality of iVET e-learning, and only a few managers at European iVET institutions have any knowledge of particular standards for the measurement of quality in e- learning. The study also shows that quality issues are generally a matter for the iVET institutions themselves, and that even though there is a very positive attitude towards assessment of the quality of e-learning among iVET managers and teachers, many institutions in Europe are not systematically focusing on it. If working with quality assessments and standards, institutions are typically only focusing on technical aspects and quantitative indicators for quality e.g. rate of equipment. Thus, the overall picture is that there are currently no formal quality standards concering qualitative indicators (e.g. quality of e-content) being applied in the countries of Europe concerning the use of e-learning in iVET. However, the study shows that specific qualitative indicators for quality in e-learning are slowly beginning to emerge at the research level, with several European research projects focusing specifically on qualitative indicators for the quality in e-learning.
Strengths, weaknesses, opportunities and threats concerning the use of e-learning in iVET The SWOT analysis identifies the major factors affecting the current use of e-learning in iVET in the EU Member States. The analysis draws on the telephone interviews and the good practice case studies in order to compare the overall and the good-practice situations, as the experiences gained
The use of ICT in iVET Final Report xxv by good practice institutions are useful to take into consideration during the integration of e- learning into iVET. It should be pointed out that due to the scope of the study the findings of the SWOT analysis cannot necessarily be regarded as representative for Europe. In addition, the picture painted is very broad-brush.
A lot of the strengths, weaknesses, opportunities and threats identified in the old Member States also apply to the new Member States. Additionally, many of the factors identified are found among all three country categories. Finally, a broad range of the strengths, weaknesses, opportunities and threats identified is also apparent among the good practice cases.
However, the degree to which they exist and the extent of their importance varies across country categories and in relation to the good practice examples. For instance, some of the weaknesses and threats identified are already at least partially overcome among the front-runner countries and good practice cases, by contrast with the beginner countries. So although they have been identified in various contexts, the significance of the weaknesses and threats that exist in relation to the current use of e-learning in iVET across the different country categories varies.
The following main strengths, weaknesses, opportunities and threats concerning the integration and use of e-learning in iVET have been identified:
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Table 1: SWOT matrix: Strengths, weaknesses, opportunities and threats in relation to the use of e-learning in iVET Strengths Active support from management Clear IT and e-learning strategy at the institution Trailblazers and front-runners among the teachers: The teachers positive attitude and involvement High level of IT competences among the teachers plus prevalence of relevant training Great interest and demand for e- learning among students and parents E-learning is improving the quality of teaching and students qualifications High degree of flexibility and individualisation Increased cost-effectiveness Adequate infrastructure and equipment Effective technical support
Weaknesses Lack of support from management Sceptical attitude among teachers Lack of IT competences among teachers and low degree of training of teachers Sceptical or indifferent culture and low degree of e-readiness in society Low degree of e-readiness and sceptical attitude towards e-learning among students Inadequate infrastructure and equipment at institutions High vulnerability to technical problems and high maintenance costs Lack of technical support Lack of access to computers at the workplace
Opportunities Momentum towards the information society Increased requirements from the labour market concerning IT skills National focus on e-learning: strategies, action plans and funding Emphasis on e-learning at EU level: initiatives, projects and funding Public/private partnerships regarding e-learning Co-operation between iVET institutions regarding e-learning Increased competition among iVET institutions Availability of adequate e-content
Threats Lack of e-content Lack of political focus and unified strategy at the national level Lack of funding
The use of ICT in iVET Final Report xxvii Prerequisites for success and reasons for failure Based on the analysis of the case studies, the study has identified a number of preconditions for success and reasons for failure in relation to the use of e-learning in iVET. As these success factors and reasons for failure have been identified in relation to the good practice institutions, they represent valuable lessons learned regarding the integration and enhancement of the use of e- learning in iVET as a whole in the EU.
In the process of integrating and using e-learning, the good practice institutions have experienced these reasons for failure, some of which have already been overcome while others still remain to a certain degree as challenges. The success factors are those that have helped to integrate e- learning, and that in some cases have helped to overcome the barriers and weaknesses. As these factors have been identified in relation to good practice institutions, they represent valuable lessons that have been learned regarding the integration and enhancement of the general use of e- learning in iVET in the EU, and provide an understanding of the possible success factors and the possible reasons for failure.
The following success factors have been identified: Committed and innovative management Ownership among the teachers IT- and e-learning strategy at the institution Trailblazers and front-runners among the teachers A strong focus on the training of teachers Reliable and effective IT support Availability of adequate e-content Student motivation, high level of IT skills and adequate equipment at home
The following reasons for failure have been identified: Assuming there is no need for the training of teachers Assuming that students have the skills needed Unstructured use of discussion forums and chat rooms Lack of access to computers and the internet
Future scenarios Based on the conclusions from the expert workshop, the study has identified an overall future scenario in relation to the use of e-learning in iVET containing four key elements. These elements can be summarised as follows:
M & M technologies (modular and mobile learning) Falling walls (e.g. in classrooms and institutions) Teacher identity (in the roles of teachers) Me- and we-learning (new learning paradigms)
The future scenario containing the four elements will lead to an increased integration of theory and practice in iVET, which in turn will lead to curriculum change.
It must be stressed that some aspects of the future scenarios are to a certain degree already apparent in iVET today. However, the future scenarios imply that the use of e-learning for teaching and learning in iVET will increase significantly. As a result, the aspects already being seen today will be more prevalent in the years to come.
Correspondingly, the future scenarios imply that the use of the three new models developed in this study will increase extensively in the future as the price of technical equipment and infrastructure gradually declines and better technical solutions become available through technological advance. So while today the e-learning scene is principally dominated by the front-runner institutions, the future is likely to see the general use of these three models of education and training in iVET, all of them based on an extensive use of e-learning.
The future scenario is illustrated below.
Change of curricula Future teaching And Learning in iVET M & M technology Falls of the walls Me - and we - learning Teacher identity Curriculum change Future teaching and learning in iVET M & M technology Falling walls Me - and we - learning Teacher identity
Fig. 2: Future scenario for the use of e-learning in teaching and learning in iVET
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The use of ICT in iVET Final Report xxix
M & M technologies
M & M technologies use modular learning and mobile learning in teaching and learning in iVET. Modular learning involves the use of brief learning objects (streaming video, video on demand). Mobile learning involves the use of mobile technology such as cell phones, PDAs and other mobile devices. The manner in which e-learning is applied in this scenario definitely supports the integration of theory and practice. The use of e-learning provides students with new sources of knowledge, increases access to information and involves new ways of learning. Streaming video provides the staff with information about how competently the students are doing their work, regardless of where each student is. Simulations provide the students with the opportunity to practise what they have just seen on video. M & M has considerable potential in e-learning with regard to the transmission of indirect experiences. For instance, by using streaming video the students have access to experienced individuals who can provide the students with the indirect experience they need. On the other hand, experience cannot be acquired solely by the use of e-learning. Face-to-face learning and hands-on experience is needed in order to achieve the right qualifications.
Falling walls
A fall of classroom walls due to the use of e-learning. Virtual learning and teaching are gaining ground, which means that school-based teaching and learning are no longer restricted to physically occurring in iVET institutions. A fall of the walls separating the iVET institution and enterprises i.e. school- based and workplace-based teaching and learning. Due to the use of e-learning, school-based learning can occur in the workplace. Students do not have to be released to be physically present for school-based learning and teaching. This opens up the potential for lifelong learning as it becomes easier to attend courses. In addition, it holds great potential for early school leavers as education becomes accessible to them. A fall of the walls separating the iVET institution from the home, and the institution and its teachers from the enterprises and their trainers. Extensive use of discussion forums, chat rooms etc. and increased communication respectively among: fellow students; students, teaching institutions and enterprises; and the teaching institution and home. Such increased communication will lead to greater integration of theory and practice. In addition, it will give teachers a better knowledge of the practical world, as they will be kept continuously up-to-date concerning new developments in the branch in question.
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A fall of the walls separating teachers working in different iVET institutions: The use of e-learning gives the teachers the opportunity to work together across institutions, and also across regions.
Teachers role and identity
The use of e-learning is associated with the emergence of a new pedagogical approach that stresses teamwork and problem-based learning in which students are required to solve concrete problems. This leads to a new role and identity for the teachers. Instead of being a lecturer, the teacher will be a learning facilitator or knowledge manager who helps the students to find the answers themselves instead of supplying the solutions. The use of e-learning is in itself changing the roles and professional identity of teachers due to the fact that e-learning and e-teaching often occur virtually instead of in the traditional classroom setting. The teacher therefore becomes an e-mentor or e-tutor.
Me- and we-learning
The use of e-learning in teaching and learning in iVET leads to me-learning. Due to the use of e-learning, teaching and learning in iVET becomes more flexible and individualised. Learning and teaching become customised as they seek to meet the specific needs and demands of each student. The starting point is the individual student, and as a result learning is characterised as me-learning because it focuses on the individual student - the me-student. Since the students have different interests and requirements, the students are co-designers of their own education and learning process. Furthermore, this scenario stresses individualised learning that caters to the actual needs of the students because they have different learning capabilities. The use of e-learning in teaching and learning in iVET leads to individualised learning, but at the same time this scenario emphasises collaborative learning (we-learning). In e-learning, teaching and learning is based on teamwork and e- peer to peer learning. Both me-learning and we-learning focus on learning to learn and learning to think. This is critical, as it prepares the students for lifelong learning.
The use of ICT in iVET Final Report xxxi The study has identified the following drivers for the increased future use of e-learning in iVET:
Supportive management and ownership Development of pedagogical thinking Teacher attitudes and competences Students requirements Adequate infrastructure and technology Availability of e-content Prevalence of partnerships EU initiatives
The study has identified the following barriers for the increased future use of e-learning in iVET:
Culture Lack of research, evaluation and standards Conservative management Teacher scepticism and lack of IT competences Lack of e-content and technology Lack of co-operation Lack of strategy and funding
The study also posits three ideal world scenarios regarding the future use of e-learning in learning and teaching in iVET. The starting assumption was that the barriers mentioned above will have been overcome.
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Ideal world scenario 1: Ambient intelligence
Learning and teaching in iVET make successful use of a myriad of technologies (e.g. satellites and mobile technology) arising from the solution of technological problems and the availability of numerous technological solutions for learning and teaching at reasonable prices. Students have access to global learning networks, and teachers all over the world can be consulted in response to the specific needs of the students. Accordingly, thanks to these worldwide communities of learning, teaching and practice, the scenario of these new learning environments is characterised by customized learning that meets the individual needs of each student. Students create their own learning programmes. The only problem that students face is the issue of which of the wide range of available opportunities they will choose. In addition, learning and teaching in iVET is characterised by the fact that it occurs in the experience economy. The students are provided with unique learning and teaching experiences through iVET. The scenario is characterised by so-called informalisation, meaning that learning takes place in more informal networks compared to the physical iVET institutions in which iVET takes place nowadays. In addition, due to the immense technological possibilities, the scenario leads to an intensification of teaching and learning because of ambient intelligence - i.e. ambient learning and teaching possibilities.
Ideal world scenario 2: Access to virtual, trans-European courses and guidance
The cornerstone is enhanced access to guidance for students, including new modes of guidance. The scenario is concerned with the opportunity of securing a job in another EU Member State. The departure point is the situation of those students who wish to become qualified to obtain a job in another EU Member State. In order to obtain the required qualifications and experiences, the student himself finds the information he requires concerning virtual courses on the Internet, and subsequently enrols. Students from all over Europe who wish to obtain a job in the country in question undertake these web-based courses. There are no language barriers, since the material is available in all languages and communication between students and teachers is translated in real time. The students have to submit virtual exercises. In addition, the courses include advanced simulations in order to provide them with more concrete experiences.
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Ideal world scenario 3: Cost-efficient teaching and learning
Technology is indeed facilitating learning and teaching in iVET. This means that in this scenario there are no longer any physical iVET institutions or campuses, as learning and teaching are exclusively virtual. Learning takes place in the workplace environment. As a consequence, there is only a limited need for staff in the virtual iVET settings i.e. only a small group of staff undertaking administration and technical support. This scenario therefore implies the potential for reducing the cost of teaching and learning. Learning and teaching is less formal compared to today, due to the virtual structure of iVET. In addition, learning is customised to suit the specific needs of each student. In spite of the virtual setting, the scenario stresses the importance of social values and social life by seeking to bring people together virtually.
Recommendations On the basis of its analysis of the use of e-learning in iVET and the conclusions arrived at in the study, Ramboll Management has produced the following recommendations. These recommendations are targeted at the respective levels involved in iVET: EU level National level Institutional level
EU level: In general, the EU-level recommendations revolve around the facilitation and dissemination of experiences and good practice. Many iVET institutions could benefit from knowledge sharing with other European institutions. This applies both to institutions in countries that are still in the initial and middle phases of adopting e-learning, and to those institutions that are located in the front- runner countries. The EU therefore has an opportune potential role in facilitating more interactions among the European IVET institutions.
National level: The national-level recommendations focus on the formulation of specific strategies and action plans concerning the use of e-learning in iVET and on establishing funding possibilities, both in relation to institutions working to implement e-learning in their teaching and learning, the development of e- content, and field research.
Institutional level: The recommendations concerning the institutional level focus on the development and implementation of IT and e-learning strategies, I-twinning, and the motivation and training of teachers, e.g through systematic training, the formal recognition of teachers, the increasing of teachers IT skills, and the sharing of knowledge and good experiences among teachers.
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Finally, the study describes the following areas requiring further research: quality assessment standards, content development, incentives to change the attitudes of teachers, organisational issues, e-learning pedagogies, cost/benefit studies, and the iVET institutions physical layout and environment.
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Rapport de synthse en franais Ce rapport prsente les rsultats cls dune tude portant sur lusage des Technologies de l'Information et de la Communication (TIC) dans lEducation et la Formation Professionnelles Initiales (EFPI), ralise par Ramboll Management pour le compte de la Commission Europenne, DG de lducation et de la culture 2004.
Le but de ltude est de fournir la Commission un rapport dtaill concernant l'usage actuel et futur de le-Learning 6 pour l'apprentissage et l'enseignement en EFPI dans les tats membres de lunion europenne. En consquence ltude couvre les pays qui taient tats membres avant llargissement europen du 1er mai 2004 (anciens tats membres), et galement les pays qui ont rejoint lunion europenne en mai 2004 (nouveaux tats membres). Ltude a commenc avant llargissement europen. Par consquent, lattention est porte principalement sur les 15 anciens tats membres, bien quexpriences et perspectives des nouveaux tats membres soient incluses dans les activits de production de donnes et dans la prsentation des rsultats. De plus, les dcouvertes du contexte Europen ont t mises en perspective par des experts extrieurs lUE.
Ltude englobe des lments de reprsentations graphiques, danalyses, dvaluations et de recommandations. Elle aborde un certain nombre de thmes, par exemple dans quelle mesure et de quelle manire l'e-Learning est actuellement utilis pour soutenir lapprentissage en Education et Formation Professionnelles Initiales (EFPI), limpact qualitatif de lusage de le-Learning, les conditions pralables de succs et les raisons dventuels checs.
Dun ct, ltude se focalise sur lusage actuel de le-Learning dans lUE. De lautre ltude se concentre sur lutilisation future ventuelle de le-Learning accordant une importance particulire au potentiel de le-Learning. Ltude prte particulirement attention au rle de le-Learning dans le renforcement pour lintgration de la thorie et de la pratique en EFPI. Par consquent, ltude attache de limportance la possibilit et ce, dans quelle mesure, le-Learning dans lenseignement et lapprentissage peut intgrer le monde thorique et le monde pratique.
Lenqute est base sur une tude documentaire, un colloque dexperts, 65 entretiens avec des experts, des reprsentants du gouvernement, des dpositaires (p.ex. des reprsentants des organisations de salaris et demployeurs), des responsables dinstitution EFPI et sept tudes de cas illustratives de bonne pratique 7 . Il faut souligner que les tudes de cas sont des exemples de pratiques exemplaires. Ils ne sont pas reprsentatifs pour lEurope. De plus, cause de lenvergure de ltude, le tableau tmoignant de la situation gnrale en Europe est trs schmatique. En
6 Traduction approximative de-Learning : lapprentissage en ligne. Dans le cadre de ltude, Ramboll Management utilise la dfinition officielle et trs large de e-Learning : Utilisation des nouvelles technologies en multimdia et de lInternet pour amliorer la qualit de lapprentissage en facilitant laccs des ressources et des services, ainsi que les changes et la collaboration distance. Ainsi, il convient de souligner que le terme de e-Learning ne comprend pas uniquement lapprentissage mixte (cest dire le mlange dapprentissage distance et en classe) ou lapprentissage distance. Puisque cette dfinition est trs large et implique la notion de TIC, seul le terme de e-Learning sera utilis dans cette tude afin dviter dventuels malentendus. 7 Les tudes de cas ont t conduites dans les institutions suivantes : 1) Tourismusschule Vienne 21, LAutriche; 2) Espoo Institute of Health and Social Care, la Finlande; 3) Lyce Nicephore Niepce/Lyce Professionnel J ulien de Balleure, la France; 4) Deutsche Bahn, lAllemagne; 5) Cabra FS Training Centre, lIreland; 6) Tajamar Technological and Graphic Institute, lEspagne et 7) Norton Radstock College, le Royaume-Uni.
The use of ICT in iVET Final Report xxxvi consquence de quoi, des rsultats de ltude se dgagent des tendances ne pouvant tre considres comme des faits irrfutables et reprsentatifs.
En raison de la diversit des structures des systmes ducatifs travers les tats membres, il faut mettre en vidence que lEFPI est un terme qui englobe une grande varit de type dinstitutions et de cours. Il est quasiment impossible darriver une dfinition gnrique, qui serait parfaitement applicable tous les tats membres. Cependant, dans cette tude, le terme EFPI recouvre toutes les formes dducation et de formation professionnelle initiales, aussi bien lenseignement technique et professionnel, la formation dapprentissage entreprise aprs une formation de base et avant un enseignement approfondi. EFPI contribue aussi lacquisition dune qualification dducation reconnue par les autorits comptentes dans ltat dans laquelle, lEFPI est obtenue. Lge typique des tudiants entreprenant lducation et formation professionnelle en ligne est de 16-20 ans, quoiquil faille souligner que cela varie selon les pays. En raison de la variation qui existe dans les systmes en EFPI, la dsignation des tudiants dEFPI varie galement (par exemple lves, apprentis, tudiants). Dans cette tude, le terme tudiant sera utilis, comme terme gnrique.
Caractristique des systmes dEFPI des tats membres de lUE. De ltude documentaire, de lanalyse des entretiens tlphoniques et des tudes de cas se dgage un portrait des systmes dEFPI en Europe. Lenqute montre que le double systme apparat tre linstallation dEFPI la plus rpandue dans les tats membres de lUE. Cependant dautres systmes en EFPI peuvent se rencontrer en Europe. Il convient de noter que diffrents types de systme dEFPI peuvent tre prsent dans un des pays. En plus du double systme, une majorit des tats membres ont adopt des systmes purement scolaires pour des tudiants ayant choisi de ne pas entrer dans un contrat de stage, ou nayant pas t capables de le faire. Certains tats membres ont adopt un systme de stage en entreprise. Ce systme dEFPI bas sur lattachement un lieu de travail est rare parmi les anciens tats membres de lUE. Les systmes dEFPI des nouveaux tats membres ont tous adopt une sorte de double systme incluant lapprentissage, quoique des diffrences puissent tre observes propos du temps pass lcole et du temps pass en stage.
The use of ICT in iVET Final Report xxxvii
Double systme Systme purement scolaire Systme de stage en entreprise Le double systme combine la formation scolaire formelle avec un stage professionnel. Les tudiants suivent des cours lcole et lapprentissage thorique et pratique est enseigns non seulement lcole mais aussi sur le lieu de travail. Les tudiants ont ordinairement sign un contrat de stage avec un lieu de travail. Il y a un haut niveau dintgration de la thorie et de la pratique dans ce double systme. Pour les tudiants inscrit dans le systme purement scolaire, lapprentissage thorique aussi bien que lapprentissage pratique sont enseigns lcole. En participant des apprentissages de simulations, des stages et des laboratoires, les tudiants acquirent un savoir pratique. Mme si la thorie et la pratique, dans le systme purement scolaire, ne sont pas trs intgres, le niveau dintgration entre elles reste toujours significatif.
Le systme de stage en entreprise a plusieurs similarits avec le double systme tout en accentuant de faon importante la formation dans lentreprise. Les tudiants participent principalement un stage professionnel. Simultanment ils suivent des cours offerts par les employeurs et galement quelques cours donns dans des institutions dEFPI. Lintgration de la thorie et de la pratique dpend des entreprises proposant le programme EFPI, mais lintgration est en gnral importante.
Lanalyse de ltude documentaire, des entretiens tlphoniques et des tudes de cas montre que dans le double systme, les tudiants reoivent une formation thorique et pratique aussi bien lcole, que sur le lieu de travail. En gnral le double systme implique une intgration considrable de la thorie et de la pratique. En ce qui concerne dautres caractristiques, par exemple la dure des cours, il y a des diffrences parmi les structures du double systme en Europe. On constate galement une diffrence dans lalternance entre les priodes dducation et de formation scolaires et le temps de travail.
Lanalyse de ltude documentaire, des entretiens tlphoniques et des tudes de cas montre que les institutions offrant lEFPI aussi bien dans les anciens que dans les nouveaux tats membres sont pour la plupart cas des coles de formation publiques. Dans quelques pays, les coles de formation appartiennent ltat ou sont finances par ltat, mais elles sont gres par des entrepreneurs privs.
Lanalyse des entretiens tlphoniques et des tudes de cas montre que lEFPI est caractris par un haut niveau de coopration et de relation de proximit entre divers partenaires externes (des entreprises, des organisations du march du travail, etc.), ce qui est important pour lintgration de la thorie et de la pratique en EFPI. Cest galement essentiel pour lintgration de le-Learning dans lenseignement et lapprentissage. Ltude a identifi plusieurs sortes de collaborations parmi les institutions EFPI et les partenaires privs (lieu de travail, march du travail et autres
The use of ICT in iVET Final Report xxxviii
partenaires externes, p.ex. des diteurs). Ltude a galement mis en vidence comment les institutions EFPI sont impliques dans des collaborations nationales et transnationales avec dautres institutions EFPI. Ces modes de coopration avec des partenaires externes existent pour chacune des trois catgories de pays (pionniers, le groupe intermdiaire et dbutants). Bien que lanalyse soit partiellement base sur des entretiens tlphoniques, elle est surtout fonde sur les tudes de cas. Comme les tudes de cas sont des cas de bonne pratique, les rsultats ne sont pas forcment reprsentatifs pour lEurope.
Les types principaux de partenariat public-priv sont : Dveloppement de-Contenu 8 et des matriaux dapprentissages en TI Prt de matriel Financement et mcnat Formation des enseignants Dveloppement de projets spcifiques
La collaboration nationale avec dautres institutions dEFPI implique principalement : Le partage mutuel dexpriences et dapprentissage Le partage des infrastructures et de leur cot Le dveloppement de le-Contenu Une prise de conscience La formation des enseignants
La collaboration transnationale avec les institutions dEFPI dans dautres tats membres inclus surtout : Le partage mutuel dexpriences et dapprentissage Le travail en commun sur des projets en e-Learning (dveloppement et intgration de le- Learning dans lenseignement et lapprentissage)
Stratgies et plans dactions concernant le-Learning en EFPI tant base sur ltude documentaire, lenqute dcrit les stratgies au niveau de lUE, les plans dactions et les initiatives qui sont concerns par le-Learning. Cela donne une vue gnrale des sujets suivants : Les objectifs de Lisbonne Le travail sur les conclusions de Stockholm Le travail sur les objectifs de Barcelone Linitiative de le-Learning : e-Learning Penser lducation de demain Le processus de Bruges Copenhague sur lamlioration de la coopration europenne dans lducation et la formation professionnelle Ltude fournit galement une vue gnrale sur les stratgies nationales concernant le-Learning en EFPI.
8 Traduction approximative de-Contenu : un contenu en ligne.
The use of ICT in iVET Final Report xxxix Lanalyse des stratgies nationales est base sur les entretiens tlphoniques et les tudes de cas. Par consquent, elle nest pas base sur une tude documentaire complte mais plutt sur les points de vue des personnes interroges, puisque le but est de fournir une vue gnrale des tendances plutt quune prsentation des faits exacts.
Ltude montre que la plupart des tats membres attachent de limportance lintgration de la Technologie de lInformation (TI) et de le-Learning dans lEFPI et/ou dans le systme de formation en gnral. Cependant, limportance varie selon les diverses stratgies. Lattention et la priorit politiques de facto portant sur lutilisation de le-Learning dans lenseignement et dans lapprentissage en EFPI parmi les tats membres varient aussi. Il est vident pour lvaluateur que le-Learning est une priorit majeure pour les gouvernements de certains pays (comme la Finlande, l'Autriche et lAngleterre), tandis que dautres pays y attachent moins dimportance. La plupart des nouveaux tats membres ont des stratgies concernant la TI et le-Learning dans lenseignement et dans lapprentissage, mme si la plupart des stratgies sont gnrales et ne visent pas prcisment lEFPI. De plus, ltude rvle que des diffrences substantielles existent au sein des stratgies nationales, des initiatives et des niveaux de financement gouvernementaux. Par exemple, ltude indique lexistence de financements nationaux extensifs en Finlande, Autriche et Sude, pendant que dans dautres pays, comme lEspagne, les personnes interroges estiment que le financement national est assez limit.
Certains pays (p.ex. lAutriche et la Finlande) ont dvelopp des stratgies hautement spcifiques concernant le-Learning dans les institutions dEFPI/EFP. Toutefois, dautres pays, p.ex. le Luxembourg, la Sude et lAllemagne, nont que de vastes stratgies globales concernant le- Learning dans leurs systmes dducations, incluant lEFPI.
Il est certain pour lvaluateur que labsence dune stratgie nationale nimplique pas ncessairement un manque dinitiatives nationales ou que ces pays ne mettent pas laccent sur lintgration de le-Learning en EFPI. Selon les personnes interroges, le dveloppement de la technologie de linformation et de le-Learning dans les institutions dEFPI est troitement li de vastes sujets comme lvolution de la socit dinformation, le paradigme dducation tout au long de la vie, et le dveloppement gnral de lducation et la formation secondaire. Cest pourquoi, certains pays ont incorpor le sujet de le-Learning dans des stratgies nationales plus gnrales. Dun autre ct certaines personnes interroges considrent quayant des stratgies vastes et globales au lieu de stratgies plus concrtes et spcifiques cela signifie que ce sont les institutions dEFPI elles-mmes qui dcident comment, et jusqu' quel degr, ils se servent de le-Learning. Par consquent, il est possible de trouver dans un pays des variations normes parmi les institutions.
Ltude montre aussi que les centres dintrt nationaux concernant la technologie de linformation et le-Learning en EFPI varient selon les pays. Dun ct, certains tats membres ont plutt des stratgies basiques qui visent linfrastructure et lquipement. De lautre ct, certains tats membres, comme la Finlande et lAutriche, ont des stratgies beaucoup plus avances qui visent une suite daspects concernant la technologie de linformation et le-Learning ayant pour but dencourager une utilisation tendue de le-Learning en EFPI. Le dernier cas est typiquement observ dans des pays o les enseignants et les tudiants sont dj familiariss avec lutilisation de
The use of ICT in iVET Final Report xl le-Learning dans lapprentissage et lenseignement. De plus, de telles stratgies existent typiquement dans des pays ayant, en gnral, une attention gouvernementale forte sur la TI.
Les stratgies et les plans dactions nationaux des nouveaux et des anciens tats membres soulignent particulirement les lments cls suivants :
Infrastructure et quipement E-Contenu La formation des enseignants Usage de le-Learning, aussi bien que des savoir-faire en technologie de linformation par les tudiants Coopration parmi les institutions EFPI et/ou entre les institutions EFPI et des entreprises locales
Ltude montre que lattention porte sur linfrastructure est prsente dans toutes les catgories des pays (pionniers, groupe intermdiaire et dbutants). Pourtant, cette attention est plus particulirement vive dans les pays qui ne sont pas parmi les meneurs concernant lutilisation de la technologie de linformation et de le-Learning.
Dans certaines stratgies, lattention principale est porte sur linfrastructure (p.ex. en Grce), tandis que dautres stratgies combinent limportance de linfrastructure avec un ou plusieurs autres points dattention dj cits. Lattention sur l'e-Contenu est constate aussi bien dans les pays qui sont avancs dans leur utilisation de le-Learning que dans les pays du groupe intermdiaire. Une valorisation nationale de la formation des enseignants existe parmi les pays pionniers, le groupe intermdiaire et les pays dbutants. Les stratgies, mettant laccent directement non seulement sur laugmentation de lusage de le-Learning parmi les tudiants mais aussi sur leur savoir-faire dans la technologie de linformation en gnral, sont prsentes dans tous les pays. Les stratgies, impliquant la coopration entre les institutions dEFPI et/ou entre les institutions dEFPI et les entreprises locales, sont uniquement observes parmi les pays pionniers et quelques pays du groupe intermdiaire.
Lusage actuel de le-Learning en EFPI Sur la base des entretiens tlphoniques et des tudes de cas, lenqute fourni une vue gnrale sur lutilisation actuelle de le-Learning dans lapprentissage et lenseignement en EFPI dans les tats membres de lUE.
Lanalyse des entretiens tlphoniques et des tudes de cas montre que les motivations, les objectifs (c'est--dire les raisons dintgrer et dutiliser le-Learning) et les attentes associs lutilisation de le-Learning en EFPI sont nombreuses. Ils sont aussi spcifiques chaque institution dEFPI. Cependant, lanalyse dsigne plusieurs tendances claires concernant les raisons (motivations et objectifs) pour utiliser le-Learning en EFPI et les attentes concernant les rsultats, les rendements et les impacts. Elles voluent gnralement autour des thmes suivants : La flexibilit de le-Learning, les nouveaux modes dapprentissage, la possibilit doffrir aux tudiants
The use of ICT in iVET Final Report xli un savoir-faire concret, un moyen pour conomiser le temps et largent, lintgration de la thorie et de la pratique et les moyens dattirer des tudiants.
Il faut noter que lanalyse de laccomplissement des attentes est base sur des donnes provenant des entretiens tlphoniques et des tudes de cas et non dvaluations dimpact ou de statistiques. Lanalyse ne peut donc pas tre considre comme reprsentative pour lEurope. En consquence, ltude suggre des tendances concernant jusqu quel degr les attentes ont t combles.
En gnral, il est difficile destimer prcisment jusqu quel degr les attentes ont t combles, puisque les valuations relatives ce sujet sont trs ingales. De plus, la majorit des pays ont seulement travaill depuis quelques annes pour mettre en pratique le-Learning en EFPI, et pour cette raison leurs expriences restent encore assez limites. Cependant, il y a une tendance claire dans lanalyse des entretiens tlphoniques et des tudes de cas.
Dun ct, pour lopinion gnrale les attentes restent tre combles ou combles entirement. Cette opinion est vhicule aussi bien parmi les institutions et les pays qui sont pionniers au point de vue du dveloppement de la technologie de linformation que parmi les pays qui commencent juste intgrer le-Learning en EFPI.
De lautre ct en gnral, lanalyse montre que beaucoup dattentes sont partiellement combles, ou en train de ltre, surtout parmi les pays faisant partie des pionniers et du groupe intermdiaire, pendant que les personnes interroges des pays dbutants ne trouvent pas, gnralement, que leurs attentes ont t combles un degr signifiant. Par consquent, ltude montre que les pays europens travaillent toujours intensment pour mettre en pratique le- Learning en EFPI ( des niveaux diffrents), et en gnral on peut constater que il y a toujours une possibilit damlioration, comme le constate un reprsentant gouvernemental du Luxembourg.
En conclusion, lanalyse montre quen gnral les personnes interroges sont positives propos de lusage de le-Learning en EFPI et sont convaincues que lintgration de le-Learning dans lenseignement et lapprentissage reprsentent un pas en avant.
Ltude indique quil y a certaines disparits concernant lutilisation de le-Learning en EFPI relative des branches distinctes. Pourtant lenqute montre aussi quil y a des disparits considrables parmi les diffrentes sous catgories dans chaque branche, et au sein de certaines sous catgories. Ltude relve que lusage de le-Learning en EFPI parat dpendre de lattitude gnrale dans la branche en question : dans le cas o la TI serait naturellement ancre dans les processus de travail, lusage de le-Learning dans lenseignement et lapprentissage est plus important. Toutefois il y a aussi des exceptions. Il faut souligner que lanalyse est base sur des entretiens tlphoniques et des tudes de cas, et non pas sur des statistiques transnationales relatives aux diffrentes catgories de sujets/branches. En consquence, lanalyse ne devrait pas tre considre comme reprsentative pour les branches/sujets spcifiques dans le contexte europen, mais plutt aperue comme un indice initial des diffrences gnrales qui existent entre les sujets/branches relatifs lEFPI.
The use of ICT in iVET Final Report xlii
Lanalyse des entretiens tlphoniques et des tudes de cas tablit que les sujets/branches estims tre caractriss par une utilisation intensive de le-Learning dans lenseignement et lapprentissage sont les suivants :
Approvisionnement en lectricit, en gaz et en eau Intermdiation financire et activits commerciales Vente en gros et au dtail ; htels, restaurants Fabrication Transport, gestion des stocks et communication
Lanalyse montre que les sujets/branches estims tre caractriss par une utilisation modre de le-Learning dans lenseignement et lapprentissage sont les suivants : Agriculture, poissonnerie et exploitation de carrires Construction Services publics et mtiers de service aux personnes
tant base sur les entretiens tlphoniques et les tudes de cas, ltude fourni une vue gnrale des mthodes actuelles dutilisation de le-Learning dans lenseignement et lapprentissage en EFPI dans les tats membres. Il faut souligner qu cause de lenvergure de ltude, les rsultats de lanalyse ne doivent pas tre considrs comme reprsentatifs pour lEurope. De plus, le portrait peint est trs schmatique. Lanalyse tablit que le-Learning est intgr dans lenseignement et lapprentissage en EFPI de manires diffrentes. Le-Learning est principalement utilis pour soutenir lenseignement et lapprentissage dans les institutions ducatives, aussi bien que dans lapprentissage mixte (combinant lapprentissage virtuel distance avec lapprentissage sur site dans linstitution). Lapprentissage distance uniquement nest pas identifi en EFPI dans les tats membres de lUE. Le-Learning est utilis particulirement pour : La communication La simulation Comme une ressource gnrale Lapprentissage des systmes de management En somme, ltude montre que le-Learning et la TI sont utiliss de plus en plus pour les valuations des tudiants (dans la plus parts des cas sous forme de questionnaire), principalement parmi les pays pionniers. Toutefois, il est certain que ceci reste un domaine dvelopper davantage dans la plupart des institutions de lEFPI.
Le degr auquel le-Learning est intgr en EFPI : les pionniers, les pays du groupe intermdiaire et les dbutants. Lenqute indique que lUE en gnral est dans une phase novice du processus dintgration de le- Learning dans les systmes dEFPI. De plus, ltude montre que lusage de le-Learning en EFPI varie normment parmi les tats membres, puisque certains sont au dbut de leur dveloppement dans ce domaine, tandis que dautres ont travaill depuis des annes pour mettre en place le- Learning en EFPI. Par consquent, lenquteur a pu diviser les tats membres de lUE en trois
catgories 9 (les pionniers, le groupe intermdiaire et les dbutants) relatifs lintgration et lutilisation de le-Learning et conformment aux donnes collectes (les entretiens tlphoniques, ltude de la littrature pertinente et de statistiques, et les tudes de cas). Ces catgories sont illustres dans le schma ci-dessous :
1. Frontrunner Austria , Finland, Sweden, Denmark and the UK 2. Le groupe intermdiaire LAllemagne, lIrlande, la France, les Pays-Bas, la Belgique et le Luxembourg 3. Les dbutants LEspagne, la Portugal, lItalie et la Grce 1. Les pionniers LAutriche, la Finlande, la Sude, le Danemark et le Royaume-Uni
Schma 1: La catgorisation des pays en fonction de leur usage de le-Learning Les catgories donnent une vision densemble de lampleur de lintgration de le-Learning en EFPI dans les pays europens. Cependant, il est ncessaire de souligner que les entretiens tlphoniques et les tudes de cas montrent quil y a des grandes diffrences concernant lintgration de le-Learning parmi les institutions dEFPI dans chaque pays, par exemple un niveau rgional ou institutionnel.
Ltude montre que les caractristiques principales de ces catgories sont les suivantes :
Les pays pionniers
Ont un taux lev de pntration technologique dans leurs socits Ont un haut niveau de-Readiness 10 compar aux autres tats membres de lUE Paraissent avoir des stratgies spcifiques concernant lutilisation de le-Learning en EFPI sur le plan national aussi bien que sur le plan institutionnel Les enseignants et les tudiants ont gnralement une attitude positive envers le- Learning et des comptences relativement avances dans le domaine de la TI Dans la majorit des institutions, le-Learning est intgr lenseignement et lapprentissage quotidiens et est utilis par les tudiants et par les enseignants
9
La catgorie de pionniers inclus lAutriche, la Finlande, la Sude, le Danemark et le Royaume-Uni. Le groupe intermdiaire se compose de lAllemagne, lIrlande, la France, les Pays-Bas, la Belgique et le Luxembourg. La catgorie des dbutants comprend lEspagne, la Portugal, lItalie et la Grce. A cause de lenvergure de ltude, les nouveaux tats membres nont pas t catgoriss dans les trois groupes. Quoique les entretiens tlphoniques avec les reprsentants gouvernementaux des nouveaux tats membres montrent que les nouveauxtats membres ont une tendance tre confronts des dfis semblables auxdfis des anciens tats membres appartenant auxgroupes intermdiaire et dbutant.
10 Cest--dire la matrise dun contenu rdactionnel en ligne. The use of ICT in iVET Final Report xliii
The use of ICT in iVET Final Report xliv Un grand nombre dinstitutions utilisent de manire innovante les nouvelles technologies Un grand nombre dinstitutions cooprent avec des partenaires privs et/ou avec dautres institutions europennes
Les pays du groupe intermdiaire
Ont un niveau moyen de-Readiness compar aux autres tats membres de lUE Sont toujours en train de formuler des stratgies et des plans dactions prcis sur un plan national et institutionnel concernant lusage de le-Learning en EFPI Rencontrent encore des dfis importants, p.ex. la formation des enseignants (principalement en ce qui concerne le savoir-faire pdagogique, puisque beaucoup denseignants ont dj les savoir-faire ncessaires en TI) Travaillent toujours pour dvelopper et mettre en pratique le-Learning dans les institutions dEFPI
Les pays dbutants
Ont une pntration technologique relativement faible dans leurs socits Ont un degr faible de-Readiness compar aux autres tats membres de lUE Sont caractriss par un manque de stratgies et de financements nationaux par rapport le-Learning Sont encore aux stades initiaux dintgration de le-Learning dans lenseignement et lapprentissage Se retrouvent face de grands dfis concernant les savoir-faire des enseignants (aussi bien les savoir-faire en TI que les savoir-faire pdagogiques en e-Learning) Se retrouvent face des dfis concernant la motivation et le savoir-faire des tudiants en ce qui concerne lutilisation de le-Learning Manquent dquipements et dinfrastructure ncessaires leurs institutions EFPI
Nouveaux modles dducation et de formation provenant de lutilisation de le-Learning Etant bas sur une analyse des tudes de cas pratiques exemplaires, lenqute a permis didentifier trois nouveaux modles dducation et de formation en EFPI provenant de lutilisation de le- Learning. Etant donn que les tudes de cas ne sont que de bons exemples pratiques, les
The use of ICT in iVET Final Report xlv nouveaux modles identifis ne sont pas reprsentatifs de lusage courant de le-Learning dans lEFPI en Europe. Par contre, les modles identifis expriment lusage possible de le-Learning et illustrent le potentiel de le-Learning.
Lenqute montre que lusage de le-Learning peut aboutir des amliorations de lducation et de la formation offertes en EFPI en liant la thorie et la pratique. Tous les nouveaux modles identifis relient ces deux aspects grce lusage de le-Learning. Nanmoins, ce fait a t ralis par diffrents moyens dpendants des contextes particuliers des EFPI. Par consquent, les nouveaux modles distincts sont adquats dans diffrents contextes dEFPI, puisque chacun accomplit diffrents besoins et souligne diffrents aspects de lenseignement et de lapprentissage.
Lenqute a permis didentifier les trois nouveaux modles dducation et de formation : Le modle communicatif : Communication intensive durant des priodes prolonges de stage Le modle flexible : Enseignement et apprentissage flexibles et individualiss ; quantit rduite de formation scolaire. Le modle de simulations : Liant davantage la ralit la formation et lapprentissage scolaire, en particulier par lusage des simulations
En relation avec ces trois modles, ltude a montr que lapprentissage pratique et les aspects des diffrents modles peuvent influencer lenseignement. Les caractristiques des modles sont les suivants :
The use of ICT in iVET Final Report xlvi
Le modle communicatif
Est adapt pour les structures dEFPI qui mettent laccent sur lapprentissage pratique et, en mme temps, sur lacquisition de connaissance thorique et sur un degr lev dintgration de la thorie et de la pratique. A t identifi dans des contextes dEFPI o les entreprises et les tudiants ont souhait, mutuellement, une plus grande place la formation sur le lieu de travail. Ce nouveau modle a t dvelopp pour satisfaire cette demande particulire. Utilise le-Learning pour augmenter la place de la formation sur le lieu de travail en EFPI. Est bas sur lapprentissage mixte en utilisant lenseignement et lapprentissage distance via lInternet combins avec lenseignement sur site et des stages en entreprise. Llment du cours en ligne est conduit pendant les priodes de stage professionnel. Met laccent sur la communication intensive entre les tudiants et les enseignants durant la priode de stage professionnel. La pratique des forums de discussion mais aussi des squences dapprentissage favorise laugmentation de la priode de stage professionnel tout en permettant un contact frquent entre ltudiant et lenseignant et aussi bien entre les camarades dtude. Les tudiants peuvent discuter de leurs expriences et sadresser directement leur enseignant au lieu dattendre la prochaine session scolaire. Responsabilise les tudiants vis--vis de leur propre processus dapprentissage. Ceci peut tre partiellement assur, par le dveloppement dun plan dtudes, personnalis dcrivant les objectifs dapprentissage de ltudiant.
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Le modle flexible
Est adapt pour les structures dEFPI dans lesquelles existe le dsir de rduire la priode denseignement et dapprentissage scolaires, tout en reconnaissant le besoin denseignement et dapprentissage scolaires privilgiant un haut niveau dintgration entre la thorie et la pratique. Ce modle est adapt pour les structures dEFPI o les tudiants travaillent paralllement leurs tudes, et pour les contextes dEFPI qui mettent laccent sur un enseignement et un apprentissage flexibles. A t identifi dans des contextes dEFPI o les entreprises et les tudiants ont souhait, mutuellement, la rduction de la quantit dheures que les tudiants doivent consacrer un enseignement et un apprentissage scolaires par rapport au temps de travail global. Une autre demande laquelle ce modle a donn suite est la cration de cours en adquation directe avec une situation de travail individuelle. Dans le but de rduire la quantit denseignement et dapprentissage scolaires exigs en EFPI, ce modle utilise le-Learning pour individualiser le processus et augmenter sa flexibilit. Par consquent, les tudiants peuvent sabsenter de leur travail pour des priodes plus courtes plus facilement que dans le cas des cours dEFPI traditionnels sur site. Souligne le degr lev de flexibilit dans lenseignement et lapprentissage. Etant donn lusage important dapprentissage virtuel, il est possible de rduire la quantit denseignement et dapprentissage sur site et daugmenter la flexibilit. Le modle souligne aussi un apprentissage et un enseignement individualiss qui sont rendus possibles cause dun degr lev de flexibilit. Est bas sur un apprentissage mixte en utilisant lapprentissage distance combin avec un enseignement sur site et un apprentissage au sein de linstitution. La partie du cours base en ligne a lieu pendant que les tudiants travaillent ou pendant leur stage professionnel. Le contenu thorique est communiqu aux tudiants via les squences dapprentissage. Par consquent, les tudiants apprennent principalement llment thorique par lapprentissage distance. Lapprentissage pratique peut aussi tre prsent virtuellement, tant donn que les tudiants peuvent tlcharger des simulations et des animations afin de tester leur connaissance thorique antrieure aux sessions sur site. Souligne la responsabilit des tudiants vis--vis de leur propre apprentissage.
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Le modle de simulations
Est adapt pour les structures dEFPI qui mettent laccent davantage sur lenseignement et lapprentissage scolaires. Ce modle est aussi adapt pour les contextes dEFPI o lenseignement et lapprentissage se droulent surtout dans des institutions dEFPI. En raison de la structure mme dEFPI (soulignant lenseignement et lapprentissage scolaires) ou cause dune implantation gographique isole des locaux de linstitution dEFPI en question et par consquent une limitation du stage professionnel. A t identifi dans les structures dEFPI dans lesquelles le stage professionnel est limit pour des raisons diverses. Utilise le-Learning pour compenser la dure limite de stage professionnel. Dans ce sens, le-Learning est employ pour renforcer la dimension pratique de lenseignement et lapprentissage scolaires, pour amener plus prs de la ralit lenseignement et lapprentissage scolaires, et pour approcher rciproquement les mondes pratique et thorique. Utilise laspect particulier des simulations pour rapprocher lenseignement et lapprentissage scolaires de la ralit. Le-Learning est aussi utilis pour les tests et les examens dans le but de les rendre plus ralistes et orients vers la pratique.
Lestimateur considre que les impacts principaux de lusage de le-Learning dans les trois nouveaux modles sont les suivants :
Appui pour lintgration entre la thorie et la pratique Amlioration des rsultats dapprentissage en apportant aux tudiants de meilleures comptences. Prparation des tudiants au march du travail Responsabilisation des tudiants vis--vis de leur propre apprentissage Augmentation de la flexibilit dans le processus dapprentissage et de la motivation des tudiants Adaptation aux besoins individuels des tudiants (apprentissage individualis)
Etant donn que lanalyse est fonde sur des exemples pratiques exemplaires, les modles nont pas forcment les mmes impacts positifs dans les structures dEFPI en gnral. En fait lanalyse dmontre plutt le ct potentiel des nouveaux modles.
Les impacts de lusage de le-Learning en EFPI Un constat majeur de cette tude documentaire est quil y a un manque important dans les valuations des impacts de lusage de le-Learning en EFPI. Par consquent, il est difficile destimer
The use of ICT in iVET Final Report xlix quel point les impacts identifis dans cette enqute sont valables pour lEFPI sur un plan europen. Il faut souligner que cette analyse des impacts nest pas une vritable valuation dimpact. De plus, en raison de lenvergure de ltude, lvaluateur considre que les impacts identifis reprsentent des impacts plutt potentiels que frquents ou reprsentatifs.
Le nombre dimpacts principaux identifis est aussi vident dans les nouveaux modles de lducation et de la formation. Toutefois, lenqute souligne aussi dautres impacts, la plupart relevs aussi bien dans les anciens que dans les nouveaux Etats membres de lEurope.
En sappuyant sur lanalyse des entretiens tlphoniques et les tudes de cas exemplaires, Ramboll Management value que lusage de le-Learning en EFPI peut :
Rapprocher davantage les mondes thorique et pratique Accrotre le niveau de connaissance, de savoir-faire et de comptences Prparer mieux les tudiants au monde du travail Augmenter la qualit de lenseignement Augmenter le rayon daction Assurer une valuation des tudiants fiable et raliste Augmenter la flexibilit Augmenter la motivation Changer le rle des enseignants et responsabiliser les tudiants vis--vis de leur propre apprentissage Diriger vers un apprentissage individualis Prparer les tudiants la formation continue permanente Augmenter lenvergure dimplication parentale
Evaluation de qualit et standards en e-Learning Sur la base de ltude documentaire, des tudes de cas et dentretiens tlphoniques, lenqute montre quil reste dvelopper des standards formels et de qualit pour lvaluation en e-Learning. Il nexiste aucun accord particulier au travers de lUE, ni au niveau national, ni au niveau fdral, ni au niveau organisationnel, afin dtablir une valuation de qualit de le-Learning en EFPI, et seuls quelques responsables de structures europennes dEFPI sont au courant des standards spcifiques pour mesurer la qualit dans le-Learning. De plus lenqute montre que les sujets de qualit sont gnralement grs dans les institutions EFPI particulires, et que mme sil y a une attitude positive lgard de lvaluation de la qualit de le-Learning parmi les responsables et enseignants dEFPI, un grand nombre dinstitutions en Europe ne mettent pas, dune manire systmatique, laccent sur cet aspect. Les institutions ne considrent, typiquement, que les aspects techniques et les indicateurs quantitatifs de qualit p.ex. le taux dquipement - lorsquelles emploient des valuations et des standards de qualit. Ainsi, un constat serait quactuellement il ny a pas de standards formels au sujet des indicateurs qualitatifs (p.ex. sur la qualit du contenu en ligne) concernant lusage de le-Learning en EFPI en vigueur et appliqus dans les pays europens. Toutefois, lenqute montre que des indicateurs qualitatifs et spcifiques pour mesurer la qualit
The use of ICT in iVET Final Report l dans le-Learning mergent progressivement au niveau de la recherche. En effet plusieurs projets de recherche europens traitent particulirement des indicateurs qualitatifs pour plus de qualit dans le-Learning.
Forces, faiblesses, opportunits et menaces concernant lusage de le-Learning dans les structures dEFPI Lanalyse FFOM (forces, faiblesses, opportunits et menaces) a permis didentifier les facteurs majeurs relatifs lusage actuel de le-Learning en EFPI dans les Etats membres de lUE. Etant donn que les expriences accumules dans des institutions tudies sont dune valeur utile pour les considrations dintgration gnrale de le-Learning en EFPI, lanalyse est conduite partir des entretiens tlphoniques et des tudes de cas exemplaires afin de comparer des situations gnrales et typiques. En raison de lenvergure de ltude, il faut noter que les rsultats provenant de lanalyse FFOM ne sont que relativement reprsentatifs pour lEurope. En effet, lanalyse nen retrace que les grandes lignes.
Une grande partie des forces, faiblesses, opportunits et menaces identifies dans les anciens Etats membres sapplique aussi aux nouveaux Etats membres. De plus, beaucoup de facteurs ont t identifis pour les trois catgories de pays. Finalement, une gamme importante de forces, faiblesses, opportunits et menaces identifies est aussi apparente dans les tudes de cas exemplaires.
Nanmoins, le degr de leur prsence et de leur importance varie selon les catgories des pays et selon les tudes de cas. Par exemple, quelques faiblesses et menaces identifies ont t surmontes, au moins partiellement, par le groupe des pays confirms et par les institutions des tudes de cas exemplaires, en opposition du groupe des pays dbutants. Daprs cette tude sur lusage actuel de le-Learning en EFPI, limportance de faiblesses et de menaces varie selon les catgories de pays mme si elles ont t identifies dans les divers contextes.
Concernant lintgration et lusage de le-Learning en EFPI, les forces, faiblesses, opportunits et menaces identifies sont les suivantes :
The use of ICT in iVET Final Report li Tableau 1 : FFOM matrice : Forces, faiblesses, opportunits et menaces concernant lusage de le-Learning en EFPI Forces Soutien actif de la part de lencadrement. Stratgie claire en matire de TI et de e-Learning dans linstitution. Pionniers et personnes de niveau confirm parmi les enseignants : Attitude et engagement positifs des enseignants. Haut niveau de comptences en TI. Formation plus adquate et rpandue parmi les enseignants. Intrt et demande tendus pour le- Learning parmi les tudiants et les parents. Le-Learning amliore la qualit de lenseignement et les qualifications des tudiants. Degr lev de flexibilit et dindividualisation . Augmentation de la rentabilit. Infrastructure et quipement adquats. Support technique efficace.
Faiblesses Manque de support de gestion. Attitude sceptique parmi les enseignants. Manque de comptences en TI parmi les enseignants et faible degr de formation des enseignants. Culture sceptique ou indiffrente et faible degr de matrise dun contenu rdactionnel en ligne dans la socit. Faible degr de matrise dun contenu rdactionnel en ligne et attitude sceptique envers le- Learning parmi les tudiants. Infrastructure et quipement inadquats dans les institutions. Vulnrabilit leve face aux problmes techniques et frais importants de maintenance. Manque de support technique. Manque daccs aux ordinateurs sur le lieu de travail.
Opportunits Elan vers la socit dinformation. Exigence augmente pour des qualifications en TI de la part du march du travail. Focalisation nationale sur le-Learning : stratgies, plans daction et fonds. Accent sur le-Learning au niveau de lUE : initiatives, projets et fonds. Partenariat public/priv quant au e- Learning. Coopration entre les institutions dEFPI quant au e-Learning . Comptition accrue parmi les institutions dEFPI. Accs un contenu en ligne adquat.
Menaces Manque de contenu en ligne. Manque de focalisation politique et de stratgie unifie au niveau national. Manque de fond.
The use of ICT in iVET Final Report lii Conditions pralables dun succs et raisons dun chec En sappuyant sur une analyse des tudes de cas, lenqute a permis didentifier un nombre de conditions pralables aux succs et aux checs quant lusage de le-Learning en EFPI. Etant donn que ces facteurs de succs et raisons dventuels checs ont t identifis dans des institutions de pratiques exemplaires, ils reprsentent des leons exprimentes prcieuses quant lintgration et laugmentation de lusage de le-Learning en EFPI en gnral dans tout lUE.
Dans le processus dintgration et de lusage de le-Learning, les institutions de pratiques exemplaires ont expriment les raisons de lchec, quelques-unes ont dj t surmontes tandis que dautres resteront un certain degr des dfis relever dans lavenir. Les facteurs de succs sont les lments qui ont contribu bien intgrer le-Learning, et dans certains cas, bien surmonter les barrires et les faiblesses. Etant donn que ces facteurs ont t identifis dans des institutions de pratiques exemplaires, ils reprsentent des leons exprimentes prcieuses quant lintgration et laugmentation de lusage de le-Learning en EFPI dans lUE en gnral, et donne une comprhension pour les facteurs de succs possibles et les raisons dventuels checs possibles.
Les facteurs de succs suivants ont t identifis : Encadrement engag et innovateur Prise de participation des enseignants Stratgie en matire de TI et de e-Learning dans linstitution Pionniers et personnes confirmes dans la matire parmi les enseignants Une focalisation importante sur la formation des enseignants Support TI fiable et efficace Contenu en ligne accessible et adquat Motivation des tudiants, niveau lev en TI et quipement adquat la maison
Les raisons dventuels checs suivantes ont t identifies : Juger inutile la formation des enseignants Prendre comme acquis que les tudiants possdent les savoir-faire ncessaires Usage dstructur des forums de discussion et de dialogue Manque daccs aux ordinateurs et internet
Les scnarios futurs Etant bas sur les conclusions de latelier dexperts, lenqute a permis didentifier, dans un scnario futur gnral, un usage de le-Learning en EFPI comptant quatre lments cls. Ces lments peuvent tre rsums ainsi :
Technologies M & M (apprentissage modulaire et mobile) Murs tombants (p.ex. dans les salles de classe et les institutions) Identit de lenseignant (dans les rles des enseignants) Moi- et Nous-apprentissage (nouveaux paradigmes dapprentissage)
Le scnario futur contenant les quatre lments entranera une augmentation de thorie et de pratique en EFPI, ce qui par la suite causera un changement du programme dtude. Il faut noter que quelques aspects du scnario futur sont, un certain degr, dj prsents en EFPI ce jour. Nanmoins, le scnario futur implique que lusage de le-Learning dans lenseignement et lapprentissage en EFPI augmentera dune manire significative. En rsultat, les aspects dj prsents ce jour seront plus en vigueur dans les annes venir.
Le scnario futur implique galement que lusage des trois nouveaux modles dvelopps dans cette tude augmentera dune manire extensive dans le futur au fur et mesure que le prix de lquipement technique et de linfrastructure baissera graduellement et que de meilleures solutions techniques seront accessibles avec le progrs technologique. Mme si, ce jour, la scne actuelle de le-Learning est domine principalement par des institutions de pionniers, le futur pourra amener un usage gnralis de ces trois modles dducation et de formation en EFPI, tous fonds sur un usage extensif de le-Learning.
Le scnario futur est illustr ci-dessous :
Change of curricula Future teaching And Learning in iVET M & M technology Falls of the walls Me - and we - learning Teacher identity Changement de programme dtude Enseignement et apprentissage futurs en EFPI Technologie M &M Murs tombants Moi- et nous- apprentissage Identit denseignant
Schma 2 : Scnario futur pour lusage de le-Learning dans lenseignement et lapprentissage en EFPI
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Technologies M & M
Les technologies M & M utilisent lapprentissage modulaire et mobile dans lenseignement et lapprentissage en EFPI. Lapprentissage modulaire implique lusage des objets dapprentissage brefs (vido en streaming 11 , vido la demande). Lapprentissage mobile implique lusage de la technologie mobile comme les tlphones portables, ordinateurs de poche et autres dispositifs mobiles. La faon dappliquer le-Learning relative ce scnario, favorise certainement lintgration de la thorie et de la pratique. Lusage de le-Learning donne aux tudiants de nouvelles sources de connaissance, augmente laccs linformation et induit des mthodes innovatrices dapprentissage. La vido en streaming offre au personnel enseignant des informations propos de lavancements du travail des tudiants, en dpit de leur dispersion gographique. Les simulations procurent aux tudiants lopportunit de pratiquer ce quils ont vu linstant sur une vido. Les technologies M & M possdent une potentialit considrable dans le-Learning en ce qui concerne la transmission dexpriences indirectes. Par exemple, en utilisant vido en streaming, les tudiants ont accs aux personnes exprimentes qui peuvent procurer aux tudiants lexprience indirecte dont ils ont besoin. Dun autre ct, lexprience ne peut pas tre acquise uniquement par lusage de le- Learning. Apprentissage face--face et exprience manuelle sont ncessaires pour acqurir des qualifications vritables.
Murs tombants
La dmolition des murs des salles de classe cause de lusage de le-Learning. Lapprentissage et lenseignement virtuels progressent, ce qui fait que lenseignement et lapprentissage scolaires ne sont plus restreints un emplacement physique dans les institutions dEFPI. La dmolition des murs qui sparent les institutions dEFPI et les entreprises p.ex. enseignement et apprentissage scolaires ou au sein du lieu de travail. En raison de lusage de le-Learning, lapprentissage scolaire peut tre abord sur le lieu de travail. Les tudiants ne doivent pas tre carts de leur lieu de travail afin dtre prsents physiquement pour lapprentissage et lenseignement scolaires. Puisque cela devient plus facile de suivre des cours, un apprentissage tout au long de la vie devient plus envisageable. De plus, il sagit l dune opportunit pour les personnes peu scolarises pralablement tant donn que lducation leur devient plus accessible. La dmolition des murs qui sparent linstitution dEFPI de la maison, et
11 Cest--dire la diffusion de films vidos sur Internet en flux contenu.
The use of ICT in iVET Final Report lv linstitution et ses enseignants des entreprises et de leurs formateurs. Lutilisation extensive des forums de discussion, de dialogue dstructure, etc. et une communication plus importante entre respectivement : les camarades dtudes ; les tudiants, les institutions denseignement et les entreprises ; et linstitution denseignement et la maison. Une telle communication accrue entranera une plus grande intgration de la thorie et de la pratique. De plus, elle donnera aux enseignants une connaissance plus approfondie du monde pratique, du fait quils seront tenus au courant au jour le jour des nouveaux dveloppements dans leur branche respective. La dmolition des murs qui sparent les enseignants travaillant dans diffrentes institutions dEFPI : Lusage de le-Learning procure aux enseignants une opportunit de travailler ensemble travers les institutions, et aussi travers les rgions.
Rle et identit des enseignants
Lusage de le-Learning est associ lmergence dune nouvelle approche pdagogique qui souligne le travail en groupe et lapprentissage problmatique dans lequel on demande aux tudiants de rsoudre des problmes concrets. Ce qui entrane un nouveau rle et une nouvelle identit des enseignants. Au lieu dtre un confrencier, lenseignant sera un aide ou un grant de connaissance qui aide les tudiants trouver les rponses eux-mmes au lieu de procurer les solutions. En fait, lusage de le-Learning change dune manire invitable les rles et lidentit professionnelle des enseignants par le seul fait que-Learning et e- Enseignement 12 souvent sont prsents dune manire virtuelle au lieu de lenseignement traditionnel dans les salles de classe. Par consquent lenseignant devient un e-Educateur ou un e-Tuteur 13 .
Moi- et nous-apprentissage
Lusage de le-Learning dans lenseignement et lapprentissage en EFPI gnrent un Moi-apprentissage. Grce lusage de le-Learning, lenseignement et lapprentissage en EFPI deviennent plus flexibles et individualiss. Lapprentissage et lenseignement deviennent personnaliss en cherchant rpondre aux besoins spcifiques de chaque tudiant. Le point de dpart est
12 Cest--dire enseignement en ligne. 13 Ce qui signifie un ducateur ou un tuteur spcialis en enseignement en ligne.
The use of ICT in iVET Final Report lvi ltudiant individuel et en rsultat, lapprentissage est caractris comme Moi- apprentissage, parce quil met laccent sur ltudiant individuel le Moi-tudiant. Etant donn que les tudiants ont diffrents intrts et conditions, ils deviennent co-designers de leur propre ducation et processus dapprentissage. De plus, ce scnario souligne un apprentissage individualis qui sert les besoins actuels des tudiants parce quils ont diffrentes capacits face lapprentissage. Lutilisation de le-Learning dans lenseignement et lapprentissage en EFPI entrane un apprentissage individualis, mais en mme temps ce scnario porte aussi sur lapprentissage collaborateur (Nous-apprentissage). Dans le-Learning, lenseignement et lapprentissage sont fonds sur le travail en groupe et lapprentissage entre e-Condisciples 14 . Le Moi-apprentissage et le Nous- apprentissage mettent laccent sur apprentissage pour savoir apprendre et apprentissage pour savoir rflchir. Ces aspects sont cruciaux, puisquils prparent les tudiants une formation continue permanente.
Lenqute a permis didentifier les incitateurs suivants pour un usage futur accru de le-Learning en EFPI :
Encadrement et actionnariat motivs Dveloppement des rflexions pdagogiques Attitudes et comptences des enseignants Exigences des tudiants Infrastructure et technologie adquates Accs au e-Contenu Prdominance du partenariat Initiatives de lUE
Lenqute a permis didentifier les barrires suivantes un usage futur accru de le-Learning en EFPI :
Culture Manque de recherche, dvaluation et de standards Gestion conservatrice Scepticisme et manque de comptences en TI parmi les enseignants Manque de-Contenu et technologie Manque de coopration Manque de stratgie et de fonds
Ltude propose aussi trois scnarios idaux mondiaux quant lusage futur de le-Learning dans lapprentissage et lenseignement en EFPI. La supposition de dpart tant que les barrires mentionnes ci-dessus soient surmontes.
14 Cest--dire entre les tudiants participant un apprentissage en ligne.
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Scnario idal mondial 1 : Intelligence ambiante
Apprentissage et enseignement en EFPI sont un gage de succs dune myriade de technologies (p.ex. satellites et technologie mobile) rsultant dune solution de problmes techniques et laccessibilit plusieurs solutions pour lapprentissage et lenseignement des prix raisonnables. Les tudiants auraient accs des rseaux globaux dapprentissage et les enseignants de tous les coins du monde pourraient tre consults pour les besoins spcifiques des tudiants. En consquence, en raison de ces communauts lchelle plantaire dapprentissage, lenseignement et la pratique, le scnario de ces nouveaux environnements dapprentissage serait caractris par lapprentissage personnalis qui va la rencontre des besoins individuels de chaque tudiant. Les tudiants crent leurs propres programmes dapprentissage. Le seul problme, que les tudiants doivent affronter, est de dfinir le thme quils souhaitent aborder parmi la grande quantit dinformation leur tant accessible. De plus, lapprentissage et lenseignement en EFPI sont caractriss par le fait quils dbutent par une conomie dexprience. Les tudiants reoivent un apprentissage et un enseignement uniques travers lEFPI. Le scnario est caractris par une dite informelisation, signifiant que lapprentissage est conu dans des rseaux informels compars aux institutions physiques dEFPI dans lesquelles lEFPI est enseign ce jour. De plus, en raison de possibilits techniques immenses, le scnario entranera une intensification de lenseignement et de lapprentissage due lintelligence ambiante - p.ex. possibilits dapprentissage et denseignement ambiants.
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Scnario idal mondial 2 : Accs au virtuel, cours et conseils trans-europens
La pierre angulaire est laugmentation de laccs aux conseils pour les tudiants, incluant de nouveaux modles de conseil. Le scnario est retenu en raison de lopportunit de pouvoir garantir un travail dans un autre Etat membre de lUE. Le point de dpart est la situation des tudiants qui souhaitent se qualifier afin dobtenir un travail dans un autre Etat membre de lUE. Dans le but dobtenir les qualifications et les expriences ncessaires, cest ltudiant lui-mme qui doit trouver linformation dont il a besoin concernant les cours virtuels adquats sur Internet. Les tudiants de toute lEurope, qui souhaitent obtenir un travail dans un pays en question, prennent les mmes cours sur lInternet. Il ny a pas de barrire de langue, vu que le matriel est accessible dans toutes les langues et la communication entre les tudiants et les enseignants traduite en temps rel. Les tudiants doivent se soumettre aux exercices virtuels. De plus, les cours incluent des simulations avances dans le but de leur proposer des expriences plus concrtes.
Scnario idal mondial 3 : Enseignement et apprentissage rentables
La technologie rend plus facile lapprentissage et lenseignement en EFPI. Ce qui signifie dans ce scnario quil ny a plus dinstitution et de campus dEFPI physiques, tant donn que lapprentissage et lenseignement sont exclusivement virtuels. Lapprentissage aura lieu dans lenvironnement du lieu de travail. Par consquent, il y a uniquement un besoin limit de personnel soccupant de ladministration et des aspects techniques. Ce scnario implique, galement, la possibilit de rduire les cots denseignement et dapprentissage. Lapprentissage et lenseignement sont moins formels compars ce jour, en raison de la structure virtuelle de lEFPI. De plus, lapprentissage est personnalis pour correspondre aux besoins spcifiques de chaque tudiant. En dpit du contexte virtuel, le scnario souligne limportance des valeurs sociales et de la vie sociale en cherchant rapprocher les personnes dune manire virtuelle.
Recommandations Sur la base de son analyse sur le-Learning en EFPI et des conclusions de cette enqute, Ramboll Management a conu les recommandations suivantes. Ces recommandations sont divises dans des niveaux respectifs dimplication en EFPI : Niveau de lUE Niveau national
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Niveau institutionnel
Au niveau de lUE : En gnral, les recommandations au niveau de lUE portent sur la facilitation et la dissmination dexpriences et de pratiques exemplaires. Un grand nombre dinstitutions dEFPI pourraient bnficier dun partage de connaissances avec dautres institutions europennes. Ceci sapplique aux institutions des pays qui sont toujours dans les phases initiales ou intermdiaires de ladaptation le-Learning, mais aussi aux institutions localises dans les pays pionniers. Ainsi lUE pourra, potentiellement, jouer un rle dcisif en facilitant davantage dinteractions entre les institutions dEFPI europennes.
Au niveau national : Les recommandations au niveau national portent sur la formulation des stratgies et de plans daction spcifiques dans lutilisation de le-Learning en EFPI et sur la cration de possibilits recevoir des fonds. Ces deux points sont en relation avec les institutions travaillant mettre en uvre le-Learning dans leur enseignement et apprentissage, et dans le dveloppement de contenu en ligne et de recherche de terrain.
Au niveau institutionnel : Les recommandations au niveau institutionnel portent sur le dveloppement et la mise en oeuvre des stratgies de la TI et de le-Learning, I-Jumelage 15 , et dans la motivation et la formation des enseignants, p.ex. travers une formation systmatique, la reconnaissance formelle des enseignants, laugmentation des comptences en TI des enseignants et le partage des connaissances et des bonnes expriences parmi les enseignants.
Finalement, lenqute dcrit les domaines de recherche suivants approfondir davantage : Les standards en valuation de qualit, le dveloppement du contenu, les motivations pour changer les attitudes des enseignants, les thmes organisationnels, les pdagogies de le-Learning, les tudes de cot-bnfice, lapparence physique et lenvironnement des institutions dEFPI.
15 I-J umelage signifie un jumelage entre deux associations pour raliser un projet de coopration et faciliter lappropriation des outils de communication.
The use of ICT in iVET Final Report lx
The use of ICT in iVET Final Report 1
1. Introduction This Final Report is the third and final deliverable for the project The use of ICT for learning and teaching in initial Vocational Education and Training, contract no. 2003-3236/001-001 EDU ELEARN.
The overall purpose of the study is to provide the Commission with a detailed report concerning the current and possible future use of e-learning for learning and teaching in initial vocational education and training (iVET) in the EU Member States. Accordingly the study covers the countries that were Member States prior to the EU enlargement that occurred on 1 May 2004 (old Member States), as well as those that joined the EU in May 2004 (new Member States). The study began prior to EU enlargement. Consequently, the focus is primarily on the 15 old Member States, although experiences and perspectives from the new Member States are also included in the data- generating activities and in the presentations of the findings. In addition, the findings from the European context are put into perspective by experts from outside the EU.
Because of the different structures of the education systems across the Member States, it should be noted that iVET is a broad term that covers a variety of types of institutions and courses, making it almost impossible to arrive at a generic definition that is fully applicable in all Member States. However, in this study the term iVET covers the following:
iVET means any form of initial vocational education and training, including both technical and vocational teaching, apprenticeship training and vocationally oriented education which is undertaken after basic education and before further education. iVET also contributes to the acquisition of a vocational qualification recognised by the competent authorities in the state in which it is obtained. The typical age of the students undertaking iVET is 16-20 years, though it must be stressed that this varies between countries. Because of the variation that exists in the iVET systems, the designation of the iVET students also varies (e.g. pupils, apprentices, students). In this study the term student will be used as a common term that covers all the varieties.
In this study, Ramboll Management uses the very broad official EU definition of e-learning:
The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.
It must accordingly be stressed that the term e-learning does not just cover blended learning or distance learning, but is an umbrella term for the use of technology to enhance learning in various ways, both at an institution and in distance learning / blended learning solutions. As the definition given above is very broad and also encompasses the term ICT, the term e-learning will be used throughout this study in order to avoid misunderstandings 16 . For a further explanation of what is
16 One exception to this occurs in the section describing EU initiatives, strategies and action plans, where in order to be consistent with the usage of the terms used in strategies etc., they are described in the same terms as those being used in the strategies.
The use of ICT in iVET Final Report 2 meant by e-learning, please refer to the section on the different potential ways of using e-learning in iVET. Finally, it should be mentioned that some respondents tended to use the term ICT instead of e-learning during their interviews, which is reflected in some of the quotations. When conducting the interviews, it became clear to the evaluator that many of the respondents interpreted the term e-learning more narrowly than does the definition being applied in this study. They interpreted it as referring only to distance learning, and therefore used the term ICT for what this study calls e- learning.
This chapter describes the purpose and objective of the study. Next, the data-generating activities and methodology are presented, and finally the structure of the report is outlined.
1.1. Objective of the study questions answered The study focuses on the current use of e-learning in the EU. On the other hand the study also focuses on the possible future use of e-learning emphasising its potentials. The study encompasses elements of mapping, analysis, assessment and recommendations, and addresses a number of themes. The study questions and themes contained in the report are: To what extent is e-learning being used in initial Vocational Education and Training (iVET)? How is e-learning being used in iVET (pure e-learning and/or blended forms, etc.)? How is e-learning being organised? What are the main problems and barriers impeding the wider and/or more intensive use of e-learning in iVET? What are the main experiences in the use of e-learning as perceived by participants/trainers? What is the qualitative impact of the use of e-learning on the results/outcome of learning? How is quality in e-learning assessed, and what issues are seen as affecting quality? Are any particular standards emerging? The impact of e-learning on such issues as student assessment and certification. What are the main motivations for the use of e-learning in iVET? What are the main expectations of trainers and participants? To what extent are their expectations being met? For what subjects and branches is e-learning being used? Demonstrates to what extent and in what way e-learning is currently being used to support learning in iVET. The study will describe the overall situation and trends in the various countries. Emphasises an understanding of the use of e-learning for learning in iVET, in particular through the identification, analysis and description of possible success factors and reasons for failure. Analyses the use of e-learning in different iVET systems in the European context, for example its use in the dual iVET system. Identifies and analyses the new models for education and training that are enabled by advances in e-learning, for example collaborative models, social interaction and context- related knowledge.
The use of ICT in iVET Final Report 3 Provides a contextualised analysis of iVET settings and circumstances for which these new models are appropriate, and identifies cases of good practice in which these models have been successfully implemented in iVET. Analyses how the use of e-learning brings the worlds of theory and practice closer together for the learner.
The study particularly focuses on the role of e-learning in strengthening the integration of theory and practice in iVET. The study therefore emphasises the apprehension of whether and in what way the use of e-learning for teaching and learning can bridge the gap between the theory and practice.
1.2. Data-generating activities and methodology The analysis and results of the study are based on: A desk study of reports, articles, books, websites, strategies, and other documentation Exploratory telephone interviews with selected experts Telephone interviews with government representatives and other national representatives from each of the 25 Member States Telephone interviews with stakeholders (e.g. representatives from employee and employer organizations) from each of the 15 old Member States Telephone interviews with iVET managers from each of the 15 old Member States Telephone interview with selected expert from outside the EU Seven good-practice case studies carried out through on-site visits involving interviews with management, technical staff, teachers, students and selected stakeholders. The selected examples are regarded as good-practice cases because they have succeeded in overcoming significant barriers. As a result, they have integrated e-learning into their teaching and learning to a high degree. They are also regarded as good-practice cases because they are successfully bridging the gap between theory and practice in their use of e-learning in teaching and learning. The case study institutions selected were: o Tourismusschule Wien 21, Austria o Espoo Institute of Health and Social Care, Finland o Lyce Nicephore Niepce/Lyce Professionnel Julien de Balleure, France o Deutsche Bahn, Germany o Cabra FS Training Centre, Ireland o Tajamar Technological and Graphic Institute, Spain. o Norton Radstock College, United Kingdom An expert workshop
The telephone interviews conducted numbers 65 in all.
It must be stressed that as the case studies are good practice examples they are not representative for Europe. In addition, due to the scope of the study the picture painted of the general situation in Europe is very broad-brush. Finally, due to the scope of the study the findings of the study are mainly trends and cannot be considered as representative hard facts.
The use of ICT in iVET Final Report 4 A thorough presentation of the methodology and the various data-generating activities is presented in Annex B.
The analyses in the study are based on data connected with the sources mentioned above. Where the evaluator draws conclusions not directly based on the statements and opinions obtained from the telephone interview and case study respondents, this is clearly noted.
1.3. The structure of the report In accordance with the specifications contained in the Terms of Reference (see Annex E), Ramboll Management has structured the current report into 12 chapters.
At the beginning of the report the key findings and main conclusions of the study are presented, where after the report are summarised in English and French. Chapter 1 describes the objectives and scope of the study, the data-generating activities and the structure of the report. Chapters 2- 11 provide a description and analysis of the current situation concerning the use of e-learning in iVET in EU Member States, plus a description of some possible future scenarios involving the use of e-learning in iVET. Chapter 12 present the recommendations for future actions.
Chapter 2 presents the conceptual framework of the study.
Chapter 3 describes the characteristics of the iVET systems in the EU Member States and gives an overview of the emerging iVET systems. In addition, the chapter presents various forms of co- operation and partnerships concerning e-learning in iVET that exist in the EU Member States. The chapter is based on desk study telephone interviews and good-practice case studies.
Chapter 4 present the strategies, action plans and initiatives at EU level concerning ICT and e- learning (see annex H for a thorough description). The chapter then presents an overview of the national strategies concerning ICT and e-learning found in the EU Member States. The chapter is based on the desk study, telephone interviews and the good-practice case studies.
Chapter 5 describes and analyses the current use of e-learning in iVET in the EU Member States. First, the motivations, objectives and expectations concerning the use of e-learning are described. Second, the extent to which e-learning is integrated into iVET is described. Third, the chapter describes the subjects and branches in which e-learning is used the most in iVET. Finally, the chapter describes the different ways that e-learning is being integrated and used in teaching and learning in iVET in the EU Member States. The chapter defines three categories of country in relation to the use of e-learning. The relevant data were obtained from the desk study, telephone interviews and good-practice case studies.
Chapter 6 presents three new models of education and training stemming from the use of e- learning. In addition, the chapter analyses the impacts of e-learning in each of the new models. The chapter is based on the good-practice case studies.
The use of ICT in iVET Final Report 5 Chapter 7 analyses the general impacts of the current use of e-learning in iVET. The analysis is based on telephone interviews and the good-practice case studies.
Chapter 8 provides an overview of the current situation concerning quality assessment and e- learning in iVET. The relevant data has been derived from the desk study, telephone interviews and good-practice case studies.
Chapter 9 presents the SWOT analysis of the current use of e-learning in iVET. The chapter identifies and analyses strengths, weaknesses, opportunities and threats in relation to the integration and use of e-learning in teaching and learning in iVET in the EU Member States. The analysis is based on telephone interviews and the good-practice case studies.
Chapter 10 presents the identification, analysis and description of possible success factors and possible reasons for failure concerning the integration and use of e-learning in iVET. The chapter is based on the good-practice case studies.
Chapter 11 presents future scenarios for the use of e-learning in iVET. In addition, the chapter describes drivers and barriers in relation to these scenarios. The chapter is based on the conclusions that emerged out of the expert workshop.
Chapter 12 contains Ramboll Managements recommendations for future actions to be taken at the EU level, the national level and the institutional level.
The use of ICT in iVET Final Report 6
2. Conceptual framework of the study In this chapter, the conceptual framework is presented. In doing so, we present our understanding of the key concepts relevant to this study.
As the study focuses on the role of e-learning in the integration of theory and practice in iVET, this chapter establishes a conceptual framework for the relationship that exists between them. In addition, the chapter defines the term e-learning and describes various ways in which it can potentially be applied.
2.1. Three paradigms of teaching and learning within iVET Initial vocational education and training (iVET) is characterised by its very close connection with the workplace. Theoretical and practical teaching and learning are combined in iVET to an extent that very few other areas of education can match.
Students in iVET learn actual skills in the practical world, and learn about and reflect on these skills in a theoretical world. It is important to stress that in iVET, both theory and practice belong equally to school-based and workplace-based teaching and learning. In other words, neither theory nor practice is limited to a specific physical setting in the shape of an educational institution or a workplace.
Traditionally, three paradigms have prevailed for understanding the connection between the theoretical and the practical world in iVET 17 .
The first paradigm stresses the importance and benefits of learning solely in the practical world, as this is regarded as being the one and only way to learn practical skills. Its emphasis is entirely on the practical aspects of learning. The students will learn everything they need to directly through learning by doing via school-based teaching and learning plus on-the-job training.
In this view, only a limited connection exists between the practical and theoretical worlds, if the latter is considered at all. Accordingly, the theoretical world is parenthetical (i.e. marginal or tangential), as illustrated on the next page.
17 The three paradigms are inspired by the works of Steen Wackerhausen, e.g. The scholastic paradigm and apprenticeship in the Journal of Nordic Educational Research 3-97 (1997), Scandinavian University Press.
First paradigm emphasising learning in the practical world: the theoretical world is regarded as parenthetical
Practical world Theoretical world ( )
Fig. 3: First paradigm emphasising learning in the practical world: the theoretical world is regarded as parenthetical
The second paradigm emphasises the importance of learning in both the practical and theoretical worlds, but these are still viewed as separate worlds. Its emphasis is on transferring knowledge from the theoretical into the practical world. Within this paradigm it is not merely considered as something positive when the students apply theoretical knowledge in practice; students, teachers and potential employers are in fact obliged to take this dimension into account, and support the students in their efforts to apply theoretical reflections in a real or simulated praxis. The principle of this paradigm is illustrated below.
Second paradigm emphasising the transfer of knowledge from the theoretical into the practical world . Practical world Theoretical world Transfer of knowledge
Fig. 4: Second paradigm emphasising the transfer of knowledge from the theoretical into the practical world
The third paradigm stresses the integration of the theoretical and practical worlds. In this view, learners need to develop skills in both worlds and to exchange both knowledge and experience between the two worlds. Accordingly, the learner must learn about a given subject in theory as well as in practice, allowing the student to fuse his theoretical knowledge with practical experience. The model therefore emphasises that the learner should be able to put into practice what has been taught at a theoretical level, and make both practical and theoretical observations. In order to succeed in learning it is important that the two different learning processes should interact in such a way that they appear integrated to the learner. This is illustrated below.
The use of ICT in iVET Final Report 7
Third paradigm in which the practical and the theoretical world are viewed as integrated Practical world Theoretical world
Fig. 5: Third paradigm in which the practical and the theoretical world are viewed as integrated
The three paradigmatic models presented above are potential models for teaching and learning in iVET.
The study indicates that the third paradigmatic model is the most prevalent model in the EU, if the others can be identified at all.
In spite of the trend towards the prevalence of the third paradigmatic model, it must be stressed that substantial differences have been identified within this model in other words, between the various iVET settings existing in the EU. This is explained in detail in Chapter 3. However, the third paradigmatic model is the starting point for our analysis, taking into account the various differences.
The interaction between the two worlds depends primarily on the pedagogical approach and the co- ordination and sequencing of theory and practice. However, the use of e-learning can increase the smooth integration of theory and practice which is the focus of this study. On the basis of the third paradigm, the study assesses how the use of e-learning integrates the theoretical and practical worlds of teaching and learning in various iVET settings.
The potential uses of e-learning in bringing the practical and theoretical worlds closer together are further elaborated in the next section.
2.2. The different potential ways of using e-learning in iVET In this study Ramboll Management uses the very broad official EU definition of e-learning:
The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.
The use of ICT in iVET Final Report 8
The definition encompasses several forms of e-learning. We focus on the following forms of e- learning in this study:
Fig. 6: Forms of e-learning
As the figure shows, we see the term e-learning as an umbrella concept for the use of technology in various ways to enhance learning both on campus and in distance learning / blended learning solutions.
In the following we will present the different potential forms of e-learning which are the framework of this study, as well as IT. (For a thorough description of the four types of e-learning, please see Chapter 5).
IT E - learning E - learning for communication means E - learningin simulation E-learning as a general ressource L(C)MS IT E - learning E - learning for communication means E - learningin simulation E-learning as a general ressource L(C)MS E - learning E - learning as a mode of commu- nication E-learning in simulation E-learning as a general resource L(C)MS 2.2.1. The use of e-learning as a means of communication E-learning is used to support communication between students, teachers, tutors, mentors or master craftsmen or among a group of peers. The common features of these applications inter alia allow the actors to do the following:
conduct synchronous (e.g. chat forum) and/or asynchronous communication (e.g. threaded discussions) share common resources (documents or rich media resources) reach agreement concerning the co-ordination of work processes and procedures such as determining who does what, how and when. 2.2.2. E-learning used for simulation Where e-learning is used to simulate real world phenomena, the role of e-learning as a bridge between the theoretical and practical worlds is evident. 3-D simulations can help to clarify, visualise and put into perspective both practical and theoretical issues. The use of ICT in iVET Final Report 9
The use of ICT in iVET Final Report 10
Students use simulations to prepare themselves prior to engaging in practical experiences, to reflect on and repeat specific activities after these experiences, and to simulate practice when actual real-life practice is not possible. 2.2.3. E-learning used as a general resource E-learning as a general resource can be regarded as the use of computers and internet-based resources and services. Via computer- or web-based training, students for instance learn through interactive e-learning units and rich media sources, using speech, video or interactive sequences or instructions. With this kind of e-learning assessment is often automated, in most cases in the form of multiple-choice questionnaires.
E-learning as a general resource can also be seen in the availability of school intranets or learning portals for students who log in to such systems when at work or from home, for instance to use electronically-supported learning resource centres or e-libraries. 2.2.4. Learning Management (Content) Systems A Learning Management System (LMS) is software that deploys, manages, tracks and reports on interactions between learner and content and between the learner and the teacher.
A Learning Management Content System (LCMS) combines the learner administration capabilities of an LMS with content creation and storage capabilities. In fact, an LCMS is a data repository that allows multiple developers and subject matter experts to share content and its components over a network. 2.2.5. IT Even though this study is centred on the use of e-learning in iVET, to some extent it also focuses on the use of IT, such as in iVET in other words, on the use of the technology which is the vehicle for the learning process. For instance, to students in most technical fields a large number of computerized appliances are available. In the high-tech sectors in particular, such as IT and telecommunications, car manufacturing, aviation, electronics, biotechnology or the medical sector, different kinds of technology or IT themselves comprise the vehicle for the learning process.
The use of ICT in iVET Final Report 11 3. Characteristics of IVET systems in the EU Member States This chapter provides an overview of the iVET systems that exist in the EU Member States. The overview focuses on the iVET systems of those countries that belonged to the EU before 1 May 2004. Examples of the characteristics of the iVET systems of the new Member States will be included as the chapter unfolds, in order to provide general information on these iVET systems. 3.1. Types of IVET systems The section is based on the desk study, telephone interviews and case studies. The analysis gives an overall picture of the various iVET systems in Europe.
In general terms there are three main models of iVET system to be found among the EU countries:
The dual system The pure school-based system The workplace-based system
It is noteworthy that the various types of iVET systems can be seen within one country.
The main characteristics of the three systems are presented below 18 :
Dual system Pure school-based system Workplace-based system The dual system combines formal school-based education with workplace training. Students attend courses at school and are provided with theoretical and practical learning at both schools and workplaces. Students have usually signed an apprenticeship contact with the on-the-job workplace. There is high integration of theory and practice within the dual system. For students enrolled in the pure school-based system, both theoretical and practical learning is provided at the school. By participating in learning simulations, workshops and laboratories, the students acquire practical learning. Even though theory and practice in the pure school-based system is not as highly integrated as in the dual system, the level of integration is still significant. The workplace-based system has several similarities with the dual system but puts a stronger emphasis on workplace-based training. In the workplace-based system the students mainly undergo on-the-job training in companies, while simultaneously following courses offered by employers and also attending some courses at iVET institutions. The integration of theory and practice depends on the companies offering the iVET, but is generally high.
18 It should be noted that the three paradigms of iVET teaching and learning presented in the previous chapter are potentially represented in all three of the iVET systems described above.
The use of ICT in iVET Final Report 12 3.2. The dual system The section is based on the desk study, telephone interviews and case studies. The analysis gives an overall picture of the dual system in Europe.
Dual systems are in place somewhere in iVET in all the old Member States. The dual system combines formal school-based education and on-the-job workplace training. Usually iVET students in the dual system sign an apprenticeship contact with a company.
Differences in the dual systems across Europe The ratio of the time students spend attending school-based education on the one hand compared to that spent on on-the-job workplace training on the other hand differs significantly across the iVET systems of Europe. Countries such as Austria, Germany, United Kingdom, Denmark and the Netherlands put their emphasis on workplace training in the dual system, and in these countries the students often spend considerably more than half the time in iVET on training in workplace settings.
In the rest of the old Member States, the data from the expert interviews and desk study indicates that the amount of time students spend on workplace training in iVET is more or less equivalent to the amount of time spent on attending classes in school.
In addition, there are differences regarding such things as course length in the dual system in Europe. This also applies to the way that periods of school-based teaching and learning combine with periods of work.
Differences regarding workplace training periods Equally, our data shows that significant differences exist in the dual system across Europe concerning the point at which students begin their first period of on-the-job workplace training during their iVET course. In most of the old Member States, the formal school-based education and workplace training are designed to take place more or less concurrently if we disregard preparatory and introductory periods when the students first enrol in their iVET course. But it should be pointed out that some countries do separate these stages in iVET, e.g. in Spain, where at some iVET institutions the students workplace training takes place in last phase of their iVET.
In some old Member States the school-based education and the workplace-based education in the dual system can be seen as two separate education programmes.
The iVET systems of the new Member States have all adopted some kind of dual system with apprenticeships, although a number of differences can be observed concerning the time spent at school and the time spent in the workplace. However, the findings of the study indicate that some countries are experiencing a lack of co-operation between schools and workplaces. For example, this occurs in Cyprus.
The use of ICT in iVET Final Report 13 3.3. The pure school-based system The section is based on the desk study, telephone interviews and case studies. The analysis gives an overall picture of the pure-based system in Europe.
As the dual system appears to be the most common iVET set-up, there is a range of optional iVET systems in place across Europe.
Along with the dual system, a majority of Member States, e.g. Luxembourg, Scandinavia, United Kingdom, Germany, Austria, Belgium, the Netherlands, France, Italy and Greece, have all adopted pure school-based systems for those students who have not elected to enter into an apprenticeship contract or managed to do so. E.g. in Ireland pure school-based education forms part of the first programme of one iVET strand before the students embark on apprenticeships in the dual system.
In some of the pure school-based iVET systems, education and training is provided entirely within the institutional setting, e.g. in the form of laboratories or workshops where practical workplace settings are simulated, while in other systems workplace-based training is made available; in the case of the Austrian tourism industry, the students practice during the summer holidays.
A pure school-based system exists in all the new Member States. In addition, some countries iVET systems can to a great extent be said to be generally school-based, even when the dual system is taken into consideration. For example, this is the case in Estonia, where most components of the existing iVET strands, including the newly established apprenticeships, emphasise school-based iVET to a high degree.
3.4. The workplace-based system The section is based on the desk study, telephone interviews and case studies. The analysis gives an overall picture of the workplace-based system in Europe.
The workplace-based system has several similarities to the dual system, but its considerable emphasis on the prevalence of workplace-based training differentiates it from the typical set-up of the dual system.
The workplace-based iVET system is rarely seen in the EUs old Member States. The findings of the study indicate that in countries where the workplace-based iVET system does occur, the workplaces offering this kind of iVET are usually companies with many employees. In addition, these companies generally have a substantial demand for specialised employees with particular vocational skills and competencies that are appropriate for their particular production needs.
Such set-ups can by seen in Germany, where companies like Siemens, Mercedes and Deutsche Bahn welcome and enrol students in strands of iVET that aim to launch them on a particular learning pathway which mean that at graduation they are qualified as competent personnel who are capable of continuing their employment at the company in question.
The use of ICT in iVET Final Report 14 The interviews indicate that the iVET system in Germany opens up the way for these set-ups in its workplace-based system, since in this area the German state has established overall framework regulations that allow companies to direct and focus education and training at their individual company needs while simultaneously complying with the regulatory guidelines. In this way, the students in the workplace-based system, e.g. those of Deutsche Bahn, follow some courses at the public Berufsschule and also follow periodic supplementary courses provided by the workplace.
3.5. Combination of theory and practice in iVET The section is based on the desk study, telephone interviews and case studies. The analysis gives an overall picture of how theory and practice combines in iVET in the EU Member States.
Theory and practice in iVET are combined in many ways. It should be highlighted that the findings of the study (based on desk research, telephone interviews and case studies) show that theoretical and practical learning in iVET takes place in both schools and workplaces. The third paradigm (described in the previous chapter), which accentuates the integration between the theoretical and the practical world in iVET, is therefore the most widespread model across the EU.
The dual system promotes the general integration of theory and practice Based on the desk study, telephone interviews and case studies the findings of the study show above all that the dual system is the educational setting in which the integration of theory and practice takes place to a high degree. This is so in both the old and the new EU Member States. Certainly, one of the main objectives in the dual system is to integrate theory and practice in iVET. Although differences can be observed among the different iVET systems, there is little doubt that the existence of student apprenticeship contracts as a particular characteristic of the dual system considerably paves the way for integration of theory and practice.
The combination of school-based education and on-the-job training gives students the opportunity to use their theoretical knowledge in a practical setting and to enhance their consideration of theoretical issues in relation to practice, and vice versa.
For instance, Finland, Denmark, Austria, Ireland and the UK lay great emphasis on integrative approaches toward the combination of theory and practice.
Not all dual systems ensure the integration of theory and practice Although the dual system opens the way for the general integration of theory and practice, for some old Member States the dual system does not necessarily imply greater interaction between the theoretical and practical worlds.
Countries such as France and Germany experience less significant integration between theory and practice in the dual system, and have expressed a desire for further co-ordination and co-operation between iVET schools and workplaces in relation to the subjects offered in school and on-the-job workplace training. According to respondents from Greece, Spain and Portugal, theory and practice in iVET is less integrated in these three countries. Here, the findings also suggest that due to
The use of ICT in iVET Final Report 15 reduced co-operation between iVET institutions and workplaces offering training, theory and practice have not been subject to the same level of integration in the dual system as in those countries characterised by a higher level of cooperation.
Practical learning in schools in the dual system Finally, it should be noted that in addition to providing practical training in the sense of the workplace-based, the dual system of almost every old EU country, e.g. Luxembourg, Finland and United Kingdom, also offers practical training in schools through simulations, workshops and learning laboratories. This is also the case to a great extent in the vast majority of the new Member States, e.g. Lithuania and Slovakia. As was mentioned earlier, practical learning in school as a supplement to practical learning in workplaces is another key characteristic of the dual system that contributes to the further integration of theory and practice emphasised in the third paradigm.
Practical learning in the school-based system Among the vast majority of the old Member States, in the pure school-based system both theory and practice is provided in the schools. In both the old and the new Member States, students are generally provided with practical learning by participating in workshops, learning through simulations, or through using laboratories in practical learning centres or other settings.
The findings of the study suggest that in general the extent of learning results in school-based workshops, simulations and laboratories is not equivalent, and cannot be compared to the learning experience derived from on-the-job workplace training. The respondents indicate that the theoretical and practical worlds are generally less well integrated in the pure school-based system than in the dual system. But it should equally be noted that the third paradigm still exists in the pure school-based system, although the integration of theory and practice is not as pronounced as with the dual system.
According to respondents, students who attend the pure school-based system in which practical learning is solely provided by the school are generally at a qualitative disadvantage in the labour market than those in the dual system. This is the case in Greece, for example.
In Austria for instance, measures have been taken to prevail and minimize such effects of the pure school-based system, in order to improve the students compatibility with the needs and requirements of the labour market. The teachers in charge of the practical learning that occurs through workshops, simulations and laboratories at the pure school-based institutions in Austria are to some extent also employed directly in the relevant industrial sectors. Such teachers are therefore able to provide practical learning, which according to the respondents provides the students with more realistic settings.
3.6. Providers of iVET The analysis of desk research, telephone interviews and case studies shows that the institutions offering iVET in both the old and the new Member States are for the most part public vocational schools. In some countries, vocational schools are owned or financed by the state but run by
The use of ICT in iVET Final Report 16
private entrepreneurs. In Ireland, there are examples of iVET schools run by private companies that provide both the workplace training and the educational settings. In Germany, the concept of corporate universities also exists in relation to iVET.
Some IVET schools in countries such as Spain, Italy and Greece are based on religious values or have a religious background that aims to promote moral and cultural values among young people in addition to iVET 19 .
Whether they are publicly or privately run, schools are regulated by each old Member States national iVET regulations, but some countries regulatory frameworks permit certain alternative iVET programmes, e.g. Siemens, Mercedes and Deutsche Bahn in Germany, as has been described in the sections above.
Other old Member States also permit a certain degree of autonomy concerning iVET. In Italy, iVET enjoys a certain degree of regional autonomy, so that iVET schools are able to incorporate and take into consideration regional particularities that can ensure that graduating students will meet regional needs and requirements. In Spain too, the iVET system is to a certain degree subject to regional autonomy in the form of the autonomous communities.
3.7. Collaboration with external partners: Public-private partnerships, national and transnational co-operation between iVET institutions IVET is characterised by a high level of co-operation and close relationships with various external partners (i.e. enterprises, labour market organisations etc.), which is important for integrating theory and practice in iVET, as well as being important for its integration of e-learning into teaching and learning.
The purpose of this section is to present various modes of collaboration that have been identified in relation to iVET institutions and workplaces, the labour market and other external partners (e.g. publishers). This section therefore shows how iVET institutions are involved in partnerships with private sector partners, and how they are involved in both national and transnational collaboration with other iVET institutions. 20
Although the analysis of collaboration with external partners is partly based on the telephone interviews, it mostly draws on the case studies. As the case studies are good practice cases, the findings are not necessarily representative for Europe. Rather, the examples given can be seen as role models or sources of inspiration.
19 Please see the description of Spains Tamajar case study school for further details regarding these characteristics 20 See also European Education Partnership, 2002, Partnerships in practice. Published at http://www.eep-edu.org/PiP2001.pdf
The use of ICT in iVET Final Report 17 3.7.1. Public-private partnerships The study has identified various forms of collaboration between iVET institutions and private sector partners. The main types of private sector partnership involve:
Development of e-content and digital learning material The lending of equipment Funding and sponsorships The training of teachers Developing specific projects
The following section describes the main types of private sector partnership.
Development of e-content and digital learning material This type of co-operation between iVET institutions and private sector partners is observable in several countries.
A Spanish publisher stresses the importance of co-operation in the development of digital learning material that is designed to increase the integration of e-learning in iVET. She says, There is still not enough digital learning material, and often the quality is not good enough. It is just like a digital book. There is a need for the development of good material and learning methodology. At the moment it is often too dull.
In Austria, the Ministry of Education has launched an initiative known as SchulbuchExtra (SbX) for the development of additional ministry-approved e-content. This initiative is based on co-operation that involves a myriad of partners, including publishers and companies. The initiative is embedded in the legal and organisational framework of the Austrian Free Textbook Programme which ensures that students receive new textbooks every year, and both programmes are said to be unique in Europe, if only for the co-opetition (a conflation of co-operation and competition) that exists between publishing houses and the Ministry of Education. According to the respondents, the SbX programme is still in its early stages. In the 2003-2004 academic year, ten publishers offered about 90 online textbooks, corresponding to less than two per cent of the total supply of material compatible with official school curricula. The respondents consider that finding an economic model for e-learning and blended learning plus the content to support it is beyond the capacity of a single publishing house working in isolation for the development of such things as an e-pedagogy, research is also required. Publishing houses and the rest of the education system must become involved, including school councils and teachers.
Another example of co-operation with private sector partners concerning e-content is found at Espoo Institute of Health and Social Care in Finland. The institute has mainly developed its own content, but arrangements have been made with a private publisher concerning the development of learning material. According to the executive director, the publishers are eager to collaborate with the institute on testing new learning material. He emphasises that it is an advantage for the institute to be located in the Espoo area, because the biggest publishers are situated here, which increases the scope for collaboration.
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A third example is found at the Cabra FS Training Centre, Ireland, where the course design is being done in collaboration with representatives from the labour market. The development of course content is accordingly based on industrial needs assessments. Whether the learning material is produced by the training centre itself or is developed by external partners is something that varies from programme to programme.
Lending equipment This type of collaboration between iVET institutions and private partners is seen in Ireland and Spain, for instance.
At the iVET institution Tajamar Technological and Graphic Institute in Spain, companies provide the institution with equipment for educational purposes. For example, the printing machines used in the Graphic Arts courses are very expensive, and the institution would not be able to afford to buy such machines. Being able to borrow such equipment means that the institution can give the students the opportunity of working with real machines during the school-based part of their courses. According to the director of vocational education at Tajamar, this means that the students are better prepared for working life.
Funding and sponsorships Sponsorship programmes in which enterprises fund such things as new equipment and material is for instance seen at Lyce Nicephore Niepce and Lyce Professionel Julien Balleure, France. French companies are obliged to pay a contribution (taxe dapprentissage) to all vocational schools 21 . The money is earmarked for the purchase of new machines and materials. According to the interviewees, investment in IT equipment and e-content represents a significant proportion of the schools budget. 22
According to a German stakeholder interviewed, in Germany too large industries have provided sponsorships.
The training of teachers This type of co-operation between iVET institutions and private sector partners is for instance seen at Tajamar Technological and Graphic Institute, Spain, where companies are offering courses to teachers to keep their knowledge of their industrial fields up to date, so that the education provided by the institution is as close to reality as possible. One workplace representative explains We provide courses to the teachers, though not all the teachers want it. We also provide the teachers and the management with information about developments in their field. Because of the courses and material being offered by these companies, the teachers are able to use the newest approaches and technologies in their teaching. According to the director of vocational education at Tajamar and the workplace representative interviewed, this means that the students are meeting the demands of the labour market to a greater degree, and are better prepared for working life.
21 On average, this special tax amounts to about 100,000 euros per school. 22 See 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council Published at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf
The use of ICT in iVET Final Report 19 The workplace representative says, The students benefit from the co-operation. Because of it, the school knows exactly what we are demanding from their students. Therefore the students chances of satisfying our demands and getting a job increases. Because of our co-operation, the school is able to discover where its education can be improved.
Developing specific projects For instance, the Irish case study includes a project that is based on co-operation involving both public and private sector partners. The project is called MoFIT (MoFIT stands for Model for Flexible, Industrial Training), and focuses on providing flexible teaching and learning through the use of e- learning. The MoFIT project has been developed in co-operation with Irish, Norwegian and Austrian partnerships comprising companies, trade unions, training centres and universities. Extensive collaboration has taken place concerning such matters as the development of the pedagogical approach and the learning content. In this way, a number of different interests and perspectives have been included with the aim of strengthening the project. By co-operating extensively with workplaces, the demands of the labour market have been taken into consideration. A workplace representative explains, MoFIT listens to the needs of industry and the companies. It fits our demands.
In relation to the new Member States, a government representative from the Czech Republic stresses the importance of collaboration between iVET institutions and major IT companies.
3.7.2. National co-operation between iVET institutions The study shows that national co-operation between iVET institutions within a country concerning the use of e-learning in iVET is generally regarded as important in all three categories of Member State (front-runners, middle group and beginners), as Chapter 5 describes. National collaboration among iVET institutions regarding the use of e-learning in teaching and learning is primarily seen in front-runner countries.
Such co-operation mainly involves: Sharing of experiences and mutual learning Sharing infrastructure and infrastructure and e-content expenses Development of e-content Raising of awareness of e-learning Training of teachers
An example of national co-operation among iVET institutions is seen in the British case study that was undertaken at Norton Radstock College. This case study shows that the institution is co- operating with other iVET institutions in an e-learning consortium known as WCC (Western Colleges Consortium). According to the manager, WCC is an overarching support body which helps its members to develop and implement e-learning. The manager says, WCC is recognised as a front- runner as regards e-learning it is the collaboration that makes it work.
The use of ICT in iVET Final Report 20 WCC has been established in order to share ideas, knowledge, good practice and learning materials. Accordingly, WCC manages the access to a huge bank of learning material. New material is uploaded onto its website, from where teachers can download and evaluate it. Teachers and managers consider this evaluation process to be important for the quality of the material, as WCC subsequently buys the materials that the teachers recommend. A lot of learning material is therefore bought on behalf of the four colleges in the consortium. However, sometimes one college buys particular material for its own needs, then later uploads it to the WCC website for everybody to share. Finally, WCC provides teacher training and on-line tutoring. The IT administrator sums up the benefits of WCC up thus: WCC means that we do not have to care about the day-to-day running of the system, they provide workshops for teachers and specific courses for instance, on using the digital camera and they are also responsible for the buying of our material.
A final example is found in Austria, where thanks to a government initiative, notebook classes and notebook schools are organised as a cluster. The e-learning School cluster is among other things about the exchange of experiences and web-based material.
Among the new Member States, a government representative from Estonia considers that national co-operation between iVET institutions is very important, perhaps more so even than EU co- operation. He says, National co-operation between schools concerning the exchange of experiences and knowledge sharing is very important. If the European initiatives are not implemented at the local level it has no importance at the iVET schools. But the schools in Europe are co-operating.
3.7.3. Transnational co-operation at the European level The study shows that transnational co-operation is generally regarded as being useful and important to the integration of e-learning in iVET by a great many institutions, which are accordingly involved in collaborating with iVET institutions in other countries or participating in EU e-learning projects. This trend is seen among all three categories of country (front-runners, the middle group and beginners) into which it is possible to divide the Member States in accordance with their use of e-learning (for a description of these categories, please refer to Chapter 5).
Such co-operation primarily involves: Exchanging experiences and mutual learning Working together in projects involving e-learning (developing and integrating e-learning in teaching and learning)
Several interviewees stress the importance of exchanging both general and good practice experiences and learning with each other across Member State borders. For instance, a Spanish publisher says, Co-operation between countries is very important. It is very helpful to share experiences across borders. By co-operating with countries that are more advanced in their use of e-learning, we can develop our own use of it. A Finnish stakeholder adds, EU co-operation between institutions means that they have the opportunity to learn from each other. The countries are at very different stages of development concerning the use of e-learning and infrastructure.
The use of ICT in iVET Final Report 21 Good practice examples are very important for showing both what has been done and what can be done.
Due to the variations in the iVET systems across the EU, a Belgian government representative stresses the importance of bilateral co-operation as a supplement to EU projects. Such co- operation provides an opportunity to take the context into consideration. A Finnish stakeholder agrees: The EU Commission states that e-learning is important and in this way they give attention to it in each Member State. E-learning is being developed in each country to the level it needs and wants to finance. The education systems in EU are very different, so you have to develop it accordingly.
A French government representative says, A lot of institutions co-operate with institutions in other countries. This is very useful. Therefore I imagine that there will be more and more EU co- operation in the future like Leonardo and Socrates.
The study shows that several iVET institutions are involved in EU projects. As was previously mentioned the Irish case study provides an example of an EU e-learning project (MoFIT) based on blended learning.
Another example is found at the French case study institution, which belongs to e-Schola, a body which provides the institutions with the opportunity to work together on e-learning, for instance to win awards for their work and obtain funding. E-Schola is organised by European Schoolnet (EUN) in co-operation with the European Commission and private partners.
Among the new Member States, transnational co-operation is generally viewed as important for the integration of e-learning in iVET. A number of respondents desire more EU co-operation in the future concerning the use of e-learning in iVET, as they consider it to be very useful. The present co-operation involves such things as the exchange of experiences and mutual learning and collaboration in projects concerning the development and integration of e-learning in teaching and learning. A government representative from Hungary emphasises that EU co-operation is very important. Its extent should be improved, special emphasis should be given to dissemination of the results and methods. A government representative from Slovenia says, Co-operation among iVET institutions is very important, but it is just beginning. Slovenian institutions could learn from other EU institutions. They could also gain from co-operation concerning the preparation of e-content. Finally, a government representative from Latvia explains, The co-operation between Latvia and the EU is important because of the exchange of good practice, the organisation of seminars and courses, access to essential materials and training in the use of software.
The use of ICT in iVET Final Report 22 Text box 1: Perspectives from Australia
According to an Australian expert, there are further possibilities for global co-operation and extended national co-operation within the e-learning field: We can learn from each other. The world is becoming a smaller place and people are more willing to use each others experiences. E-learning in itself opens the way for further possibilities and at the end it all comes back to building partnerships. A key element is developing flexible partnerships and networks.
4. Strategies and action plans The purpose of this chapter is to present the strategies and action plans that exist at EU level concerning e-learning and vocational education and training. The section on EU-level initiatives is based on the desk study.
The additional purpose of this chapter is to provide an overview of the different national strategies and action plans of the EU Member States concerning the development of IT integration and e- learning in their iVET institutions. Several different types of national strategies and initiatives are described. The section on national strategies is based on interviews with government representatives, stakeholders and managers in the EU Member States, interviews with other experts in the field, and case studies. Accordingly, it is not based on a thorough desk study of national strategies but rather on the respondents points of view, since the purpose is to provide an overview instead of an exact mapping.
For a detailed presentation, please refer to annex H.
4.1. EU initiatives, strategies and action plans This section first presents the Lisbon objectives, the work on the Stockholm conclusions and the work on the Barcelona objectives. Then the e-learning initiative e-learning - Designing Tomorrows Education is presented. Finally, the Bruges-Copenhagen process on enhanced European co- operation in vocational education and training is described.
4.1.1. The Lisbon objectives, the work on the Stockholm conclusions and the work on the Barcelona objectives In March 2000, the Lisbon European Council set a primary objective for 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 (European
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Council, Lisbon, March 2000). The EU recognised that the achievement of this goal strongly depended on making the best possible use of information and communication technologies (ICT). 23
To achieve this (and the other Lisbon objectives), European ministers of education adopted a report on the explicit future objectives of education and training systems in 2001. The Stockholm European Council endorsed the report later in 2001. 24
In 2002, the Barcelona European Council endorsed a 10-year work programme to achieve the goals contained in the Objectives Report. 25
Both the objectives report and the work programme set out an overall shared approach to national education and Member State policies that is based on three common objectives:
Increasing the quality and effectiveness of the education and training systems in the European Union Facilitating of access of all to the education and training systems Opening up the education and training systems to the wider world.
In addition to the work programme, the objectives report contains points that fall under the three objectives. The first objective and its first three points are of prime importance in connection with the use of ICT in iVET, and are therefore the most relevant to this study: Improving education for teachers and trainers Developing skills for the knowledge society Ensuring access to ICT for everyone
4.1.2. The e-learning initiative e-learning - Designing Tomorrows Education This e-learning initiative was designed in the context of the Lisbon objectives. It was adopted by the European Commission in May 2000, and sets out the principles, objectives and courses of action to be taken concerning e-learning with the purpose of improving the quality of learning by facilitating access to resources and services as well as exchanges of experience and collaboration. By adopting the development of information and communication technology as one of its objectives, the initiative coheres with the Report concerning the specific future objectives for the education systems. The e-learning initiative also complements the comprehensive e-Europe Action Plan, which aims to increase the take-up of digital technologies. 26
23 Presidency Conclusions of the Lisbon European Council on 24 March 2000 24 Ministry of Education and Science, Stockholm, Sweden, Memorandum 31 May 2002.
25 Brussels, 15.1.2002 COM(2002)14 final. COMMUNICATION FROM THE COMMISSION to the Spring European Council in Barcelona THE LISBON STRATEGY MAKING CHANGE HAPPEN
26 Brussels, 28.3.2001 COM(2001)172 final COMMUNICATION FROM THE COMMISSION TO THE COUNCIL AND THE EUROPEAN PARLIAMENT The eLearning Action Plan Designing tomorrows education
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The initiative is designed to mobilize the education and training communities in order to enable Europe to catch up and accelerate the introduction of the knowledge-based society. The initiative will strengthen the partnership between public and private sectors among players involved in education, training, culture and the digital content industry. It also focuses on co-operation with the economic and social partners in its implementation. The initiative therefore encourages all the players involved to commit themselves to the attainment of its goals.
The e-learning initiative contains four main lines of action: Good-quality ICT infrastructure and equipment in education and training Training in the use of the new technologies, particularly for learning purposes Relevant and high-quality multimedia services and content Exchange and co-operation in Europes educational and cultural domains
In 2001, the European Commission launched its eLearning Action Plan: Designing Tomorrows Education, which covers the 2001-2004 period. The action plan presents ways and means of implementing the e-learning initiative. Accordingly, the action plan sets out measures for the four aims of the e-learning initiative. The intention is to involve players in education and training, as well as relevant social, industrial and economic players, in order to make lifelong learning the driving force behind a cohesive and inclusive society, within a competitive economy.
4.1.3. The Bruges-Copenhagen process concerning enhanced European co-operation in vocational education and training The Bruges process refers to an initiative of the Directors General for Vocational Training concerning increased co-operation in European vocational education and training, similar to the 1999 Bologna process in higher education. Following the Bruges process, in 2002 the European ministers responsible for vocational education and training adopted the Copenhagen Declaration on enhanced European co-operation in vocational education and training. 27
The co-operation is based on the targets for 2010 that were set out by the European Council in accordance with the work programme and the follow-up of the Objectives Report in order to ensure coherence with the objectives that were already laid down by the Council of the European Union.
The declaration aims to increase voluntary co-operation in vocational education and training in order to promote transparency and the recognition of competences and qualifications, thereby establishing a basis for increasing mobility and facilitating access to lifelong learning. Finally, it aims to promote quality assurance.
27 Declaration of the European Ministers of Vocational Education and Training, and the European Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training The Copenhagen Declaration
The use of ICT in iVET Final Report 25 4.2. The existence of national strategies and action plans concerning e-learning in iVET The telephone interviews show that almost all the Member States are emphasising the integration of IT and e-learning in iVET and/or the general education system. However, the extent to which this is being translated into strategic terms varies, as does the de facto political attention being paid to the use of e-learning in teaching and learning in iVET.
Some countries have developed highly specific strategies concerning e-learning in iVET/VET institutions (e.g. Austria and Finland). However, a number of countries only have vastly broad general strategies concerning e-learning in the education system, including iVET. Examples are Luxembourg, Sweden and Germany.
National e-learning strategies and action plans are often regarded as being a tool for (or an indicator of) a prioritised national effort. However, the lack of a national strategy does not necessarily imply a lack of national initiatives, or that the country in question is not focusing on the integration of e-learning in iVET. According to our respondents, the development of IT and e- learning in iVET institutions is closely connected with broader issues such as the evolution of the information society, the lifelong learning paradigm, or the development of secondary education in general. Therefore some countries have incorporated the issue of e-learning into more generalised national strategies. On the other hand, some respondents consider that the existence of general national strategies rather than more explicit and specific ones means that it is to a greater extent up to the iVET institutions themselves how, and to what degree, they make use of e-learning. According to the respondents, immense variations can consequently be seen among the institutions in a given country.
As a result of the differences regarding the strategies that affect the use of e-learning in iVET, both specifically iVET-oriented and general strategies affecting iVET institutions will be examined in the following section. The strategies that are mentioned by the respondents as being relevant are therefore included.
In addition, it is noteworthy that in some Member States (e.g. Germany and Spain) the regional level is more important than the national level. Here the regional level can also develop strategies and support and fund initiatives and projects.
In spite of the fact that most of the Member States are emphasising IT and e-learning in iVET, the extent to which it is being prioritised varies among the Member States. It is clear to the evaluator that e-learning is a major priority of the governments in Finland, Austria and the UK, while other countries emphasise it less.
In this connection the study also reveals the existence of substantial differences among national strategies, initiatives and levels of government funding. For instance, the study indicates the existence of extensive national funding in Finland, Austria and Sweden. In other countries, such as Spain, the respondents consider the extent of national funding to be rather low.
The use of ICT in iVET Final Report 26 The situation among the new Member States resembles that of the old Member States. Most of the countries have strategies concerning IT and e-learning in teaching and learning. In some of the new Member States the strategies are currently in the preparatory phase (e.g. Slovenia). In most of the countries that have a strategy, it is general in nature and does not specifically focus on iVET. However, some countries do have strategies concerning IT and e-learning in iVET (e.g. Lithuania from 2004 onwards).
Text box 2: Perspectives from Australia
In the context of the formulation of national-level strategies and action plans among the European Member States, it is interesting also to look abroad. For instance, Australia is currently between two periods of action plans and strategies concerning the use of e- learning in iVET. In this connection, an Australian expert explains: We need to continue research and support innovative projects within this area. In the future we will explore learning to game methods, look at the sustainability side of projects and also focus on building partnerships between schools, industry, government and NGOs.
4.3. Types of national strategies and action plans It is evident to the evaluator that the national focus areas concerning IT and e-learning in iVET vary between countries. Some Member States have rather basic strategies that primarily focus on infrastructure and equipment. On the other hand, some Member States have far more advanced strategies which focus on a range of issues affecting IT and e-learning that are intended to promote the extended use of e-learning in iVET (e.g. Finland and Austria). The latter are typically seen in countries where teachers and students are already familiar with using e-learning in learning and teaching. In addition, such strategies are typically seen in countries with a generally strong government focus on IT.
On the basis of our telephone interviews and the case studies, the evaluator has identified several types of national strategies that revolve around the strategies focus areas. 28 The national strategies and action plans primarily concentrate on the following key elements:
Infrastructure and equipment E-content
28 For examples on strategies and actions plans, see: Education, training and research in the information society. A national strategy for 2000-2004 http://www.minedu.fi/julkaisut/information/englishU/ Education, training and research in the information society 2000-2004. Implementation plan http://www.minedu.fi/julkaisut/pdf/tietostrategia/toimeenpanosuunnitelmaENG.pdf Information and Communication Technologies in the Education System. Action plan for 1998-2003 http://eng.uvm.dk//publications/10InformationCom/1.htm
The use of ICT in iVET Final Report 27 The training of teachers The students use of e-learning and IT skills Co-operation among iVET institutions and/or between iVET institutions and local businesses
The strategies in the new Member States focus on such issues as infrastructure, classroom equipment, the training of teachers, and computer literacy (including the computer literacy of the general public).
Infrastructure and equipment Although it is observable in all categories of country (front-runners, the middle group and beginners), the focus on infrastructure is typically seen in countries that are not advanced in their use of IT and e-learning. In some strategies the infrastructure is the main focus (e.g. in Greece), while other strategies combine the focus on infrastructure with one or more of the other focus areas mentioned. This is generally the case among the front-runner countries and the middle group (e.g. Austria, Finland, Sweden, France and Belgium). However, this trend is also evident in countries that are beginners in using IT in iVET (e.g. Portugal and Spain).
Such strategies typically focus on increasing the amount of equipment available for students and teachers (primarily computers). Such strategies may set specific technical requirements and quantitative standards regarding the number of computers, e.g. in Finland.
Another typical focus area that is related to infrastructure and equipment concerns Internet access and/or broadband connections (e.g. Portugal, Spain, Belgium).
E-content The emphasis on development and use of e-content is apparent in those countries which are in the vanguard regarding the use of e-learning, and among some middle group countries.
For example, in the Netherlands the national strategy To learn with ICT emphasises the use of digital learning materials. In addition, a nationally funded organisation known as Kennisnet aims to support and increase the application of e-learning by co-operating on the creation of an education market for electronic learning resources and e-content.
In Austria, a national project focuses on developing innovative multimedia and web-based learning modules. The Austrian national focus on developing e-content is described on the next page.
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Example: National focus on e-content in Austria
The use of IT and e-learning in Austria has been promoted under the Austria-wide initiative known as e-Fit Austria. Broadly speaking, the e-fit Austria initiative examines how e-learning can be optimised in the education sector. One initiative (Schul-buchExtra) concerns development of e-content. The rationale of SchulbuchExtra (SbX) is the production of ministry-approved e-content as a supplement to ordinary textbooks. The programme is based on extensive co-operation between publishers, companies, government, university institutes, teachers and student teams.
The Austrian Ministry of Education has set an ambitious goal: By 2006, e-content is already supposed to cover 25% of the Austrian national curricula (currently this only applies to 3-4%). Apart from the SbX programme, there are several additional sources.
The training of teachers There is no general trend regarding which countries have a national focus on the training of teachers. Accordingly it exists in both front-runner, middle group and beginner countries (e.g. Sweden, Austria, Finland, the Netherlands, Italy and Portugal).
Example: National focus on the training of teachers in Portugal
A Portuguese respondent explained that in Portugal, the focus on the training of teachers is crucial because neither students nor teachers had been using computers, even though they were available. One reason was that they lacked essential competences. Consequently, a national project is focusing on the development of teachers competences in order to expand the use of e-learning.
Students IT skills and use of e-learning Some strategies focus directly on increasing the students use of e-learning as well as their IT skills. This priority can be seen in countries that are not advanced in relation to IT and e-learning as well as among front-runner countries. In several countries (e.g. France, Belgium and Portugal), the focus is on equipping students with general IT skills in order to increase the take-up of e- learning. On the other hand, in Sweden the focus is on using e-learning in new ways. Its strategy promotes a more creative use of e-learning among the students (e.g. by using video, photo animations etc.).
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Example: National focus on students IT skills in France
A direct focus on students IT skills is apparent in France. In order to improve and increase the use of e-learning, the intention is that all students should possess general IT qualifications. Once the students are able to use a computer and the Internet they will obtain a certificate that states their qualifications.
Co-operation between iVET institutions and/or local businesses The focus on co-operation between iVET institutions and/or between iVET institutions and local businesses and industries is only evident in a few countries. For instance, in Germany big industries have launched and financed plans to promote the integration of e-learning into the general education system. This is also occurring in Austria.
Example: National focus on co-operation between institutions concerning the exchange of experiences and web-based material in Austria
The e-Fit Austria initiative examines how e-learning can be optimised in the education sector. For example, the notebook project described in the Austrian case study report explores the pedagogical options that become possible when all the students in a classroom are equipped with their own personal notebook computers. The e-learning Schulcluster (eLC) initiative is related to the notebook project. The e-learning Schulcluster initiative is concerned, among other things, with the exchange of experiences and web- based material between institutions.
In Austria there are about 5-8 notebook schools per region, which are governed by a special regulation. If a college decides to become an e-leaning school, it receives additional funding and access to an online academy. The regulation also lays clear obligations on the participating institutions, for instance to work together in their e learning clusters and co-operate with business, and to participate in two annual seminars in order to exchange e-content. The clusters are grouped according to topics, whether commercial or technical. The institutions only receive money after they have created and presented their e-content in the e-learning Schulcluster.
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5. The current use of e-learning in iVET This chapter presents an overview of the current use of e-learning in the iVET institutions of the 15 EU Member States. First, the motivations, objectives and expectations for the integration of e- learning into iVET are described. Second, the extent to which e-learning is being integrated into iVET in Europe is presented. Third, we describe the subjects and fields in which e-learning is being used to the greatest extent in iVET. Chapter 5 ends with a description of the different ways that e- learning is being integrated into teaching and learning in the Europe of today.
The analyses in this chapter are based upon data derived from our telephone interviews, case studies and desk studies of relevant literature and statistics.
5.1. Motivations, objectives and expectations for using e-learning This section describes the main motivations, objectives and expectations connected with the use of e-learning in iVET and the extent to which the expectations are being met.
Motivations and objectives are the reasons for integrating and using e-learning, while expectations are the expected outputs, results and impacts.
It should be pointed out that the analysis is based on the data from the telephone interviews and the case studies and not on impact assessments or statistics. The analysis should therefore not be considered as representative for Europe. Rather, the aim is to give an overall impression of where Europe is today when it comes to the use of e-learning in iVET, suggesting trends regarding the use of e-learning in iVET and the extent to which the expectations are being met.
The analysis shows that motivations, objectives and expectations connected with the use of e- learning in iVET are numerous. They are also specific to each individual iVET institution. However, the data (telephone interviews and case studies) show several clear tendencies concerning the motivations, objectives and expectations for using e-learning in the European iVET institutions (including the new Member States).
In general, it is difficult to estimate precisely how far the expectations are being met, since no formalised procedures to evaluate the use of e-learning in iVET seem to be in place in any of the Member States, and national and transnational evaluations regarding this area are very patchy. In addition, most countries have only been working to implement e-learning in iVET for a few years, and for this reason their experiences of doing so remain quite limited.
However, there is a clear tendency in the qualitative assessments of the fulfilment of expectations expressed by the respondents in the telephone interviews and case studies.
The use of ICT in iVET Final Report 31 On the one hand, the general opinion is that the expectations remain to be met -or fully met. This opinion is held both among those institutions and countries that are in the forefront of IT development and those that are just beginning to implement e-learning in iVET.
On the other hand - in general, the analysis shows that many expectations are being partly met, or are on their way to being met, especially in the front-runner and middle group countries, while respondents from the beginner countries are generally not finding their expectations being met to a significant extent. The study accordingly shows that the European countries are still working hard on implementing e-learning in iVET (though on different levels), and it can generally be concluded that There is still much room for improvement, as a government representative from Luxembourg puts it.
In addition, the data shows that government representatives, managers, teachers and stakeholders are generally positive towards the use of e-learning in iVET, and are convinced that integrating e- learning into teaching and learning represents the way forward:
For instance, a French stakeholder says, The objectives have not yet been reached, although the perspectives are good. Likewise, a government representative from Sweden who was asked if his expectations about e-learning in iVET are being met, expresses his view thus: It is very difficult to say, as there are no evaluations. A lot of expectations have perhaps not really yet been met, in the sense that we have spent a lot of money but have not had the results we thought we would. We have a lot of equipment but the use of it is not as widespread as we thought but we believe that e-learning can make learning better suited to the individual. E-learning has a lot of promise with regard to individualised learning, and we are still waiting.
Finally, a government representative from Finland sums up his expectations concerning e-learning in iVET thus: We have started, but there is still a lot of work to do. But we started off well.
In those countries that have just started to integrate e-learning into iVET, the respondents mention expectations concerning the basic framework conditions that will make the use of e-learning possible (e.g. in terms of the IT equipment and Internet access available in iVET institutions as well as teachers training). The respondents from those countries that are at the beginning of their IT development usually have high expectations for the future. Their expectations concerning the integration of e-learning are similar to the ones expressed by respondents from the front-runner and middle group countries. But as beginner countries, they are of course still at the starting point, and their ambitious expectations have naturally not yet been met to a significant extent. But even so, their respondents are generally very positive concerning the use of e-learning in iVET, and most believe that their expectations will be met in the future - though many also recognise that there is still much work to do.
A Greek manager explains: E-learning can play a crucial role. However, designing and implementing such schemes raises a series of issues and problems which until now we have not been able to resolve, or have not even considered.
The use of ICT in iVET Final Report 32 Below follows the analysis of main motivations, objectives and expectations and the degree to which the specific expectations are being met.
5.1.1. Giving the education programme greater flexibility It is widely agreed among the respondents that an important motivation and objective of using e- learning in iVET is to give the education programme greater flexibility. There are several different kinds of flexibility, for instance flexibility in relation to the individualisation of an education programme, and flexibility in relation to time and space.
The respondents expect e-learning to support an individualised teaching and learning process, and that e-learning to some degree also frees participants from constraints of time and space in the learning process.
The analysis indicates that this expectation has been met to some extent as several respondents state that the use of e-learning has actually meant that flexibility has increased.
An example of increased flexibility is to be found at the Irish case study institution where the study programme based on blended learning enables the students to undertake their education in parallel with a job by following a personal study programme.
Other examples of increased flexibility through e-learning come from Finland and UK, where the students are able to download tests and teachers notes from previous teaching sessions that have been saved in web-based databases, from work or home. The possibility of downloading material makes it possible for each student to plan when and what to study. As e-learning helps to individualise the pace and content of teaching and learning, so the education programme can be tailored to the needs of each student to a significant degree. A further example of flexibility is that the use of e-learning can help the teachers to organise their working hours to suit both their own needs and those of the students.
Several respondents also explain that they are motivated to use e-learning because geographical flexibility is introduced into the education process, in the sense that the teaching and learning can travel great distances. Respondents from Finland, the Netherlands and Ireland underline that e- learning is able to help to solve the geographical problems associated with the existence of islands and rural areas with small populations and limited educational opportunities. The flexibility of e- learning is thereby helping to making educational opportunities truly available to all, e.g. through distance learning.
Text box 3: Perspectives from Australia
An Australian expert also emphasises the importance of flexible learning: We are moving towards flexible and blended delivery, and mobile learning in this sense is especially important for the e-learning area.
The use of ICT in iVET Final Report 33 5.1.2. Integrating theory and practice Another important motivation and objective concerning the use of e-learning is the desire to increase the integration of theoretical and practical teaching and learning. This is both seen among those iVET institutions which offer students long periods of on-the-job training, and among those that cannot offer job training at all.
In those iVET institutions that cannot offer students any on-the-job training, or can only do so to a limited extent, the objective and motivation for using e-learning is strongly associated with the desire to make teaching and learning as realistic and practically oriented as possible. In these cases, the use of e-learning compensates for a short or non-existent period of workplace-based training.
In those iVET institutions that are offering students considerable on-the-job training, the objective and motivation for using e-learning is connected with the desire to integrate theoretical learning with practical on-the-job training.
According to several respondents from across the whole of Europe, e-learning is expected to have the capacity to make teaching and learning more realistic and practically oriented.
The data shows that the expectation is met at several iVET institutions using e-learning in various ways. For instance, institutions are trying to achieve deeper integration of theory and practice through discussion forums and online testing while the students are undergoing their on-the-job training and through the use of simulation in school-based teaching and training.
An example is found at the Finnish case study institution. By increasing the teachers contact with students undertaking their on-the-job training via communication forums and e-mails, the school- based and workplace-based teaching are better integrated. The Finnish principal says, We just needed more contact with the students. And the workplaces often said that they would like the teachers to help the students more while they were doing their on-the-job-training. So the web- based learning would really be beneficial out there.
5.1.3. Preparing students for the labour market Another important motivation and objective for using e-learning in iVET is the desire to provide students with the training they need to be able to function effectively in the labour market. Respondents from Finland, Austria, Ireland, Germany, the UK, Spain and Belgium emphasise this.
As the labour market at large moves towards yet deeper integration of IT in the workplaces, the need to provide training in IT competences in iVET is growing correspondingly. Accordingly, European iVET institutions are increasingly incorporating the use of e-learning.
For instance, a Finnish principal stresses that Using IT and e-learning in teaching and learning enhances the students IT and e-learning skills and prepares them better for the labour market. We are a vocational school, so the skills obtained must match the needs of the profession. For
The use of ICT in iVET Final Report 34 professionals in health care and social care, IT and e-learning skills will play an ever-increasing role in the years to come. In fact, they are already an integral part of their required skills.
A Spanish director talking about the students at his institution supports this view: The work they will end up with is technology-driven. This must be reflected in their education. So we have to use IT.
Finally, a Greek manager says: The objectives are to equip the students with the skills required and to familiarise them with the situations and tools they will encounter in their job environment, thereby improving their chance of a successful career.
A related objective is to use e-learning as a means of integrating theory into practical learning, because this will help students to acquire relevant work skills for the labour market.
Another related objective and motivation for using e-learning in iVET concerns the scope for introducing new learning methods which give the students competences that are relevant for their futures. Several respondents underline the fact that the opportunity to broaden the approach to teaching and learning through e-learning help to build the competences that the students will need later in their lives as they e.g. learn to learn. Respondents see the integration of e-learning as a natural part of the ongoing process of transformation in which society in general and the education system in particular are moving towards the lifelong learning paradigm.
Examples are e.g. seen in France and Ireland. At the Irish case study institution where the teachers role changes from that of a classroom authority figure to a guide on the side, the students become more interdependent and have greater control over their own learning process.
A general expectation concerning the use of e-learning is that students who are using e-learning as an integrated component of their iVET education will be well-prepared for the labour market in terms of both hard and soft skills.
Besides, the data shows that there is a widespread expectation concerning the improvement of students skills. Managers and teachers across Europe underline that they expect the use of e- learning to help improve the students structural thinking and communication skills, and also make them more independent.
Regarding to what degree the expectations are being met the general view among the respondents is that e-learning is helping to establish a good match between the students skills and the requirements of the labour market.
Although it is difficult to measure, several managers and teachers also consider that the increased integration of theory and practice in iVET means that the skills obtained are more applicable in the labour market. In addition, representatives from companies also state that the students skills have become more relevant due to the use of e-learning in iVET. For instance, this is the case in Ireland, where a workplace tutor expresses his view of a e-learning iVET-programme called Mofit: Mofit
The use of ICT in iVET Final Report 35 takes away all the rubbish and gives the students just what they need. Its more usable and gives a better combination of theory and practice. Its more focused on the important stuff.
A Finnish practical nurse student taking part in an e-learning programme expresses her opinion concerning learning and knowledge thus: In this way we spend more time doing on-the-job training. This is good because I learn better at the workplace. Here I can see different ways of actually doing the job. And I can compare real life with the theory I have learned at school. I improve my knowledge most at work.
Concerning the expectations of improvements in structural thinking and communication skills, as well as increased independence, the general view among the respondents is that e-learning has shown itself to be very good at fostering new competences among students.
Although the general view is that e-learning has in many ways increased the relevance of the students skills to the labour market, several respondents also underline that it is hard to say whether learning through e-learning is actually better than traditional learning methods.
5.1.4. Changing the education set-up and improving its quality Another important objective and motivation for using e-learning in iVET is the desire to change the education set-up and to improve quality of the education.
An oft-mentioned expectation among respondents is that flexibility, new learning methods, and opportunities to monitor students through e-learning will change the education set-up in terms of both its structure and its content.
For example, several respondents mention that using e-learning, they expect to be able to offer new web-based learning content (e.g. simulation tools) thanks to better access to information and new types of course material. In addition, several respondents anticipate that e-learning will help to shape education programmes in different, and sometimes more individualised, ways. As a manager from Luxembourg says, The use of e-learning can replace the teacher to some extent, so that the teacher can work individually with some students.
Some respondents expect quality of the education being delivered to improve due to the individualisation of teaching methods. E-learning is believed to be more effective than traditional learning involving classrooms and books, as the teachers can spend more time focusing their teaching on each individual instead of addressing broad themes in group lessons.
Some respondents also anticipate that the use of e-learning will improve the quality and speed up the learning process, e.g. due to new learning methods and the scope for easy updating of web- based learning material. For instance, a Portuguese manager says: Students using e-learning achieve better results than regular students. They are more motivated because the possibilities are better, and because of the flexibility. Naturally, expectations of quality differ among both Member States, institutions and students, depending on the extent of IT development at the national and
The use of ICT in iVET Final Report 36 institutional level, and at the personal level on the extent of the IT skills possessed by individual students.
Finally, several respondents mention that they expect the quality of education to improve due to the deeper integration of theory and practice that will be made possible by the use of e-learning. The extensive integration of theoretical reflection and practical training is expected to help the students to acquire relevant skills and achieve high levels of competence, and thereby to increase the general quality of their education.
Regarding the extent to which the expectations are being met, most respondents from the front- runner and middle group countries state that the use of e-learning has actually meant a shift in the paradigms concerning teaching and learning as regards the shaping of both programmes and learning content.
An example of the reshaping of a programme as a result of e-learning is found at the Finnish case study institution, where the intensive use of e-learning made it possible to introduce a new web- based programme and thereby increase the number of days spent on on-the-job training. In the traditional practical nurse education, 32 weeks out of 120 consist on-the-job training, while the web-based programme offers 70 weeks out of 80 in the workplace. The use of e-learning therefore made it possible to reshape the education, which also resulted in the integration of theoretical learning and practical training in the learning content in new ways.
As for the general improvement in the quality of the education being delivered, some stakeholders and managers (e.g. in Austria) state that their expectations concerning quicker and more modern individual learning are being met to a high extent. But the overall picture is that expectations concerning a high-speed learning process are not being met completely, even in the front-runner countries.
As the implementation of e-learning in teaching and learning is still underway in the European iVET institutions in general, and as the need remains to develop computer literacy among both teachers and students and make systems mutually compatible, the general opinion is that working with these innovative learning methods is still very challenging, and therefore expectations concerning an improved quality of education are not yet met.
In this connection it is important to underline that both labour market representatives, managers and teachers from institutions that are using e-learning to integrate theory and practice underline that the use of e-learning has so far brought about considerable improvement in the skills of the students. The students are generally believed to have obtained highly relevant skills and high competence levels thanks to the increasing use of e-learning in iVET.
5.1.5. Being able to monitor students during and after a learning process Another important objective and motivation concerning the use of e-learning is the ability to monitor the students during and after a given learning process.
The use of ICT in iVET Final Report 37
Both interviews and case studies accordingly show that teachers and managers consider that there are new opportunities for following up and evaluating students during their courses in relation to the e-learning objectives. 29
The study has only identified a few examples of monitoring through e-learning, suggesting that this expectation is so far not met to a high degree. An example is seen in the Finnish case study, where one of the e-learning objectives is to enable teachers to analyse each students motivation and skills concerning communication, networking and knowledge sharing in new ways. The students communication activities in the virtual learning environment are recorded in detail, so the teachers can follow each students behaviour in relation to the posing and answering of questions to/from their fellow students, as well as how much time and at what times they are engaged in emailing and participating in discussion forums.
5.1.6. Saving time and money at the institution A widespread motivation and objective for using e-learning in iVET is the possibility of cost efficiency. Although setting up an effective IT infrastructure often involves substantial investment 30 , many respondents associate e-learning with great cost savings, since e-learning is generally considered to save time and money, at least in the long run.
As it has not been a part of this study to undertake a thorough economic analysis of the budgets of the European iVET institutions, the following analysis concerning cost efficiency are based on assessments made by managers, stakeholders, teachers etc whom participated in telephone interviews and case studies.
As the students embrace the new ways of learning, e-learning modules may to some extent replace traditional classroom courses. Many respondents stresses the possibility of increasing the number of students without having to boost the number of teaching hours and on the other hand reducing the amount of teaching hours as being an important objective and motivation.
For example, in the case of Deutsche Bahn (DB) in Germany, an important reason for integrating e-learning into iVET was the decrease in the number of students entering the education programme. With a decreasing student roll, the training had become too expensive to develop and conduct in the traditional way, and DB, which provided the education, could not go on training students in small groups. By introducing e-learning as a highly integrated component of its education programme, DB aimed to lower the cost of teaching, testing and travel.
29 See also European Training Village (ETV), 2000, Implementation of Virtual Environments in Training and Education. Published at http://www.ub.es/euelearning/ivette/multimedia/IVETTE_final_report.PDF 30 See 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council Published at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf
The use of ICT in iVET Final Report 38 In addition, several respondents underline that they are motivated to favour e-learning by their belief that both time and money can be saved by using e-learning for simulation purposes. For instance, simulation training can be done before the actual construction of physical models, which the respondents believe saves both teacher hours and material costs.
Accordingly, a frequently-mentioned expectation is that e-learning will ultimately help the institution save time and money. Several respondents state that they anticipate long-term financial gains due to reductions in teaching- and management-related administrative and operational overhead.
Regarding to what extent the expectations are being met the interviews and case studies show that the e-learning costs remain very high. Respondents from across Europe emphasise the high infrastructure cost and the fact that the development of good e-content is expensive and time- consuming. Also, the continuously increasing requirement for updated software and hardware at the European iVET institutions demands considerable resource inputs. A French government representative says, Maybe a motivation is also to save money, but I am not so sure about that. It takes a lot of investment to integrate e-learning.
Expectations concerning lowered costs are also difficult to meet in many countries because of a scarcity of relevant teacher competences. First of all, the education of teachers costs money and takes time, and secondly, many teachers are not ready to take up the challenges associated with e-learning, which is therefore not always implemented to the expected extent.
Though expectations concerning cost savings are generally not yet met to a very high extent, there are exceptions. In the example from Germany described above, Deutsche Bahn established a virtual learning environment as an integrated part of its education and thereby substantially lowered the costs of teaching, testing, travel expenses and daily subsistence allowances.
5.1.7. Attracting students to an institution and motivating them during their study programmes Respondents from across Europe mention that a general objective and motivation to use e-learning in iVET is connected with their desire to follow the general development of society. The evolution of the information society is leading to new technical possibilities and to a general change in the mindset of Europeans (i.e. among students, teachers, parents, managers, government representatives etc.). In addition, the still-expanding use of IT among homes and businesses means that students are increasingly brought up using IT, and therefore also expect to encounter e-learning in their education and workplaces. In this way the development of technology itself is seen as a motivation for introducing e-learning into iVET.
The evaluator considers that behind the desire to follow the general development of society is also the wish to keep up with rival iVET institutions in the country in question, and at a national level, the desire to keep up with the rest of Europe.
The use of ICT in iVET Final Report 39 The evaluator also considers that behind the desire to follow the general development of society is also the wish to keep up with rival iVET institutions in the country in question, and at a national level, the desire to keep up with the rest of Europe.
Respondents from across Europe underline that an important objective in promoting the use of e- learning in iVET is to attract students to an institution through innovative use of e-learning.
Several respondents also mention that an important aspect of this issue is that e-learning is believed to be able to help increase the learners motivation during the learning process, e.g. due to the fact that the use of e-learning often cultivates interdependence and responsibility among students, which also makes them feel responsible for their own learning process and therefore motivates them to perform as well as possible.
A common expectation among the front-runner institutions is that an innovative and intensive use of e-learning will promote the institution itself and thereby attract more students and highly-skilled teachers.
Because the institutions are generally not systematically evaluating the effects of the use of e- learning, it is difficult to estimate whether e-learning has actually helped to promote the institutions and attract students.
On the other hand, the study reveals several examples of front-runner institutions being able to promote themselves at a European level due to the fact that they often participate in innovative transnational projects and receive funding from the EU, which makes the IT innovation and development at the institution possible. Several managers and teachers also consider that an innovative use of e-learning actually does help an institution to compete with similar institutions in the area, because the innovative use of e-learning positively attracts students and teachers. In addition, the study shows that some front-runner institutions have actually positioned themselves strongly in their local regions and entered into dialogue with their municipalities about the formulation of strategies and action plans for e-learning in iVET.
5.2. Subjects and branches in which e-learning is being used to the greatest extent This chapter examines the differences in the use of e-learning among the different subjects/branches on which the European iVET courses are focusing.
The analysis of interviews and case studies show that there are some differences in the use of e- learning among the different subjects/branches being focused on by the various iVET courses. To consider which subjects and branches are characterised by an intensive versus a moderate use of e-learning, the evaluator has drawn up eight categories of subjects/branches which are consistent
The use of ICT in iVET Final Report 40
with international standards for describing industrial groupings 31 . In the following, these eight categories are referred to as the branch categories.
In this connection it should be pointed out that the following analysis is based on the data collected in telephone interviews and the seven case studies, and not on cross-national statistics for each subject/branch category. The analysis of each category should therefore not be considered as representative for the specific branch/subject in a European context, but regarded as an initial pointer of the general differences that exist between the subjects/branches related to iVET.
The eight branch categories are: 1. Agriculture, fishing and quarrying 2. Manufacturing 3. Electricity, gas and water supply 4. Construction 5. Wholesale and retail trade; hotels, restaurants 6. Transport, storage and communication 7. Financial intermediation and business activities 8. Public and personal services
In the following, the eight branch categories will be analysed in relation to the use of e-learning.
1. Agriculture, fishing and quarrying This category includes subjects/branches dealing with agriculture, horticulture, forestry, mining and quarrying.
Almost no respondent that participated in our telephone interviews and case studies has mentioned agriculture, fishing or quarrying as being connected with subjects or branches in which an intensive use of e-learning is occurring. This indicates that iVET institutions focusing on these subjects generally do not have a high implementation of e-learning in their education set-ups.
On the other hand, the study does reveal two exceptions to this general picture. When asked to identify the subjects/branches where IT and e-learning is primarily being used, a French government representative mentions agriculture. A Swedish manager similarly states that e- learning is highly integrated into courses that focus on agriculture and quarrying. The manager explains that Visual simulation technology is used for forestry harvesters and production. The manager adds that e-learning is also being used for simulation purposes concerning hunting- related topics, e.g. a simulation of how to use a shotgun differently to suit different environments and prey. Through simulation, the student will learn how to select the correct ammunition, how to point the gun etc. After the simulated shooting session the student will also be able to see how the animal has been shot, and to calculate the impact of the gunshot at a theoretical level.
31 NACE Rev. 1.1. Statistical Classification of Economic Activities in the European Community, Official Journal of the European Communities, Commision Regulation (EC) No 29/2002
The use of ICT in iVET Final Report 41 2. Manufacturing The category of manufacturing includes subjects/branches covering: Manufacturing of food, beverages and tobacco Manufacturing of textiles, wearing apparel, leather Manufacturing of wood products, printing and publishing Manufacturing of chemicals, plastic products etc. Manufacturing of other non-metallic mineral products Manufacturing of basic metals and fabricated metal products Manufacturing of furniture; manufacturing not elsewhere classified (n.e.c.)
Only two telephone respondents have mentioned that IT and e-learning are being widely used in connection with manufacturing. For instance, a government representative from Denmark explains that e-learning is being widely used in connection with iVET courses dealing with the planning and preparation of different manufacturing processes, while a French government representative states that IT is being used heavily in the wood industry.
On the other hand, the case studies from Spain and Ireland both show examples of iVET students working with manufacturing issues who are using IT and e-learning.
This suggests that there is a relatively widespread use of e-learning among some of the courses dealing with manufacturing in iVET institutions across Europe, but also that the integration of e- learning in connection with manufacturing probably differs among the different sub-categories mentioned above.
Example one: Learning about printing through e-learning
At the Spanish institution Tajamar Technological and Graphic Institute, the iVET students are learning about graphic arts and printing in order to be able to qualify for jobs in the printing industry (producing magazines, pamphlets etc.).
Each student has access to his/her own computer, and each one uses e-learning in different ways as an integrated component of his education. For instance, the students use simulators in order to learn about printing machines.
According to the director of the education, the management considers the use of e- learning in teaching and learning as being essential. He explains, E-learning is absolutely necessary in the three vocational programmes being offered by the institution. E-learning skills are necessary for them to get a job. So the objective of using e-learning is to develop the knowledge of e-learning among the students and thereby improve their competences and qualifications. Also, the use of e-learning improves the level and quality of the teaching.
The use of ICT in iVET Final Report 42
Example two: Learning about mechatronics through e-learning
At Cabra FS Training Centre in Ireland, the students learn about manufacturing in an e- learning programme called MoFIT. When the students graduate, they will be so-called mechatronics working as operators and technicians in the fields of engineering and manufacturing.
The cornerstone of MoFITs virtual teaching and learning is WebCT. The manager of the iVET institution explains, WebCT is the tool that holds the whole thing together. The elements of WebCT are a discussion forum, chat, research facilities, a learning content database and an on-line calendar to book time for the practical teaching and learning with the instructor at the training centre.
Theoretical content is explained to the students using WebCT. The various procedures and techniques are illustrated by animations to enhance their understanding. By using simulations, the students get a chance to use their theoretical knowledge before applying it for real at the training centre.
For each learning module, the students must pass both an online test and a practical test to be able to move on to the next module. The online test is a way of assuring that the students who are spending most of their time in their workplaces know the theory required before they come to the training centre to do more practical activities. After passing the theoretical test, the student demonstrates his ability to translate theoretical knowledge into practical work with training board simulations and real machines in the centres laboratories. The students have a technical discussion with their instructor explaining the functionalities and discussing various possible faults and their remedies. As the iVET training centre also has many computers and items of IT equipment, it can be generally concluded that e-learning is deeply integrated into the MoFIT course as a whole.
3. Electricity, gas and water supply This category includes subjects/branches dealing with the production and distribution of electricity, as well as the supply of gas and water.
The study shows that e-learning is widely integrated into iVET courses dealing with electricity, which many respondents mention is due to the nature of the industry and the applied skills of the workforce required, such as electronics and electro-mechanics.
On the other hand, the study does not include any examples of the use of e-learning in the area of gas and water supply. This suggests that there are considerable differences between electricity- related subjects and those concerning gas and water.
Example: Learning about electricity through e-learning
The case study in Ireland has provided this analysis with an example of the integrated use of e-learning in an education programme focusing on electricity.
Students studying to be Construction Plant Fitters learn theory by using e-learning, including practice through simulations, online tests and watching a teachers demonstrations of systems and procedures on-screen.
In addition, e-learning is also widely used in the training centres practical activities. There are four computers in the garage, all connected to the Internet, where the practical learning takes place. The computers contain manuals and additional information that might be required for doing the practical work. This means that if a student forgets or wants to double-check a certain procedural step, he can easily look the information up and straightaway continue working. Additionally, the garages machines all contain computers and must be operated using computers. Consequently engine diagnostics, for instance, are performed on laptops.
Picture from the Irish case study
4. Construction This category includes subjects/branches dealing with general contractors and bricklaying.
No respondent in our telephone interviews or case studies specifically mentioned construction in relation to the intensive use of e-learning.
This suggests that iVET institutions focusing on these subjects generally do not have a high e- learning implementation in their education set-up.
The use of ICT in iVET Final Report 43
5. Wholesale and retail trade, hotels and restaurants This category includes subjects/branches dealing with: Sale and repair of motor vehicles etc. Wholesale and commission trade, with the exception of motor vehicles Retail trade and repair work, with the exception of motor vehicles Hotels and restaurants
The data shows that IT and e-learning is widely used in subjects/branches related to the wholesale and retail trade, hotels and restaurants.
For instance, several respondents mention tourism in relation to subjects/branches using e- learning, which is a field that is relevant to the sub-category of hotels and restaurants. The Austrian case study also shows an example of an iVET course that focuses on tourism and uses e- learning in teaching and learning.
Library with on line computers from the Austrian case study
A manager from Austria also mentions that students are using e-learning to learn about wine, e.g. how to serve it and what food go with what wine. A manager from Belgium mentions the use of e- learning in connection with cookery students learning to plan dinners professionally through the use of e-learning for the purposes of purchasing and performing calculations.
In relation to the wholesale and retail trades in general, many respondents also mention that students are using e-learning for accountancy and word processing purposes, as well as in education modules that focus on administration and management.
6. Transport, storage and communication This category includes subjects/branches related to land, water and air transport, travel agencies, post and telecommunications etc.
In relation to this category, many respondents from across Europe mention that e-learning is being widely used in iVET language courses, which can relate to both communication and travel/transport. The use of ICT in iVET Final Report 44
The use of ICT in iVET Final Report 45
The data therefore indicates that e-learning is being widely used in courses dealing with transport, storage and communication though it should be remarked that the integration of e-learning probably varies among the different sub-categories, as no respondents have specifically mentioned the use of e-learning in relation to storage, for instance.
Example: Language learning using voice-activated software
Language training can be assisted by access to language labs, and in Austria multimedia- based language-related material is being developed at the so-called Wirtschaftsuniversitt. In this connection, the Austrian case study institution intends to explore the technological scope for developing interactive and animated e-content that will permit students to be in charge of their own progress both at school and at home. Voice- activated software with automatic feedback should help the students to tackle their individual grammar and pronunciation problems.
7. Financial intermediation and business activities This category includes subjects/branches dealing with financial intermediation and insurance etc., the letting and sale of real estate, and miscellaneous business activities, including those related to computing and advertising.
Both telephone interviews and case studies indicate that e-learning is being widely used in finance and business-related areas.
The study shows that future accountants are developing their competences using PCs and financial software applications. Many respondents accordingly consider the business and accounting areas to be highly advanced in terms of their integration of e-learning.
Many respondents also mention that courses dealing with economics and general business activities have deeply integrated e-learning into the education setting. For instance, a manager from Spain mentions that students are using e-learning extensively in economics courses, while a manager from the Netherlands states that students are using e-learning extensively in connection with media courses, which also relates to the business activities covered by this category. In addition, the UK case study also showed an example of students using e-learning to learn about financial issues.
The use of ICT in iVET Final Report 46 8. Public and personal services The category of public and personal services includes subjects/branches dealing with: Public administration and defence etc. Education Human health activities Social institutions etc. Refuse disposal, organization, entertainment etc.
The respondents in the telephone interviews have generally not mentioned public and personal services when asked to identify subjects/branches characterised by the intensive use of e-learning. However, two respondents did mention areas that are related to the first-mentioned sub-category of public and personal services:
A government representative from Belgium mentions secretarial subjects as being characterised by the intensive use of e-learning, which could be related to the field of public administration. A Portuguese government representative mentions the navy, which relates to the field of defence in the same sub-category.
The data therefore indicates that there is a disparity between the different sub-categories concerning the use of e-learning.
It also indicates that there are disparities between courses within each sub-category.
No respondents in the telephone interviews have mentioned social services and human health activities when asked to identify subjects/branches in which e-learning is being widely used.
However, there are pilot projects in Europe in which the students are learning about social services and human health activities through the intensive use of e-learning. For instance, this is the case at Espoo Institute of Health and Social Care in Finland, where the use of e-learning is highly integrated into teaching and learning.
Example: Learning about nursing through e-learning
The Finnish case study institution of Health and Social Care offers a web-based programme for practical nurse education, in which the students spend 70 out of 80 weeks in the workplace. The considerable amount of time spent in the workplace is made possible by the intensive use of e-learning.
The e-nurses use a virtual learning environment for conducting discussions with fellow students, for writing and sending assignments, for receiving feedback from and engaging in dialogue with their teachers, for constructing a learning diary, for self-evaluation and for working on portfolios in which the students learn to combine theoretical and practical perspectives interactively. Using e-learning as an integrated component of their education,
The use of ICT in iVET Final Report 47 the nursing students are able to learn intensively about theory during their long periods of on-the-job training.
The case study in Finland also shows that the two other health and social care courses at the institute which focus on beauty therapy and hairdressing respectively only make use of e-learning and IT on a small scale.
Summary The analysis has shown that there are some general disparities concerning the use of e-learning in relation to the different iVET branch categories. But the data also shows that there are considerable disparities between the different sub-categories within each field category, and within some of the sub-categories. Below is an overview of the subjects/branches that are characterised by an intensive or moderate use of e-learning 32 .
The study shows that the subjects/branches considered to be characterised by an intensive use of e-learning are: Electricity, gas and water supply 33
Financial intermediation and business activities Wholesale and retail trade, hotels and restaurants Manufacturing Transport, storage and communication 34
The subjects/branches that are considered to be characterised by a moderate use of e-learning are: Agriculture, fishing and quarrying Construction Public and personal services
The interviews and case studies show that the use of e-leaning in iVET is believed to depend on the general attitude that exists within the branch in question. The use of e-learning in teaching and learning is considered to be the greatest where IT is naturally embedded in real-life work processes. But there are exceptions for instance, in the case of Finland the case study shows an example of an institutional setting in which e-learning is being widely used, disregarding the situation in the actual business setting.
32 Again, it is important to underline that the analysis is based on data collected in telephone interviews and case studies, not on cross-national statistics for each subject/branch. Therefore the categorization of each branch category below should not be considered as being representative in a European context, and should instead be viewed as an initial pointer to the general differences between branches related to iVET. 33 Though our data indicates that the subject/branches connected with gas and water are not characterised by an intensive use of e-learning. 34 Though our data indicates that the subject/branches connected with storage are not characterised by an intensive use of e- learning.
5.3. The extent to which e-learning is being integrated into iVET Our findings show that the EU as a whole is at an early stage of the process of integrating e- learning into its iVET systems. In addition, the overall picture that emerges from the study shows that the use of e-learning in iVET varies greatly among the Member States. Clear differences therefore exist among the Member States concerning their use of e-learning in iVET, as some are still at the beginning of their development in this area while others have been working to implement e-learning in iVET for several years.
Therefore the evaluator has divided the countries of Europe into three categories in accordance with the information collected in the telephone interviews, studies of relevant literature and statistics, and case studies undertaken in seven Member States. The figure below presents the three categories and the distribution of the old Member States among them.
Fig. 7: Countries categorised in terms of their use of e-learning
These three categories give an overall picture of the extent of e-learning integration in iVET in the European countries. However, it should be pointed out that the interviews and case studies show that there are big differences concerning the integration of e-learning between iVET institutions within each country, e.g. on a regional and/or institutional level.
Differences between institutions in a single country are due to factors such as innovative managers and trailblazers among teachers, and/or because some institutions have ongoing pilot projects financed by the EU that involve partners from across Europe. These institutions will often be in the forefront of the general situation concerning the implementation of e-learning in iVET in the country.
1. Frontrunner Austria , Finland, Sweden, Denmark and the UK 2. Themiddlegroup Germany, Ireland, France, Netherlands, Belgium and Luxembourg 3. Beginner Spain Portugal Italy Greece 1. Front-runners Austria , Finland, Sweden, Denmark and the UK 2. The middle group Germany, Ireland, France, Netherlands, Belgium and Luxembourg 3. Beginner Spain Portugal Italy Greece The use of ICT in iVET Final Report 48
The use of ICT in iVET Final Report 49 Differences between regions within a country may be explained by the economic situation of a region and/or its relationship to the general political focus on IT and e-learning in a region, for instance concerning IT strategies and the scope for IT funding at a regional level. The classification of countries is therefore based on the general situation in the country, and regions and institutions representing exceptions from the classifications probably exist in each country, as in the case of the Irish Cabra FS Training Centre, which is a front-runner institution that belongs to a country which is classified as being in the middle group.
The new Member States
Due to the scope and time schedule of this project, it has not been possible to analyse the use of e-learning in the new Member States in detail, and hence we have not been able to categorise them in relation to the three country groupings. But interviews with government representatives from the new Member States show a tendency for the new Member States to be confronted with similar challenges to those facing the old Member States belonging to the middle and beginner groups, e.g. in relation to the training of teachers, funding, and the formulation of specific strategies and action plans at a national level.
Regarding the training of teachers, a government representative from the Czech Republic states that only 30% of teachers know how to use e-learning in teaching. And a government representative from Hungary mentions challenges that relate both to the training and funding of teachers; he states that in order to improve the use of e-learning in iVET, Hungary needs training for teachers for the use of IT and e-learning, to provide suitable Internet access to institutions, and to provide computers and software to vocational education teachers as well as their home Internet access.
Finally, a government representative from Slovenia says that national action plans and strategies focusing on the use of e-learning are currently in the preparation phase for both primary and secondary education. In this connection, the government representative explains that the Slovenian Ministry of Education is trying to implement and make e- learning available in all schools, and she thinks that this will have an effect on the students qualifications in general.
The general characterisations of the new Member States above are also supported in the analysis of international e-readiness ranking later in this chapter. The international e- ranking indicates that the new Member States belong to the middle and/or the beginner groupings in a European context, with none of the new Member States belonging among the top 10 countries in which most of the front-runner countries identified in this study are located.
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In the following, we present the characteristics of the three categories as they relate to the integration of e-learning in iVET.
5.3.1. Beginners Many European countries are still broadly speaking at the starting point in relation to their integrated use of e-learning in iVET. The beginner state countries among the old Member States are considered to be Spain, Portugal, Italy and Greece.
These countries are characterised by great challenges concerning their teachers skills, as teachers in beginner countries are often not prepared to integrate e-learning into their daily work.
Furthermore, the institutions in beginner countries often lack the necessary hardware and infrastructure in the iVET institutions, e.g. due to a lack of available finance for investments in e- learning. 35 Asked to identify barriers concerning the use of e-learning in iVET a Portuguese manager states, We do not have enough money to buy new and modern equipment. A Greek manager sums it up as Few teachers teach with e-learning, and we therefore try to conduct after- school seminars with teachers. But there is also a lack of suitable software for learning, and the teachers have poor knowledge of e-learning. It is very expensive.
Beginner countries are also often characterised by a lack of national strategies focusing on the use of e-learning in iVET or in the education system generally, though there are exceptions. Because of this, their institutions typically lack opportunities to apply for national funding that is earmarked for e-learning in iVET, as is frequently the case in front-runner countries.
In general, the beginner countries are also facing challenges concerning their students motivations and skills. Several respondents from the beginner countries mention that their students do not always see the point of e-learning. When asked to identify important barriers concerning use of e- learning in iVET, a manager from Italy says, The attitudes of the students and teachers. The challenge concerning the students might relate to the fact that the general integration of IT in the societies of the beginner countries is often still at an early stage, and because the students have not been accustomed to using IT in their homes and in their elementary schools, they may have difficulty perceiving the benefits of using e-learning in iVET.
5.3.2. The middle group At the national level, Germany, Ireland, France, the Netherlands, Belgium and Luxembourg are considered to belong to the middle group as far as their use of e-learning in iVET is concerned. The countries in this group are facing similar challenges concerning the barriers for the use of e-
35 See also 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council Published at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf
The use of ICT in iVET Final Report 51 learning in iVET, though it should be emphasised that there are relatively large variations among the countries in this grouping.
The countries in the middle group have typically been working to develop and implement e-learning in iVET for some years, but are still facing serious challenges with such things as teacher training. For example, many teachers may have acquired the necessary IT skills, but are still at an early stage in relation to the pedagogical skills required for teaching via e-learning. As a manager from the Netherlands states, the teachers still have to get used to having less control concerning what the students do.
In addition, national- and institutional-level strategies concerning the use of e-learning in iVET have usually already been devised in the countries belonging to the middle group. However, the strategies may not be highly oriented towards practical implementation, and may not have earmarked funding attached. Strategies are also typically formulated in general terms that describe overall goals for the use of e-learning in the educational setting, but do not contain specific visions, objectives and action plans for the use of e-learning in iVET.
A Dutch e-learning consultant who was asked to identify important barriers concerning use of e- learning in iVET and who works in a unit that assists all the staff at an iVET institution, lists: 1) Lack of policies and planning, 2) Malfunctioning of the network and PCs, 3) A general lack of equipment, and 4) Resistance and lack of vision concerning e-learning.
In the middle group countries, many institutions are already implementing e-learning in teaching and learning in some of their education programmes and are now considering co-operation opportunities with other institutions or firms as a means of supporting the development process. However, there are also many institutions that are still in the initial phase of implementing e- learning in teaching and training, and there can also be quite large regional differences concerning the political attention being paid to IT and e-learning. This also affects the scope for individual institutions to invest in and implement e-learning in their respective education programmes.
5.3.3. Front-runners The countries that are well advanced in terms of e-learning are regarded as being Austria, Finland, Sweden, Denmark and the UK. Several respondents from these countries consider that the essential drivers for the use of e-learning in iVET have been the relatively high general penetration of IT in their societies, and the strategies and action plans concerning the use of e-learning in iVET that have been drawn up at the national and institutional levels.
The countries are characterised by a general positive attitude towards e-learning and a general interest among both staff and students in using e-learning in iVET, as well as a relatively high level of IT competences, especially among students. Because these societies as a whole have implemented IT in a wide range of areas, many students have become accustomed to IT through computer games, chat and email even before embarking on their iVET education. However, the front-runner countries are still working to train their teachers. But as training programmes and
The use of ICT in iVET Final Report 52
knowledge sharing among teachers has often been in place for some years, the iVET institutions typically have several IT trailblazers among their teachers, and a high proportion of the teachers are now used to working with e-learning in teaching and learning to some degree.
At many institutions, e-learning has become integrated into the daily life of the students and teachers. Thus in the front-runner countries the teachers often use BlackBoard, PowerPoint presentations, email and other web-based conferencing tools in teaching and learning. At the same time, most students receive, solve and/or deliver assignments and papers using computers and the Internet. At most institutions, e-learning has become integrated into the life of the students and teachers, and as a Danish manager states, The use of e-learning is a natural part of daily teaching.
In addition, many institutions in the front-runner countries are working with innovative ways of using new technology for educational purposes, and are often doing so in co-operation with private partners and/or other European institutions, e.g. in connection with advanced simulation tools and programs.
5.3.4. E-readiness ranking in Europe Appearing below is the Economist Intelligence Units 2004 e-readiness ranking table. It provides an overview of the prevalence of IT across Europe. 36 Viewed in the context of the categorisation of countries into the three groupings described above, it can be concluded that the e-readiness ranking below generally reflects the situation of the Member States identified in the analysis above.
The overall coherence between the analysis above and the e-readiness ranking below therefore shows that there is a general association between the prevalence of IT in a country and the integration of e-learning into iVET. For instance, it may be noted that the first five countries mentioned in the ranking below are also among those EU Member States that according to our analysis belong to the front-runner countries in terms of their use of e-learning in iVET (Norway is not included in our analysis because it is not a member of the EU).
36 For a further elaboration on the e-readiness rankings, please see: The Economist Intelligence Unit 2004, The 2004 e-readiness rankings - A white paper from the Economist Intelligence Unit. http://graphics.eiu.com/files/ad_pdfs/ERR2004.pdf The Economist Intelligence Unit 2003, The 2003 e-readiness rankings - A white paper from the Economist Intelligence Unit. http://graphics.eiu.com/files/ad_pdfs/eReady_2003.pdf
Source: The Economist Intelligence Unit, The 2004 e-readiness rankings - A white paper from the Economist Intelligence Unit, The Economist, 2004.
5.3.5. International e-readiness ranking In order to give a global overview of the ranking of both the old and new Member States, the Economist Intelligence Units 2004 international e-readiness ranking is presented below. It provides an overview of the prevalence of IT in both Eastern and Western European countries in an international perspective.
The e-readiness ranking below also provides this study with another indicator concerning the categorization of the new Member States in terms of the three country groupings described above. (Please note that the ranking table below occupies two pages.) The use of ICT in iVET Final Report 53
The use of ICT in iVET Final Report 54
The use of ICT in iVET Final Report 55
The use of ICT in iVET Final Report 55
The use of ICT in iVET Final Report 56 Source: The Economist Intelligence Unit, The 2004 e-readiness rankings - A white paper from The Economist Intelligence Unit, The Economist, 2004
The e-readiness ranking provided by the Economist Intelligence Unit places the front-runner countries identified in this study, namely Finland, Sweden, Norway, Denmark and the UK, among the top five internationally (while the front-runner country Austria is ranked as number 15, overtaken inter alia by the USA, Hong Kong and Singapore). All in all, the front-runner countries in Europe can also be considered to be front-runners in terms of their e-readiness in an international perspective.
Furthermore, the European countries identified in this study as belonging to the middle group in Europe are ranked relatively high on the international scale; in the ranking above, Germany, Ireland, France, the Netherlands and Belgium are among the top 20 countries in terms of e- readiness (Luxembourg is not included in The Economists ranking).
Ranking of the new Member States As regards the new Member States, the ranking above shows that in an international perspective Estonia, the Czech Republic, Hungary, Slovenia, Latvia, Poland, Lithuania and Slovakia are among the top 40 countries in terms of e-readiness (Malta and Cyprus are not included in the ranking). Furthermore, the e-readiness ranking places Estonia, the Czech Republic and Hungary in the top trio of the new Member States.
The ranking also indicates that the new Member States belong to the middle and/or beginner groupings in a European context, since none of them are mentioned among the top 10 countries, where all the front-runner institutions identified in this study are located (except for the Austrian institution).
The international e-readiness ranking therefore supports the tendency identified in the interviews with government representatives in this study, namely that the educational institutions in the new Member States are facing similar challenges to the institutions of the old Member States that belong to the middle and beginner groupings.
Ranking of IT in schools The interviews and case studies generally show that the integration of e-learning in iVET is dependent on access to and the availability of hardware and software applications for teaching and learning, as well as internet access.
The figures reproduced below give an overview of the introduction of IT in (upper) secondary schools in the EU and beyond. They indicate that the Scandinavian countries and Ireland all introduced IT at an early stage. This figure therefore appears to confirm an association between the integrated use of e-learning and the existence of IT infrastructure at an institutional level.
Source: OECD, Completing the Foundation for Lifelong Learning an OECD survey of Upper Secondary Schools, Studien Verlag 2004. The use of ICT in iVET Final Report 57
In addition, the following graphs indicate the ratio of students to computers and the ratio of teachers to computers in upper secondary schools across Europe. Once again, this figure indicates that the Nordic countries are ranked high, i.e. there is a low ratio of students to computers; however, Ireland and the Netherlands have a higher ratio in relation to this parameter. The use of ICT in iVET Final Report 58
ource: OECD, Completing the Foundation for Lifelong Learning an OECD survey of Upper Secondary Schools, aving presented this trend, it should again be noted that even in those countries in which IT is 5.4. How e-learning is being integrated into teaching and learning in iVET g used in iVET he study shows that e-learning is being integrated into teaching and learning in iVET in various
S Studien Verlag 2004.
H generally integrated into teaching and learning, the actual use of it varies from institution to institution. Some countries have applied measures designed to compensate for these variations by specifying the number of lessons in which e-learning must be used. For instance, such measures have been taken in both Germany and Austria.
This section gives an overall picture of the ways in which e-learning is currently bein in the EU Member States. The analysis draws on the telephone interviews and the good practice case studies. It should be pointed out that due to the scope of the study the findings of the analysis cannot necessarily be regarded as representative for Europe. In addition, the picture painted is very broad-brush.
T ways. E-learning is primarily being used for supporting teaching and learning at the educational institution and as blended learning (combining virtual distance learning with on-site learning at the
The use of ICT in iVET Final Report 59 everal respondents explain that there is a need for face-to-face learning in iVET, and that herefore the use of e-learning in iVET is always combined with classes that are attended he study shows that the use of e-learning for supporting teaching and learning at an educational Communication l resource agement Systems Belo is a description of each type of e-learning format, plus concrete examples. .4.1. E-learning as a mode of communication io nators of a range of software conduct synchronous (e.g. chat forum) and/or asynchronous communication (e.g. threaded n resources (documents or rich media resources) d procedures such as
here close and frequent communication between the actors takes place within such a virtual institution). E-learning in the sense of pure distance learning has not been identified in iVET in the EU Member States, whether through the desk study, telephone interviews or case studies.
S students also need the social interaction with fellow students/teachers and real hands-on experiences. Some teachers and managers therefore consider that e-learning elements should always be combined with classes that are attended physically. This means that these respondents consider that pure e-learning is not appropriate for teaching and learning in iVET.
T physically.
T institution and the use of e-learning for blended learning is widespread. However, it must be stressed that the extent to which e-learning is being used varies across Europe as previously described. E-learning is integrated into the actual teaching situation in numerous ways and at several levels. This study has identified the use of four types of e-learning:
Simulation As a genera Learning (Content) Man
w
5 Discuss n fora / groupware solutions are the common denomi applications that are designed to support communication, for instance between a group of students and their teachers, tutors, mentors or master craftsmen, or among a group of peers. The common features of these applications inter alia allow the actors to do the following:
discussions) share commo reach agreement concerning the co-ordination of work processes an determining who does what, how and when. W setting, e-learning could be a driver for bridging the practical and theoretical worlds. If students are capable of logging in to a shared virtual environment while at work in order to discuss real-life problems with tutors or co-students, they may very well be able to apply theoretical concepts and apply them in a practical setting.
The use of ICT in iVET Final Report 60 he reverse may also be true. If students were allowed to log in to that same shared universe short, e-learning can have a role to play as a communication forum that is capable of facilitating T while they were at school, they would be able to consult their master craftsmen or colleagues when faced with theoretical challenges. In both cases theory and practice will be brought together significantly through the use of e-learning tools.
In contact between different learners or functioning as a tool for connecting different learning environments. This can operate either between and beyond the different learning environments or inside and outside the institutional setting, such as between the practical and the theoretical world.
Example 1: Communication through a learning platform
The two iVET institutions Lyce Nicephore Niepce and Lyce Professionnel Julien de Balleure in France have adopted a learning platform named ArianeDijon.
The learning platform is an experimental project established by the Education Service of the Dijon School District. According to the latter, ArianeDijon is not yet another pool of virtual teachers but a real network of services for all members of the school community. The platform is designed to develop links between teachers, students and their families, and the aim of the project is to create a real community of users who will continue to talk and listen to each other, even outside school, helping to educate, train and inform each other. This ever-growing network will open schools up to the entire world, to cultural experience and to other people, as befits a twenty-first century educational system.
The platform offers a variety of possibilities, including a discussion area with both individual mailboxes and a shared forum in which everyone can participate. The idea has therefore been to create a virtual framework for the sharing of knowledge, experiences, ideas and reflections among teachers, students and their families.
The use of ICT in iVET Final Report 61
Example 2: Practical nurses and e-dialogue
In an online discussion forum, Finnish practical nurse students who spend most of their training time in their workplaces discuss the experiences they have encountered during their daily on-the-job training. In addition, their teachers can bring up curriculum subject for discussion to ensure that the students reflect on all the relevant issues connected with a specific theme or a particular practical situation.
In this way the discussion forum is being used to make the students reflect on both practical and theoretical issues, and also to teach them how to pose and respond to questions constructively a highly relevant soft skill for the practical nurse graduates, for whom communication with colleagues, patients and relatives will play a key role in their future jobs.
In addition, many practical nurse students communicate daily with each other and their teachers by e-mail during their on-the-job training period. This gives the students an opportunity to ask and answer questions, and to share their experiences with their fellow students and their teacher in a more private forum.
In this way, using the discussion forum and e-mail the Finnish students are able to communicate both synchronously (real-time online discussions) and asynchronously (e- mail).
5.4.2. E-learning in simulation Where e-learning is used to create simulations of real world actions, the role of e-learning as a bridge between the theoretical and practical worlds is evident.
Simulations are most successful when and if the students have the possibility of transforming the virtual or simulated concepts into concrete activities. For instance, where students are first allowed to simulate something and then participate in constructing a full-scale model of the simulated reality, the use of computerized simulation tools bridges the gap between theory and practice.
Even without the student actually applying the simulated construct in real life, simulations could be said to bridge theory and practice, since 3-D simulation, for instance, may help to clarify, visualize and put into perspective both practical and theoretical issues. Traditional examples of simulation tools in technical fields are computer-aided design and manufacturing (CAD/CAM).
The use of ICT in iVET Final Report 62
Example 1: Creation of companies through simulation
In the Spanish iVET institution Tajamar Technological and Graphic Institute, computer science students are learning how to create a company by using simulation.
Working in groups, the students apply their theoretical knowledge to solving concrete problems and making the decisions needed. To be able to create the company they need to gather a lot of information from the Internet. For instance, they have to find out what kind of technical equipment is needed, what it costs and how it must be installed and operated.
By using simulations they create the network structure and test its administration. They simulate real-world situations and typical environments. For instance, they have to take specific users, administration parameters and surroundings into consideration. By performing these simulations they will be able to determine whether the project is working or not. In this way, they are testing their theoretical knowledge.
To bring the project even closer to reality, some of the students have been working with the virtual construction of the new building for teaching and learning that will actually be built at the institution. For instance, they have used simulations to test various infrastructure systems and technical solutions in the new building. In this way the use of simulation is bringing the project closer to reality and is thus helping to bridge the gap between theory and practice.
Example 2: Construction a car using simulation tools
French students and teachers at the iVET institution Lyce Nicephore Niepce have collaborated with other colleges in Europe to carry out an ambitious transnational project involving an intensive use of simulation tools, the Internet and videoconferencing. A radio- controlled car has been built in this manner.
The construction of the radio-controlled car across countries was made possible by using advanced simulation tools. Thus the mechanical pieces were designed and manufactured with CAD/CAM software (Computer Aided Design/Manufacturing or CFAO Conception et Fabrication Assiste par Ordinateur).
The different parts of the car were made by different teams from different iVET institutions across Europe, and both students and teachers considered that it was a great challenge to make the pieces fit together. But the project succeeded in the end. The project is an example of how todays industrial production is being conceptualised through an intensive use of simulation, and of how theory and practice can be integrated through the use of simulation in teaching and learning.
IVET students from several countries have constructed a radio-controlled car together using CAD/CAM software, the Internet and videoconferencing.
5.4.3. E-learning as a general resource E-learning as a general resource can be seen as using computers and internet-based resources and services. Via computer- or web-based training, students are capable of learning about a great number of subjects in a new way. E-learning may be interactive and take advantage of rich media sources. With this kind of e-learning, assessment is often automated, in most cases in the form of multiple-choice questionnaires.
E-learning as a general resource can also be seen in the case of school intranets or learning portals which are available for students logging into such systems at work. Electronically-supported learning resource centres or e-libraries can be installed in various school settings, for instance to The use of ICT in iVET Final Report 63
The use of ICT in iVET Final Report 64 support distance learning projects. Most students would probably use such resources for doing project-oriented assignments; however, they may also be in a position to take advantage of online resources when they are faced with particular problems at work.
Where resources are not stored in the form of straightforward documents, they may include elements of speech, video or interactive sequences or instructions. Such interactive media can themselves be regarded as instructional tools which in principle are available to the students at any time or place.
Example 1: An intranet for both teachers and students
At the iVET institution Lyce Nicephore Niepce in France, both students and teachers have access to an institutional intranet called IntraNiepce.
For the teachers, the intranet gives access to pedagogical resources on CD-ROM, information about when colleagues are in meetings, as well as the minutes of meetings.
The students also have their own section or intranet-based club where they can do such things as see if teachers will absent on a particular date and obtain information about the dates and times of exams, courses, exercises and arrangements.
Example 2: Modular training of office clerks via online assessment
In Germany, Deutsche Bahn (DB) offers initial vocational education and training for students aiming to become office clerks.
The iVET programme for the potential office clerks consists of five compulsory modules. Each lasts about 6 months, and the students have between 30 and 70 hours in which to take each one. In total, DB has allocated 12 days to face-to-face tuition and 180 hours of online self-study (either alone, with one co-student or in groups of 3-4 persons). There are 4 online tests and five learning modules.
The modules are: Introduction to the KfB programme (Einfhring in die Berufsausbildung) HRM (Personalwesen) Accountancy/Book-keeping (Rechnungswesen) Basic training in office duties (Fachaufg. zu WiSo und Browirtschaft) Preparation for exams (Prfungsvorbereitigung)
Each module terminates with an evaluation. It is taken online and on time, and also includes questions on the preceding modules. The test is a combination of multiple-choice
The use of ICT in iVET Final Report 65 questions and essay-like answers that are corrected and commented on by e-tutors. Optional modules cover the basics of the MS Office suite and a typing course, and these two modules are followed by tests which incorporate e-learning.
The German case demonstrates how e-learning can be used as an integrated part of teaching and assessment in an iVET course.
5.4.4. Learning (Content) Management Systems Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are relatively complicated concepts. A Learning Management System is software that deploys, manages, tracks and reports on interaction between learner and content and between the learner and the teacher. In particular, LMS performs student registration, tracks learner progress, records test scores and indicates course completions, and finally it allows trainers to assess the performance of their learners.
One of the features that is not really addressed in traditional LMS is the possibility of creating content. An LCMS combines the learner administration capabilities of an LMS with the content creation and storage capabilities of a Content Management System (CMS). In fact, an LCMS is a data repository, like a CMS, that allows multiple developers and subject matter experts to share content and its components over a network. These systems can enable content to bring the theoretical and practical worlds closer together.
Example 1: Use of a LMS to track communication behaviour
At Espoo Institute in Finland teachers are able to track each students discussion forum communication behaviour via a Learning Management System. As the discussion forum is an integrated part of the education set-up, it is important for the teachers to be able to identify each students communication behaviour both for evaluative purposes (to look back in time and track the students historic progress) and to obtain information about each students learning needs (in order to be able to target and individualise future teaching).
For instance, teachers can see when a student last asked or answered a question and the ratio of questions to answers, which is an important indicator of each students ability to co-operate with and help his/her fellow students. In addition, the teachers are able to consolidate each students communications systematically. Their content allows the teachers to assess the students skills in the use of language and their understanding of the themes and situations being discussed.
Text box 4: Perspectives from Australia
In the Australian iVET system, Learning Management Systems are having an impact on the students own involvement in student assessment. According to an Australian expert, in Australia There is access for students to track their own learning through the schools Learning Management Systems.
Example 2: Use of LMCS to share and develop learning material
At the German Deutsche Bahn (DB) the office clerk training of iVET students involves extensive use of a Learning Management Content System, which students and teachers access through the website known as Online-fitter.
Online-fitter (www.online-fitter.de) was partly designed by students, and according to the management the platform is a relatively low-cost solution. Online-fitter is completely web- based, and users need a user ID and a password. The front page is reproduced below.
Online-fitter offers students access to course material such as text-based files and video clips. The material on Online-fitter has been developed by DB and therefore covers issues that are related to the daily routines of the office.
The tutors interviewed in the case study emphasise the fact that the learning material is being continuously developed and adapted a constant development process made possible by the use of the web-based Learning Management Content System. As the The use of ICT in iVET Final Report 66
The use of ICT in iVET Final Report 67 system is simple to use and requires no specialised knowledge, for instance of authoring tools, the teachers find it easy to modify and refine the relevant learning material. For instance, if the students are having trouble understanding part of it, the best thing can simply be for the teachers to change its wording to adapt it to the students needs.
5.5. E-learning and student assessment The study also investigates whether e-learning and IT are being used for the assessment of students, and the extent to which e-learning is being used for this purpose.
The study shows that IT and e-learning are being increasingly used for student assessment (in most cases in the form of multiple-choice questionnaires), but that many institutions are still in the initial stages in this respect, as they are still focusing on the general implementation and improvement of e-learning for teaching and learning in iVET. Accordingly, many institutions are only using e-learning and IT purely for teaching purposes, while others are using them in connection with student assessment to a limited degree, e.g. in connection with exams.
As a government representative from Luxembourg says, E-learning and IT is being used more and more in tests, certifications and examinations, which was unthinkable in the past. But there are organisational difficulties you need more preparation when e-learning and IT is used, and you also have to watch out for misuse, e.g. students cheating. And we are still a long way away from the advanced use of e-learning and IT in assessment.
But there are exceptions, and especially among the front-runner countries institutions are now using e-learning and IT-based assessment for teaching, exams and testing.
An example of this can be seen in the UKs Norton Radstock College, where the students on a motor vehicle course undergo several online tests of their key skills. The students practical skills are evaluated through a practical test that is assessed by the workplace staff, for instance concerning the removal of engines. Meanwhile, the students acquire such theoretical knowledge as what will happen if they remove a particular part of an engine from the learning material contained on CD.
A teacher from the college states that the practical hands-on tests and the online tests complement each other very well. As the teacher says: Vehicles are hands-on. But the students have to understand how they actually work and today you need to be able to read and access information in this way, as many garages use computers as their data books. Therefore you have to be computer literate to be a mechanic nowadays. Using both workplace training and online tests gives the students independent knowledge and practice.
The use of ICT in iVET Final Report 68 In this connection, several respondents mention that using e-learning and IT for student assessment also has an impact on the content of the assessment. For instance, a Finnish government representative says, Nowadays when we use e-learning we have better documentation concerning the students learning process, and so quality assessment can be used more. We can now take the process into account, not just the result and what test has been passed.
To summarise, the study shows that the assessment of students through e-learning and IT remains an area to be developed further in most iVET institutions. The study also shows that the front- runner countries especially are starting to implement student assessment as an integrated component of the daily teaching and training process, and that this is opening up new possibilities concerning the content of student assessment; using e-learning and IT, it is possible to consider both the process and the result.
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6. New models of education and training stemming from the use of e- learning This chapter identifies and analyses new models of education and training in iVET that have been made possible thanks to advances in e-learning. The analysis is based on the case studies conducted at good-practice iVET institutions. It should be stressed that as the case studies are good practice examples the new models of education and training identified are not representative for Europe. Rather, the models identified show the possible use of e-learning and illustrate the potential of e-learning. Accordingly, the models can serve as role models for iVET institutions characterised by a more modest use of e-learning.
Ramboll Management has identified the following three new models of education and training: The com-model The flex-model The sim-model
The three models of education are described one by one, but it must be stressed that in practice learning and teaching can be influenced by more that one model. For example, an education with a primary focus on the communicative aspects of the com-model can also be characterized by aspects from the flex-model. This is e.g. seen in the case study in Finland: The practical nurse education is primarily characterized by the com-model as students uses discussion foras and online-diaries intensively. But elements from the flex-model is also seen: Flexibility is e.g. seeked by offering students online exercises in the long training periods on the work places (for further information, please read the Finnish case study in Annex G).
The chapter demonstrates how the use of e-learning can lead to improvements in education and training through bridging theory and practice. All of the new models identified are bringing the theoretical and practical worlds closer together thanks to the use of e-learning. However, this is being achieved in different ways, depending on the particular iVET context. The appropriateness of the various new models varies according to each different iVET setting, as each model meets different needs and emphasises different aspects of teaching and learning.
Examples of good practice are presented in order to illustrate how these models of education and training are being implemented successfully in actual iVET contexts across Europe. Finally, the chapter presents the impacts of each of the new models, which have been identified in the good practice examples.
6.1. The com-model: Intensive communication during the extended periods of on-the- job training The com-model uses e-learning to increase the amount of on-the-job training in iVET. This model has been identified in an iVET setting which has experienced a desire for increased on-the-job training from both employers and students, and has been developed in order to meet this demand.
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This new model is based on blended learning that uses web-based distance teaching and learning in combination with on-site teaching and learning at the institution plus on-the-job training. The web-based part of the course is followed during the on-the-job training periods.
The model is based on communication between: Students and teacher Fellow students Students and the workplace Students and clients/customers
The model emphasises intensive communication between students and teachers during the on-the- job training period. The use of both a discussion forum and a learning platform makes it possible to increase the period of on-the-job training while still ensuring frequent contact between student and teacher, as well as among fellow students. The students can discuss their experiences and ask their teacher questions right away instead of having to wait until the next session of school. This provides the students with some back-up and helps them to deal with any difficult situations that might occur during their workplace-based training.
Another central element of this new model is the students responsibility for their own learning process. The use of a personal study plan stating the students learning objectives can help to ensure this.
This model is appropriate for iVET systems that emphasise learning by doing but also emphasise the acquisition of theoretical knowledge and a high level of integration between theory and practice.
The com-model - example :
An example of good practice concerning the com-model is found at the iVET institution Espoo Institute of Health and Social Care, Finland.
The institution is offering a new web-based programme for practical nurse education. The programme uses a blended approach. The web-based part of the course is followed during the on-the-job training periods. The web-based programme has been introduced in order to increase the amount of on-the-job training. In the traditional practical nursing course, 32 weeks out of 120 consist of on-the-job training. In the web-based programme, 70 weeks out of 80 are spent in the workplace.
According to both the teachers and the principal, the discussion forum is the most important e-learning element being used in the web-based teaching and learning, because the students can relate real workplace situations to theory while their experiences are still fresh in their memories. The teachers stress the importance of staying in online contact
The use of ICT in iVET Final Report 71 with the students during their on-the-job training periods. This means that the students can ask for their teachers and fellow students advice concerning their practical experiences, which helps them to handle difficult situations. One discussion forum theme concerning rehabilitation has been how to take advantage of the clients own abilities. Another topic discussed was how to handle aggressive clients.
In the discussion forum, the students discuss their day-to-day on-the-job training experiences. The teacher also brings up curriculum topics for discussion. The teacher both follows the students discussion and guides it in order to steer it in the right direction and contribute extra depth. The workplace tutors can follow and participate in these discussions, but until now only a few have actually done so. To structure the use of the discussion forum, timetables for the various topics are agreed among the teachers, students and workplace tutors. The many hits and comments show that the students are actively using the forum.
In order to ensure the students responsibility for their own learning process, an on-line learning diary is used. The learning diary contains a personal study plan stating the students learning objectives. The plan also includes a description of how the student will achieve his goals. In the on-line learning diary the students write about their tasks and important learning experiences. Eventually, the students do a self-evaluation based on the goals contained in the personal study plan.
6.1.1. Impact The evaluator has identified the following impacts of the use of e-learning in the com-model: Increased integration of theory and practice Improved learning results Better preparation for working life Increased motivation and flexibility Catering to the individual needs of the students students become responsible for their own learning process
Increased integration of theory and practice It is clear to the evaluator that the discussion forum is increasing the contact between students and teachers as well as among fellow students during the on-the-job training period. The evaluator considers that this is helping the students to combine their practical experiences with theoretical perspectives and explanations. Via the discussion forum, there is a high level of integration of theory and practice during the on-the-job training period.
The principal of Espoo Institute of Health and Social Care explains, The students can combine practice and theory right away. They are able to share experiences, reflect on them and talk about them in the discussion forum.
The use of ICT in iVET Final Report 72 Improved learning results The evaluator considers that the learning results are improving due to the use of e-learning and the increased integration of theory and practice, as the students learn to relate real-life situations to theory and thereby acquire the skills needed for their working lives for which they are consequently better prepared.
According to the teachers, employers representatives and management staff interviewed during the Finnish case study, the learning results are improving thanks to the improved integration of theory and practice. A teacher says, We have seen that the use of e-learning is improving the learning results. They learn to learn, they learn to collaborate and they learn to relate real-life situations to theory. The students acquire the skills they need for their working lives. They also learn IT and communication skills.
Better prepared for working life The evaluator considers that the use of e-learning in the new model in question means that the students are better prepared for their working lives.
The principal emphasises that Using e-learning in teaching and learning enhances the students e- learning skills and prepares them better for the labour market. The workplace representatives interviewed also consider that their competences are improving and that the students are better prepared for their working lives, not least because they are able to spend more time at their workplaces thanks to the new model. A workplace representative says, The students acquire better competences using the platform because they can discuss theory and practice right away. She adds, The best thing about it is definitely that they are spending more time at the workplace. They are getting a deeper sense and knowledge of the workplace.
Increased motivation and flexibility It is clear to the evaluator that a bonus of using e-learning is that the students motivation is increased, which according to their teachers is reflected in their learning results. This is due to their additional on-the-job training, the integration of theory and practice and the increased flexibility that is enabled by the personal study plan and web-based approach.
Catering to the individual needs of the students the students become responsible for their own learning process The evaluator considers that web-based education has led to new opportunities to cater to the individual needs of the students.
Each student has a personal web-based study programme which specifies his educational goals. This means that the students can learn at their own pace. In addition, by creating their own study programmes the students have more influence on their education, which is consequently better able to match their individual needs and interests. In addition, the discussion forum adapts to individual learning capacities. The principal explains, The students learning capabilities differ, but using e-learning they can learn at their own pace. There is room for everyone on the Web. For example, some students are too shy and too hesitant to speak out their mind in front of the other
The use of ICT in iVET Final Report 73 students in the classroom. They usually become much more active on the Web. A student says, There is a big difference between on-line discussions and the discussions at school. It is so much easier on-line. You can express yourself better in the online discussions because it is often easier to write things than to say them. And you have more time to think. In class, the discussions happen very quickly. Some students talk all the time, so the others do not get the chance to speak. Thats why more students are active online.
Finally, is it clear to the evaluator that the use of the personal study programme and the discussion forum means that students are becoming responsible for their own learning process, which the evaluator considers to be an important impact.
6.2. The flex-model: Flexible and individual teaching and learning; reduced amount of school-based training The flex-model uses e-learning to individualise teaching and learning and to increase the flexibility in teaching and learning with the aim of reducing the amount of school-based teaching and learning in iVET. As a consequence, the students need to be released from work for shorter periods than during traditional on-site iVET courses. This model emphasises individualised learning and teaching, which is made possible by the high degree of flexibility.
This model has been identified in iVET settings that are responding to the desire of both employers and students for a reduction in the amount of time that the students need to be released from work in order to undergo school-based teaching and learning. Another demand that is being felt is for the creation of courses that are directly relevant to individual work-based situations. The new model has been developed in order to meet these demands.
This model is based on blended learning using distance learning combined with on-site teaching and learning at the institution. The web-based part of the course takes place while the students are working or doing their on-the-job training (depending on the kind of student).
The theoretical content is delivered to the students via the learning platform. Therefore the students primarily learn the theoretical component through distance learning. Practically-oriented learning too takes place virtually, since the students can download simulations and animations to test their theoretical knowledge prior to their on-site sessions.
The model emphasises a high degree of flexibility in teaching and learning. Due to the extensive amount of virtual distance learning, flexibility can be increased by reducing the degree of on-site teaching and learning.
Finally, thanks to its flexibility and the blended learning approach, the model emphasises the students responsibility for their own learning.
This model is appropriate for iVET systems which emphasise flexible teaching and learning. It is appropriate for iVET settings with a desire to reduce the period of school-based teaching and
The use of ICT in iVET Final Report 74 learning while acknowledging the need for both school-based teaching and learning and a high level of integration of theory and practice. It is therefore appropriate for iVET settings where students are working in parallel with their studies.
The flex-model - example 1:
An example of good practice concerning the flex-model can be found at the iVET institution Cabra FS Training Centre, Ireland.. This good practice example concerns a project called MoFIT, funded under the EU Leonardo da Vinci programme. MoFIT stands for Model for Flexible, Industrial Training. The case study focused on the iVET training being provided via the project.
MoFIT is based on blended learning using distance learning combined with on-site teaching and learning at the institution. By using a blended approach, the model stresses flexible and individual teaching and learning. The virtual component of the course takes place while the students are working or doing their on-the-job training (depending on the kind of student). The cornerstone of MoFITs virtual teaching and learning is the WebCT learning platform. It contains a discussion forum, chat room, research tools, a learning content database and an on-line calendar to book time for practical on-site teaching and learning with the instructor at the institution. These elements are quite similar to those seen in relation to the com-model example described above. However, in the flex-model, flexibility rather than communication is the focus of these elements. In addition, individualised teaching and learning is emphasised rather than the combination of collaborative and individualised teaching and learning which is such a feature of the com-model.
The on-line calendar plays a central role in this new model. Since most of the students are doing full-time shift work, it is hard for them to schedule time to come to the training centre. They have a great need for flexibility in the learning process. They are responsible themselves for planning when to come to the institution, and for booking an instructor using the on-line calendar that shows when the instructors are available.
The theoretical content is delivered to the students via WebCT. The students therefore learn the theoretical component of their course individually through distance learning. The various procedures and techniques are illustrated by animations in order to enhance understanding. By using simulations that can be downloaded from WebCT, the students get a chance to use their theoretical knowledge before applying it for real at the institution.
For each learning module, the students must pass both an online test and a practical test to be able to move on to the next module. The online test is a way of assuring that the students who are spending most of their time in their workplaces know the theory required before they come to the training centre to do more practical activities. After passing the theoretical test, the student demonstrates his ability to translate theoretical
The use of ICT in iVET Final Report 75 knowledge into practical work with training board simulations and real machines in the centres laboratories. The students have a technical discussion with their instructor explaining the functionalities and discussing various possible faults and their remedies.
While the learning material, simulations and the WebCT calendar are heavily used, the students do not use the chat room and the discussion forum to the full extent possible. In the flex-model, flexibility and not communication are the focus.
The flex-model - example 2:
Another example of good practice regarding the flex-model is found in the iVET education provided by Deutsche Bahn, Germany. The good practice example concerns Deutsche Bahns in-house training for office clerks (its so-called KfB programme).
DB, like many other large employers in Germany, offers in-house training on a large scale. The public iVET institution is one element of a tripartite system. The second element is the company, Deutsche Bahn, which offers on-the-job training. The third element is the company training programme, which in this case is delivered via a virtual learning environment, and is perceived as a learning forum.
In the virtual KfB programme the time spent face-to-face has been reduced to 12 days compared to the much more substantial face-to-face component of the traditional office clerk programme. The rest of the time, about 180 hours, is spent online. The KfB programme is, in other words, based on a blended solution, mixing face-to-face training with face-to-interface self-studying and group work. DB has named the concept Lernen im Netz (learning in networks).
The main component of the KfB programme is the on-line virtual learning environment based on a self-developed Learning Management System (LMS) known as Online-fitter. The primary elements entailed in the system are: Online course material (text-based and rich-media), planning tool, asynchronous discussion forum, two chat rooms (one for e- tutors and one students only), Whos online function (which allows one to see who else is currently online), Mini-mail (an email system allowing students and tutors to send each other messages) and automated assessment.
An important conceptual element of the KfB programme is that the students plan their own learning. The five modules each have a number of self-study lessons. It is up to the students themselves in agreement with the tutor to plan when their assignments are to be handed in or online tests taken. It is also up to the students themselves to squeeze in their training time so that they can combine work and their online studies smoothly.
The use of ICT in iVET Final Report 76 6.2.1. Impacts The evaluator has identified the following impacts of the use of e-learning in the flex-model: Increased integration of theory and practice Improved results better competences Better preparation for the labour market Increased flexibility and motivation Catering to the individual needs of the students Students become responsible for their own learning process
Increased integration of theory and practice It is clear to the evaluator that through using e-learning in teaching and learning in the new model, theory and practice are better integrated than in the traditional mode of teaching and learning.
In the MoFIT project, the use of e-learning (primarily simulations and animations) presents theory and practice in new and precise ways that are easy for the students to understand.
Deutsche Bahns Online-fitter bridges theory and practice. It functions as a platform for work- related assignments and projects, and e-tutors are able to relate theoretical issues to concrete real-life work situations. Finally, the students are able to log in to Online-fitter when at school, from home and from work, which means that practical and theoretical learning is integrated into the students everyday lives.
This new model therefore ensures deep integration of theory and practice.
Better preparation for the labour market The evaluator considers that the use of e-learning means that the students are better prepared for the labour market. The increased integration of theory and practice means that the skills acquired are more relevant.
The workplace representatives, teachers and students interviewed in the Irish case study consider that the skills produced by its e-learning model match the requirements of the labour market better, so that the students are better prepared for the labour market. A MoFIT teacher stresses that: They are far better prepared for doing the work. They become more familiar with IT in general and with the specific, relevant machinery and software in the industry.
In addition, the evaluator considers that the soft skills acquired (e.g. communication skills in addition to general IT skills) can be seen as an extra bonus that adds to the students improved preparedness for the labour market.
Improved outcomes better competences The evaluator considers that using e-learning in the flex-model means that the skills acquired seem to be better than with traditional courses. The evaluator therefore considers that the learning outcomes have improved.
The use of ICT in iVET Final Report 77 Regarding the MoFIT project, the interviewees also believe that costs are being reduced while at the same time the outcomes have improved. According to the workplace representatives, MoFIT has significant advantages for the companies in several ways. One workplace representative explains, It reduces costs and improves the results [] The course has great relevance to what they do in their job. The course has a better combination of theory and practice it is much more usable. The skills obtained through traditional courses are not as practical and relevant.
Another Irish workplace representative says that: The main objective of MoFIT was to improve the skills more quickly. The skills are definitely improved, though it is difficult to quantify. The other thing is that the company saves a lot and that can certainly be quantified.
According to the Deutsche Bahn respondents, the students enrolled in Online-fitter have a comparatively better understanding of accountancy than those following the traditional course.
In this connection, the evaluator considers that the use of e-learning in the flex-model seems to be speeding up the students understanding. As a consequence, the teaching and learning in this model could be more efficient and time-saving than with traditional iVET courses.
According to the MoFIT teachers and students, the use of e-learning is certainly speeding up the students understanding. They read the theory on the website and do the simulation virtually in order to prepare themselves at home before attending the institution to take part in on-site teaching and learning, i.e. they practise what they have learned virtually. By using virtual simulations, the students can make the mistakes that are part of the learning process at home. As a consequence, they are better prepared when they come to the institution to do on-site practical work that involves physical equipment. Therefore they are able to build it for real at the training centre much more quickly. Teachers and students agree that this way of learning is indeed more efficient, as it saves time. A teacher explains, By using this way of teaching we can deliver the training in a very efficient way. Also at a personal level this is a good way of teaching because you can achieve so much more with the students in a given amount of time. That is very satisfying.
Increased flexibility and motivation It is clear to the evaluator that the use of e-learning does indeed increase flexibility and student motivation.
For instance, in the case of MoFIT the virtual teaching and learning element and the WebCT calendar both provide the flexibility needed by the working students. The use of the calendar is important for the students in planning their learning process individually. According to the workplace representatives, this flexibility is a great advantage to the workers as well as to the company. The students are able to learn whenever it suits them. As far as the companies are concerned, the new model means that they do not have to organise their courses to fit in with different shifts. According to both teachers and students, the flexibility of the learning process made possible by use of e-learning motivates and suits the students. A student explains, The motivation increases because it is like the school is open 24 hours a day. It is very handy to do a
The use of ICT in iVET Final Report 78 great part of the course on-line. It is more flexible you do not have to go to the training centre all the time.
Catering to the individual needs of the students The evaluator considers that the use of e-learning in this new model of education and training individualises teaching and learning through its increased flexibility. This means that the model is catering to the individual needs of each student.
Students become responsible for their own learning process It is clear to the evaluator that the students responsibility for their own learning process is indeed greater in this new model. Students are responsible for their own learning process, which they plan themselves. Accordingly the evaluator considers that the use of e-learning has transformed the teachers role in this model from its traditional one to that of a mentor who is there to facilitate the students learning. The Irish manager explains that instead of being a sage on the stage, the teacher is now a guide on the side.
6.3. The sim-model: Bringing school-based teaching and learning closer to reality The sim-model uses e-learning to strengthen the practical dimension in school-based teaching and learning. This model has been identified in iVET settings where on-the-job-training is limited for some reason. In this model, e-learning is used to compensate for the limited extent of on-the-job training. In this way, e-learning is being used to bring the school-based teaching and learning closer to reality and to bring the theoretical and the practical world closer together
In this model especially, simulations are used for this purpose. E-learning is also used for tests and examinations in order to make them more realistic and practically-oriented.
This model is appropriate for those iVET systems that place the greatest emphasis on school-based teaching and learning, and for those iVET settings where teaching and learning mainly takes place at iVET institutions. This might for instance be due to the structure of the iVET system (emphasising school-based teaching and learning), or to the isolated geographical location of the iVET institution in question and the consequent limited scope for on-the-job training.
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The sim-model - example 1:
An example of good practice concerning the sim-model is to be found at the iVET institution Tajamar Technological and Graphic Institute, Spain.
Its IVET system mainly consists of courses that are taken at the institution. These contain theoretical as well as practical elements. After having completed the courses at the institution, the students spend three months in a company in order to finish off their education with a period of on-the-job training. While studying at the institution, the students have no contact with the companies where their on-the-job training is to be undertaken.
In this model, e-learning is being used to bring school-based teaching and learning closer to reality in order to compensate for the separation of school-based teaching and learning and on-the-job training that characterises the iVET system in question.
For instance, in computer science the use of e-learning in the projects integrates theory and practice, and brings the school-based teaching and learning closer to reality. Theory is transformed into practical application via projects and the use of e-learning.
In the practical teaching and learning at the institution, the students are practising their theoretical knowledge using e-learning. Simulations are used to bring reality closer to the students and to integrate theory and practice. For instance, the students use simulations to test various operating systems and technical solutions. Besides, the Internet is widely used to find the specific information needed to undertake particular assignments and projects. Finally, the students use e-learning for tests and exams. The use of e-learning means that exams become more real and practical.
In computer science, the teachers first explain the theory. Afterwards, the students work on a company creation project. In the project the students apply their theoretical knowledge to solve concrete problems and make the decisions needed. To be able to create the company they need to gather information from the Internet. For instance, they have to find out what kind of technical equipment is needed, what it costs and how it must be installed and operated.
By using simulations they create the structure and test the administration of the network. They simulate real world situations and typical environments. For instance, they have to take individual users, administration and surroundings into consideration. By undertaking these simulations they will know whether the project is working or not. In this way they are testing their theoretical knowledge.
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To bring the project even closer to reality, some of the students have been working with the virtual construction of the new building for teaching and learning that will actually be built at the institution. For instance, they have used simulations to test various infrastructure systems and technical solutions in the new building.
The sim-model - example 2
Another example of good practice concerning this new model for education and training can be found at the iVET institution Norton Radstock College, UK, which is located in a rural area. Because of its location, there is a lack of suitable workplaces for workplace- based training for many of the students. Many students from the technical and engineering fields especially therefore have no workplace-based training at all in connection with their courses. This makes e-learning as a vehicle for bringing the theoretical and the practical world closer together (e.g. through using simulations of workplace activities), very relevant for the institution. In this way e-learning is being used to bring school-based teaching and learning closer to reality, and to compensate for the lack of on-the-job training.
For instance, in the area of child care students use e-learning both for theory and practice. For instance, every student has to take a test which involves using an interactive computerised baby that simulates the behaviour of a real baby. In the test, the student takes responsibility for the 24-hour care of the computer baby. The test focuses on nurturing and taking care of the baby. The baby records how it has been treated (e.g. if it was ignored when it was crying, or was not fed). When the test is completed the programme returns feedback to the student concerning his or her performance. The students will then discuss their results with their fellow students and their teacher. The test is a part of the students curriculum, and gives them a practical understanding of what comprises good practice in relation to handling a baby. Learning by simulating accordingly means that the students both learn and practice in a safe environment.
6.3.1. Impacts The evaluator has identified the following impacts of the use of e-learning in the sim-model: Increased integration of theory and practice Better competences - Better preparation for working life Increased motivation Students become responsible for their own learning process Individualised learning
Increased integration of theory and practice It is clear to the evaluator that through using e-learning in this new model, the theoretical and practical teaching and learning that takes place at the institution is better integrated than in the traditional mode of teaching and learning, since the use of e-learning brings school-based teaching and learning closer to reality. The use of e-learning accordingly compensates for the separation of school-based teaching and learning and on-the-job training, as well as for the lack of on-the-job training.
In the British example of good practice, the use of the computerised baby makes it possible to teach and test the students nursing skills very realistically.
In the Spanish good practice example, the use of e-learning in projects integrates theory and practice and brings them closer to reality. For instance, a student explains, We learn better because it is easier to understand the stuff when we use e-learning. For example, the simulations demonstrate the theory. Theory and practice are integrated much more and therefore it is more interesting. A teacher explains, E-learning is bridging the gap between the period at school and the on-the-job training. In the projects they solve concrete problems using e-learning and IT. This is truly integrating theory and practice. It makes it real for the students by preparing them better for their on-the-job training and working life.
Concentrated work in front of the computer at the Spanish case study
Better competences - Better preparation for working life The evaluator considers that the use of e-learning in this new model is improving the students competences. It also means that the students are better prepared for their working lives.
The director of the Spanish institution says, "They get familiar with using e-learning. The use of e- learning in their course prepares them better for working life.
According to the teachers at the Spanish institution, the use of e-learning is improving their students competences. However, it presupposes that they are still acquiring analytical skills. A Spanish teacher says, They learn more and they learn better. Using e-learning improves their understanding, and they acquire better skills. Besides, they develop general e-learning competences. But a possible pitfall is that they might not develop their analytical skills. They might The use of ICT in iVET Final Report 81
The use of ICT in iVET Final Report 82 lose their ability to follow reasoning. Using e-learning must not make it too easy for them to do the assignments. They must use their heads. As a teacher, you must prevent cheating, for instance by cutting and pasting from the Internet.
According to the students, teachers and managers at the British institution, working with e-learning means that students are acquiring two important kinds of skills, namely soft skills that involve such things as learning how to co-operate, help each other and work independently, and the hard IT skills which the labour market requires.
Increased motivation The evaluator considers that the motivation of the students is being increased and their skills are enhanced due to the fact that e-learning are bringing teaching and learning closer to reality.
A Spanish teacher explains, E-learning motivates them more. It keeps their attention. E-learning is a new way to motivate the students. It is more attractive to them than the traditional teaching methods. It gives the possibility of combining various tools, which makes the teaching more varied. In addition, a Spanish student says, By using e-learning you learn more, you learn better and you learn more quickly. You are more concentrated and more motivated because it is closer to reality. The use of e-learning makes it more interesting.
Students become responsible for their own learning process The evaluator considers that the use of e-learning puts the student in better charge of his or her learning process and changes the role of the teacher. Through using e-learning in teaching and learning, the teacher often becomes a mentor more than an authority, helping the student to find his or her own way on the learning path.
A British manager says: E-learning also shifts the balance of control concerning access to knowledge. The teacher is not the one who presents the knowledge regarding the vocational area. Therefore the students dont have to rely on the teacher, as they can explore for themselves.
Individualised learning The evaluator considers that the use of e-learning in the new model means that the learning process becomes more interactive and individualised. The use of e-learning makes it possible for the students to learn at their own pace and go over the material as many times as they need.
Additionally, the use of e-learning means that the teachers can work with the students individually. According to a British teacher, learning and teaching through e-learning releases the teachers to do more individual teaching in the learning processes. A class of students can for instance be working individually or in small groups while the teacher is doing one-to-one teaching.
The use of ICT in iVET Final Report 83 6.4. Overview of the impacts of the new models The new models of education and training stemming from the use of e-learning have several important impacts, most of which are apparent in all the models. As the analysis of impacts is based on the good practice examples the models cannot be expected to have the same positive impacts in general iVET settings. Accordingly, the analysis demonstrates the potential of the new models.
The impacts of the new models are summarised in the table below.
Table 2: Overview of impacts of the use of e-learning in relation to the three new models of education and training The com-model The flex-model The sim-model Increased integration of theory and practice Increased integration of theory and practice Increased integration of theory and practice Improved learning results better competences Improved learning results better competences Improved learning results better competences Better preparation for the labour market Better preparation for the labour market Better preparation for the labour market Responsible for own learning Responsible for own learning Responsible for own learning Increased flexibility and motivation Increased flexibility and motivation Increased motivation Catering to the individual needs of the students Individualised learning Catering to the individual needs of the students - Individualised learning Catering to the individual needs of the students - Individualised learning
It is apparent to the evaluator that the new models of education and training are all succeeding in bringing theory and practice closer together. The evaluator considers that this is perhaps the single most important impact. As described previously, theory and practice are an aspect of both the school-based and the workplace-based education and training.
The new models are bridging the theoretical and practical worlds in two different ways:
Integrating school-based and workplace-based teaching and learning The first and second models primarily integrate school-based teaching and learning (practical as well as theoretical) with workplace-based teaching and learning (practical as well as theoretical).
Integrating theoretical and practical school-based teaching and learning The third model bridges theoretical and practical school-based teaching and learning.
The use of ICT in iVET Final Report 84 The three models are appropriate for different iVET systems characterised by different conditions and objectives (though elements from different models can co-exist in practise in iVET as described above). This means that the new models have the potential to improve iVET in different iVET systems through bringing theory and practice closer together.
The evaluator considers that another important impact is the improvement of the skills and competences acquired by the students, not least as a result of the integration of theory and practice. As a consequence, they are better prepared for the labour market, an impact that is common to all of the new models.
In addition, the evaluator considers that a common impact is that the students are becoming responsible for their own learning due to a transformation in their teachers role. In the new models, the teacher is a mentor who facilitates learning rather than being a lecturer.
The evaluator considers that a further shared impact of the new models is the increased motivation of the students. In two of the new models, the increased motivation is related to increased flexibility.
Finally, the evaluator considers that in the new models, learning has become more individualised than is the case with traditional teaching and learning. An impact of these models is their corresponding scope for catering to the individual needs of the students.
The use of ICT in iVET Final Report 85 7. The qualitative impacts of the use of e-learning This chapter describes the impacts of the use of e-learning in iVET as a whole. A number of these impacts are also seen in the new models of education and training presented in the previous chapter. However, this chapter also highlights other impacts. The impacts recurring in the new models and in iVET as a whole are further elaborated, and additional perspectives drawn from the broader material covering all EU Member States are presented.
An important finding of the desk study is that there is a clear lack of evaluations of the impacts of the use of e-learning in iVET. As a consequence, it is difficult to estimate to what extent the impacts identified in this study apply to iVET in Europe in general.
The chapter is based on the case studies, as well as on telephone interviews with experts, government representatives, stakeholders and managers of iVET institutions. It must be stressed that this analysis of impacts is not an impact assessment as such. Due to the scope of the study the impacts identified should not be considered as frequent or representative for Europe but rather regarded as a pointer of potential impacts that the use of e-learning may lead to.
The impacts identified are: Bringing the practical and the theoretical worlds closer together Enhancing the level of knowledge, skills and competences Better preparation for working life Increased quality of teaching Efficiency might increase Realistic but safe student assessment Increased flexibility Increased motivation Changed role of the teachers students are responsible for their own learning Individualised learning Preparing students for lifelong learning Parents involvement may increase
7.1. Bringing the practical and the theoretical worlds closer together As has been mentioned previously, the study shows that iVET in EU is characterised by the third paradigmatic model introduced in Chapter 2. This model emphasises the integration of the theoretical and practical worlds of teaching and learning. The evaluator considers that the use of e- learning is in many cases strengthening this integration.
As the previous chapter describes, this impact is apparent in relation to the new models of education and training that have been identified. However, the study indicates that this impact is also being seen in iVET as a whole, since a great number of respondents from various countries have drawn attention to it. Accordingly, more than one third of the respondents from telephone
The use of ICT in iVET Final Report 86 interviews explicitly state that e-learning is integrating theory and practice, and/or they give examples of how it is doing so. These respondents represent France, Finland, Denmark, Sweden, Greece, the Netherlands, Portugal, Austria, Belgium, Germany, Luxembourg, the UK and Spain. A number of respondents also point to this impact indirectly. In addition, all seven case studies indicate that this impact is evident in a wide range of different iVET settings spanning iVET systems with different degrees of integration between theory and practice. In systems where theory and practice are very highly integrated, the use of e-learning can bridge theory and practice even further.
The two most prevalent ways of bridging theory and practice via e-learning are the use of simulation and blended learning. For instance, a French government representative says, E- learning certainly produces better integration between theory and practice, especially through simulation. It brings it closer to reality. A Greek government representative says, E-learning can be used to make difficult theoretical concepts easier to understand through the construction of models. In this way theory and practice become more compatible.
Several respondents consider that blended learning bridges theory and practice, because it integrates school-based and workplace-based teaching and learning. The blended learning format means that students can easily draw on their theoretical knowledge during their on-the-job training. This improves their scope for theoretical reflections concerning their practical experiences, and vice versa. For instance, a Finnish stakeholder explains, It is integrating theory and practice considerably. This is a great benefit of using e-learning. They can learn the theoretical component during working hours. It integrates learning. Theory and practice melt into each other.
Finally, some respondents point to the fact that the use of e-learning means that school-based theoretical and practical teaching and learning are better integrated. One of the reasons they give is that the students have better access to theoretical material while doing the practical component of their training at the institution. This gives the students the possibility of looking up and/or double-checking the theory and finding additional theoretical information while also solving concrete practical problems.
Text box 5: Perspectives from Australia
The integration of theory and practice in iVET through e-learning is, according to an Australian expert, also seen to a great extent in Australia. He gives this example: An Australian project which has been running for 5-6 years uses toolboxes. The project provides actual theory, and practical activities are carried out afterwards, resulting in directly linking the theoretical and practical world.
Among the new Member States, this impact is also seen in the Czech Republic, Estonia and Lithuania, where government representatives point to examples of the integration of theory and practice through the use of e-learning, e.g. via simulation. A government representative says,
The use of ICT in iVET Final Report 87 Learning by using CAD programmes integrates theory and practice in the areas of mechanical engineering or electrotechnical manufacture.
7.2. Enhancing the level of knowledge, skills and competences The study indicates that this impact is not only apparent in relation to the new models but might also be evident in iVET as a whole, as several respondents from various countries have pointed to this impact. These respondents represent Austria, Belgium, France, Finland, Portugal and the United Kingdom and include government representatives, stakeholders and managers.
On the basis of the respondents statements, the evaluator considers that in many cases the use of e-learning is improving the students understanding and knowledge. For instance, a government representative from Luxembourg considers that An added value is that you can simulate processes that help you understand. You discover what happens if you change a factor. This way of learning by doing means that you remember it better. In this connection a Finnish manager explains, The students are able to go deeper into the subject. They learn more because e-learning involves the students more. Equally, some respondents (e.g. a Portuguese and a British manager) find that the students who use e-learning obtain better results than traditional students.
Apart from an improved understanding, the evaluator considers that the competences and qualifications obtained may also improve through the use of e-learning. For instance, a French government representative says, They get better qualifications, which means better products and services, which is an advantage for the companies. Due to the use of e-learning there is a better link between theory and practice, and as a consequence there is a better connection with the labour market.
Furthermore, the evaluator considers that the use of e-learning may not only lead to better vocational skills, but may also improve both the students general and specific industry-related IT skills. Finally, the students learn to learn. A Finnish government representative explains, One impact is that they are learning to learn and acquire thinking skills. So through using IT they are acquiring meta-cognitive skills.
This impact is also apparent in some of the new Member States. Government representatives from Estonia, Hungary and the Slovak Republic consider that the use of e-learning is improving their students IT skills and computer literacy, individual skills and learning skills (i.e. they learn to learn).
The use of ICT in iVET Final Report 88 Text box 6: Perspectives from Australia
An Australian expert highlights the importance of taking the practical world as a starting point when setting out to integrate the theoretical and practical worlds: Within the theoretical world, e-learning used for discussions works well, but e-learning within the practical world is really successful. He emphasises that the practical elements of learning also need to be incorporated when e-learning is used in the theoretical world, since the use of e-learning in the practical world is a beneficial foundation that paves the way for integrating theory and practice.
7.3. Better preparation for working life It is clear to the evaluator that the use of e-learning frequently means that students are better prepared for their working lives. Not only is this impact apparent in relation to the new models identified in the previous chapter, but the study indicates that it is also evident in iVET as a whole, since respondents from several countries (Belgium, Sweden, Greece, Denmark and France) have highlighted it. 37
For instance, a Swedish stakeholder considers that An impact is that the students are meeting the requirements of the labour market to a higher degree. A Greek government representative states, Students that learn e-learning will be more efficient workers in relation to speed and quality.
Among the new Member States this impact is also seen in Estonia, for instance. A government representative gives the following example: There is a need in the labour market for the use of the Amadeus software package. This is now being used in schools for practice in writing reports concerning tourism.
7.4. Increased quality of teaching The study indicates that the quality of teaching and learning in iVET may be increasing due to the use of e-learning not least because the use of e-learning improves the integration of the theoretical and practical worlds. As the previous chapter describes, this impact is also seen in relation to the new models of education and training that have been identified.
Some respondents (from Ireland, Greece, Denmark and Spain) explicitly state that the quality of teaching and learning is improving. One reason given is that access to more up-to-date learning
37 See also eEurope/ ICT Skills Monitoring Group (2002) E-business and ICT Skills in Europe. Published at http://ema-ams2-3.cisco.com/emade/www/EMEA_Networkers2002/eSkillsReport_d38.pdf, or CareerSpace.com: http://www.career-space.com
The use of ICT in iVET Final Report 89 material and information in general is growing. A Danish manager states, The use of IT and e- learning leads to higher quality, for instance due to more up-to-date teaching material.
The respondents also point to the fact that the use of e-learning is improving the quality of teaching and learning because it increases the range of potential methods. A Spanish manager says, It improves teaching and learning. It opens a wide range of possibilities of teaching and learning in new ways e.g. seeking information, collaborating with others, exchanging information.
Finally, the evaluator considers that the quality of teaching and learning may be improving because the use of e-learning is increasing the integration of theory and practice, and is making the school- based teaching and learning more real, as described above.
This impact is also apparent in some of the new Member States (the Czech Republic, Hungary and Lithuania). The Lithuanian government representative says, The use of IT and e-learning opens up much more space for discussion, reflection, revision of knowledge and communication in the learning process.
7.5. Efficiency may increase The study indicates that one impact of using e-learning in teaching and learning in iVET might be increased efficiency. As the previous chapter describes, this impact is also seen in relation to the flex-model. However, it is noteworthy that as has been mentioned earlier, expectations concerning cost savings are frequently not being met significantly, principally because of the high cost of investing in the equipment and infrastructure needed.
A Dutch manager states, Communication and coaching become more effective due to the use of e- learning. This impact is also mentioned in relation to student assessment. A French stakeholder says, There are enormous productivity gains. For instance, in order to establish the level of expertise and educational needs of an employee, on-line testing is being used. This helps everyone: the students, the enterprises and the education centre. The cost in terms of money, time and other resources e.g. material are considerably lowered.
This impact is also noted in some of the new Member States (e.g. Hungary and the Czech Republic). A government representative from Hungary says, It leads to an improvement in efficiency - faster and more effective learning, and better time management.
7.6. Realistic but safe student assessment The evaluator considers that the use of e-learning may have an impact on student assessment.
As has been noted above, the use of on-line testing could reduce the cost of student assessment. The use of e-learning also has impacts on student assessment itself. The use of e-learning
The use of ICT in iVET Final Report 90 provides an opportunity to test the students in a realistic but safe environment. A good example of this is seen at Norton Radstock College in the UK, which is explained in detail in the previous chapter. In the child care field, the use of a computerised baby makes it possible to teach and test the students nursing skills very realistically, but with a minimum of risk. A Swedish manager of an iVET institution dealing with forestry production and hunting also emphasises the safety issue as representing an impact in general teaching and learning. He says, The use of simulations reduces the risk of accidents and minimises damage to the environment. He explains, Simulations are used for hunting with our shotgun simulator. The student can choose different environments, depending on what they are hunting. They can also select their ammunition and where to point etc. After shooting they can see how the animal has been shot. They can also calculate theoretically the impact of their shot. 7.7. Increased flexibility As described previously, increased flexibility is an impact of two of the new models identified, and it is clear to the evaluator that it is also apparent in many cases in iVET as a whole.
Most respondents point to this impact. Especially where blended learning is being used, flexibility is an impact because the blended approach offers students the opportunity to study at the workplace or at home, meaning that the students do not have to attend the institution physically. Respondents from Finland, the Netherlands, Ireland and Portugal accordingly regard flexibility as being an important impact, as e-learning is helping to solve the geographical problems associated with the existence of islands and rural areas with low population densities and limited educational opportunities.
It also offers the students flexibility in relation to time, as teaching and learning is restricted to particular times either to a lesser extent or not at all. This is especially important to students who are working in parallel with their studies. This impact is therefore of great interest in a lifelong learning perspective. The flexibility of e-learning accordingly has the potential to offer everyone a real educational opportunity through the use of blended learning or distance learning.
Text box 7: Perspectives from Australia
The flexibility of e-learning, enabling teaching and learning to reach students through both blended and distance learning, is also highlighted by an Australian expert as being an important impact: People can learn at their own time and pace, and e-learning connects a diversity of students over distance. Learning is thus provided just in time and when and where it suits the students.
As has been mentioned previously, blended learning is not as prevalent in iVET as a whole as it is in two of the new models. However, types of flexibility other than flexibility in relation to time and space can be noted in those forms of iVET in which blended learning is not being used, such as the flexibility to individualise the education programmes thanks to the use of e-learning.
The use of ICT in iVET Final Report 91 Among the new Member States, this impact is mentioned by a government representative from the Czech Republic who considers that a strength of using e-learning is that distance learning creates the opportunity to learn at home. A Government representative from Slovenia says, Distance learning has improved learning for students with special needs.
7.8. Increased motivation As described previously, the study shows that this impact is apparent in the new models identified. The evaluator considers that this impact is also evident in relation to iVET as a whole. E-learning may therefore be a way to increase the students motivation.
A manager from Luxembourg explains, This way of learning is more fun and more motivating. Some respondents consider that the reason for increased motivation is increased flexibility.
The students generally explain that their motivation has increased because e-learning increases flexibility and makes their teaching and learning more interesting, as it brings it closer to reality. A Spanish student says, You are more focused and more motivated because it is closer to reality. The use of e-learning makes it more interesting.
As for the new Member States, a government representative from Lithuania says, Students are motivated to obtain good e-skills.
7.9. The changed role of teachers the students are responsible for their own learning The study indicates that the teachers roles are changing due to the use of e-learning in iVET. Instead of retaining their traditional teachers role, teachers are instead becoming mentors or coaches. The study also indicates that the iVET students are becoming responsible for own learning through the change in the role of the teachers. This impact is also apparent in the new models, as described in the previous chapter. A Finnish government representative explains, The teachers roles are changing from teacher to counsellor. The learning process is becoming the students own. So the learning is improving and becoming more individualised, and the students practice their co- operative skills. The Finnish government representative says, It calls for responsibility and self- direction from learners more than traditional learning. The students work harder and are more committed than in traditional learning. An Austrian government representative says, Students learn to learn, learn to organise their own learning and work, and they learn to develop their critical judgment.
7.10. Individualised learning As was described previously, the study shows that individualised learning is one impact in the new models identified. The evaluator considers that this may also be an important impact in iVET overall.
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A number of respondents from Denmark, Finland, Germany, Greece and Luxembourg have noted this impact. A Danish manager says, It means that learning is becoming more individualised. Students can learn at their own pace. In this connection a Greek manager considers that It helps students that are not good at reading and writing.
Among the new Member States, this impact is also mentioned by a government representative from Hungary.
7.11. Preparing students for lifelong learning The study indicates that in many cases the use of e-learning is preparing the students for lifelong learning. The evaluator accordingly considers that an important impact of the use of e-learning may be that it has the potential to enable students to embark on this process. One reason is that the use of e-learning in teaching and learning means that the students learn to learn, and take responsibility for their own learning process.
A Greek government representative says, Students who use IT and e-learning are better at updating and upgrading their qualifications later on. It improves their opportunities for continuous learning. An Irish manager further explains, We hope and believe that we have equipped them to become self-activating learners and that they can keep on learning when they have left the institution.
The evaluator considers that this has important implications for the labour market. A Danish stakeholder says, The use of IT and e-learning in iVET has a very positive impact on the labour market because it will make it easier for these students to upgrade their skills later on in their working lives.
A government representative from Hungary says, One impact of using IT and e-learning is preparation for lifelong learning.
7.12. Parental involvement may increase The study indicates that in some cases the use of e-learning may increase parental involvement. However, it must be emphasised that this impact is rare as it has only been identified in relation to good practice cases. The evaluator therefore considers that this mostly represents a potential impact rather than a frequent one.
The evaluator considers that this impact is apparent in the French case study because of the learning platform. The institution has launched its learning platform in order to create a virtual environment in which students, parents and teachers can connect. According to the interviewees, the learning platform has provided a chance to modify the institutions relationships with parents,
because from the parents point of view the platform is convenient to visit, and it allows them to obtain a more detailed or at least a different view of what is actually happening at the institution.
Automobile at the French case study
The evaluator considers that this impact is also evident in the Austrian case study in relation to the notebook classes. The case study shows that parents who have to pay for their childs laptop have to be involved much more fully than usual.
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8. Quality assessment and standards concerning e-learning This chapter presents an overview of the current situation concerning quality assessment and quality standards for e-learning in iVET.
Quality assessment Assessment of quality of e-learning is becoming an important issue in iVET. As the European iVET institutions are integrating e-learning in training and education several aspects of the learning situation changes: New pedagogical methods, new learning content and new organisation structures are implemented. As described in chapter 7, these changes influence on a wide range of aspects, e.g. skills and competences of the students, and on the role of the teachers. As e-learning thus has an important influence on the current and future development of iVET in general the evaluator asses it is important to be attentive to the quality of e-learning in iVET in a systematic and reflective way. 38
Quality assessments can be done on federal, national or institutional levels and can be done using different methods. Quality assessment can focus on quantitative aspects such as the rate of computer to students, and on qualitative aspects such as the quality of e-content, of the new methods used or of students motivation or competencies.
Quality standards Quality standards for e-learning can be formulated on federal, national or institutional level. The existence of standards can help secure the quality of e-learning used in iVET. A nation planning to asses the quality of a wide choice of e-learning relevant for iVET could e.g. use a European set of quality standards as a guideline when formulation quantitative or qualitative indicators for quality. While an iVET institution planning to invest in new e-learning technology could achieve important knowledge from specific national quality standards for e-learning.
The analysis in this chapter focuses first on the quality assessment of e-learning at the national and institutional levels. Second, it examines quality in relation to the formulation of standards, and seeks to answer the question of whether there are any emergent Europe-wide formal quality standards for e-learning in iVET.
The chapter is based on desk research, case studies and telephone interviews with experts, government representatives, stakeholders and iVET managers from across Europe.
8.1. Quality assessment of e-learning in iVET The study shows that formal national or European standards for the assessment of quality in e- learning in iVET remain to be developed.
38 For further information on this subject, please see: DG EAC Eurydice., 2001, ICT@Europe.edu: Information and Communication Technology in European Education Systems. Published at http://www.eurydice.org/Documents/Survey4/en/FrameSet.htm
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In general, no special arrangements at national or federal levels have been established to assess the quality of e-learning in iVET. This is the general case both Europe-wide and across the three different country groupings comprising beginner, middle group and front-runner countries. (Please see Chapter 5 for more details concerning these three groupings.)
The evaluator considers that since the implementation of e-learning in iVET is overall still in the initial phases in Europe, the focus at national and federal levels is currently being concentrated on the specific implementation and improvement issues connected with the actual use of e-learning at a countrys institutions, rather than on the development of national assessment standards. When the assessment of e-learning is established at the national level, it usually focuses on quantitative aspects, e.g. the ratio of computers to students, or the number of teachers who are using e- learning in their teaching in that country.
For instance, a government representative for Austria says, Educational standards are being discussed. We have no particular standards for each subject, only standards for rolling out e- learning, e.g. the amount of money allocated for the roll-out. Of course we have quantitative standards, e.g. that 80 % of teachers should be involved in the use of e-learning in iVET.
Although no special arrangements have generally been established throughout Europe concerning the assessment of quality of e-learning in iVET, a widespread opinion among the respondents is that there will be greater attention paid to quality issues in the future. For instance, a government representative from the Czech Republic who was asked about how quality in e-learning in iVET is being assessed, mentions that their national e-learning action plan defines the goals for the next period very clearly, as it is focusing on the development of suitable quality evaluation systems. In connection with the assessment of quality, the government representative also mentions a Czech website focusing on education and evaluation which according to him offers institutions a unique educational software evaluation tool. (For more information, please see the Czech website www.e- gram.cz.)
Text box 8: Perspectives from Australia
E-learning has had a qualitative impact on iVET ever since schools, institutes and the government realised that there was a need for blended learning, according to an Australian expert.
Quality assessment taking place at the institution Because no special arrangements at national or federal levels have normally been established to assess the quality of e-learning in iVET in the European countries, quality issues are therefore most often a matter for the iVET institutions themselves.
The use of ICT in iVET Final Report 96 In this connection the study shows that the general opinion of both managers and teachers in the iVET institutions is that it is very important to undertake quality assessment. But the study also shows that many of the European institutions are not systematically applying quality assessments of the e-learning components of their teaching and training.
Though some institutions are evaluating their e-learning, most of them are doing so as an integrated aspect of their general evaluation system, and are therefore not focusing specifically and thoroughly on all relevant e-learning-related quality aspects in their evaluations. Meanwhile, those institutions analysed in this study which are specifically evaluating e-learning are conducting their evaluations in more informal and semi-structured ways, e.g. through ongoing dialogue involving students, teachers and management. Finally, the study shows that some institutions are not conducting evaluations of e-learning at all.
Below are three examples of quality assessment taking place at the institutional level:
Example 1: Assessment through student feedback
IVET institutions can choose to consider the quality of the e-learning elements being applied in informal and semi-structured ways, e.g. through ongoing dialogue involving students, teachers and management. An example of this is found in an Austrian iVET institution.
Asked how the quality of e-learning is assessed, an iVET manager from Austria explains; We always try it out together with the students. Based on the students feedback we then decide whether to buy or not. Its the same with self-developed content we change it accordingly. We do not have a manual or the like. We might ask four questions of the students concerning which areas they were interested in. But we always ask very open, e.g. What could be better?, Did you understand the questions?,, and Was the design OK?
Example 2: Quality assessment of e-learning as an integral aspect of the general assessment
At some institutions, the quality assessment of e-learning is structured in a more formal way, and it is typically implemented in the general quality assessment of the content and methods of a course.
An example of this can be seen at the Irish case study institution, where the manager
The use of ICT in iVET Final Report 97 explains how they organise their quality assessment: We have a quality system based around the initial design process. In designing a content module, we would go through a process of going to the employers assigning the training needs, and break that down into a series of modules and units. Having done that we develop a training plan. Its at that last stage that e-learning comes in. We have quality assessment guidelines, and a great deal of focus is on that compared to before. Further, the Education Training authority (FETAC) has a grid, and on this there are 10 levels of accreditation [] In order to have our courses placed on this grid and to get the level approved, we have to examine each course, look at the objectives and then look at FETACs grid as a guideline. The use of e- learning is included in these guidelines.
Example 3: Four colleges have established an organisation to assess e-learning material
Another example of quality assessment at an institutional level is seen at the case study institution in the UK, where four colleges have established a shared organisation to create the framework for evaluations of the learning material used at the four colleges. The WCC organisation was established as a forum for sharing ideas, good practice and learning materials.
WCC manages the access to a huge bank of learning material. New material is uploaded onto its website, from where teachers can download and evaluate it. Both teachers and managers consider this evaluation process to be important for the quality of the material, as WCC subsequently buys the materials that the teachers recommend.
The current situation concerning quality assessment As is mentioned above, most institutions are not conducting systematic quality assessments of e- learning. The evaluator considers that the current situation can be explained by the following factors:
Firstly, there are no formal quality assessment arrangements established at the national or federal levels in the European countries to support the institutions in their work on developing and conducting quality assessments.
Secondly, the study shows that most iVET institutions in Europe are still in the early stages concerning the implementation and improvement of their use of e-learning in teaching and learning. They are therefore focusing on issues related to the specific challenges and opportunities
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for development which they perceive as being directly related to their use of e-learning, and not on systematic quality assessments.
In this connection, the evaluator considers that since the IVET institutions of today are typically expending considerable resources on their general e-learning development, many institutions do not have the desire or resources to prioritise the systematic development and application of e- learning quality assessment.
Finally, quality assessments of learning methods and materials are generally regarded as being very challenging and difficult to develop by both teachers and managers. They are therefore typically not seen as an unproblematic, integrated part of an evolving process in the education system. This general view of quality assessment in the education sector naturally also affects the perception of quality assessment in relation to e-learning.
8.2. Quality standards for e-learning in iVET When asked if any particular standards for quality in e-learning are emerging, most government representatives, stakeholders and managers have responded that this is not the case in their countries. Several of them mention the existence of worldwide technical standards, e.g. IMS, SCORM and AICC and of national standards concerning quantitative indicators e.g. rate of equipment. But the overall picture is that there are currently no formal quality standards concering qualitative indicators (e.g. quality of e-content) being applied in the countries of Europe concerning the use of e-learning in iVET.
This conclusion is supported by the results from the European analysis of the e-learning features of 150 relevant projects funded under the Leonardo da Vinci programme, whose conclusions concerning e-learning software and standards are as follows:
There are a number of standards and standard groups. The IEEE Learning Objects Metadata Standard and the US derived SCORM standard have made some impression in the last two years. Yet there remain grave doubts about the validity and applicability of these standards. Essentially, they are technical standards and fail to take account of learners or content, let alone the different national and regional cultures. Research into localization of e-Learning programs and materials (Blandin, forthcoming), suggest these are some of the most important factors in developing e- Learning to meet learners needs. 39
Some respondents consider that the lack of qualitative guidelines is causing quality problems in relation to e-content and the use of e-learning in iVET. A Greek government representative says: A barrier concerns the quality issue. The lack of commonly accepted standards may prove a major hurdle in developing the appropriate material to support high quality IT and e-learning in iVET.
39 For further information, please visit the website www.elearningeuropa.info.
The use of ICT in iVET Final Report 99 In this study, many government representatives, managers and teachers have expressed a very positive attitude towards quality standards based on both quantitative and qualitative indicators, and the data shows that a widespread opinion and hope - is that such quality standards for e- learning in iVET will be developed in the future.
A manager from Greece says, We believe that since IT and e-learning are quite new to our education system, quality standards will be set and developed continuously in the future.
A government representative from the Netherlands who was asked if any particular standards for quality in e-learning were emerging in the country, says, Not yet, but 20-25 institutions have formed an organization they are front-runners in establishing a standard, an add-on to IMS [which concerns metadata]. But there is nothing about how to use e-learning.
Text box 9: Perspectives from Australia
In Australia, standards for particular features of e-learning have emerged, according to an Australian expert: Besides standards for access, ability and portability, particular standards for tool-boxes have been set out.
8.3. Research on quality and e-learning In this connection, the study shows that particular qualitative indicators for quality in e-learning are slowly beginning to emerge at the research level, as several European research projects are focusing specifically on qualitative aspects concerning quality and e-learning.
An Irish manager mentions the Leonardo project Global quality on e-learning, which focuses on the quality determination of e-learning products.
In connection with research on e-learning quality issues, it is also important to mention that the European Commission is currently funding projects concerning European quality in e-learning to the extent of more than 2 million Euros in the e-learning action programme.
In the context of these initiatives, the European Quality Observatory is undertaking the largest survey on quality issues so far, called "Use and Distribution of Quality Approaches in e-Learning". The survey project will focus on how quality in e-learning can be improved at the organizational, national and European levels, and on the success and future possibilities of todays quality strategies and instruments. (For more information, please see http://www.eqo.info/.)
The use of ICT in iVET Final Report 100 9. SWOT analysis of the integration and use of e-learning in iVET This chapter presents a SWOT analysis concerning the current use of e-learning in iVET. (SWOT stands for Strengths, Weaknesses, Opportunities and Threats.) The SWOT analysis draws on the telephone interviews and takes account of the views of government representatives, stakeholders and managers concerning the current situation regarding strengths, weaknesses, opportunities and threats. This has enabled an overview to be generated concerning the factors characterising the three country categories identified in relation to the use of e-learning in iVET (i.e. front-runner, middle group and beginner countries) as well as the new Member States. In addition, the SWOT analysis focuses on the seven good practice institutions in which case studies have been conducted, in order to compare the overall and the good-practice situations.
It should be pointed out that due to the scope of the study the findings of the SWOT analysis cannot necessarily be regarded as representative for Europe. In addition, the picture painted is very broad-brush.
The purpose of the SWOT analysis is to identify and describe all the major factors affecting the current use of e-learning in iVET in the EU Member States. The analysis accordingly considers the following four factors:
Strengths what are the strengths with regard to the use of e-learning in iVET? Weaknesses what are the weaknesses with regard to the use of e-learning in iVET? Opportunities what are the opportunities for the use of e-learning in iVET? Threats what are the threats for the use of e-learning in iVET?
Factors that are intrinsic to the iVET system (i.e. the iVET institutions and the workplaces where the on-the-job training takes place) can be classified as strengths or weaknesses, and those that are extrinsic to the iVET system can be classified as opportunities or threats.
It is noteworthy that the absence of a given strength may be viewed as a weakness, and in some cases a weakness may be the flipside of a strength (i.e. a strength is turned into a weakness).
The strengths, weaknesses, opportunities and threats identified in the SWOT analysis are summarised in the following table.
The use of ICT in iVET Final Report 101 Table 3: SWOT matrix. Strengths, weaknesses, opportunities and threats in relation to the use of e-learning in iVET Strengths o Active support from management o Clear IT and e-learning strategy at the institution o Trailblazers and front-runners among the teachers: The teachers positive attitude and involvement o High level of IT competences among the teachers plus prevalence of relevant training o Great interest and demand for e- learning among students and parents o E-learning is improving the quality of teaching and students qualifications o High degree of flexibility and individualisation o Increased cost-effectiveness o Adequate infrastructure and equipment o Effective technical support
Weaknesses o Lack of support from management o Sceptical attitude among teachers o Lack of IT competences among teachers and low degree of training of teachers o Sceptical or indifferent culture and low degree of e-readiness in society o Low degree of e-readiness and sceptical attitude towards e- learning among students o Inadequate infrastructure and equipment at institutions o High vulnerability to technical problems and high maintenance costs o Lack of technical support o Lack of access to computers at the workplace
Opportunities The development towards information society Increased demands of labour market regarding IT-skills National focus on e-learning: strategies, action plans and funding Focus at EU level on e-learning: initiatives, projects and funding Public-private partnerships regarding e-learning Cooperation between iVET institutions regarding e-learning Increased competition among iVET institutions Availability of adequate e-content
Threats Lack of e-content Lack of political focus and a unified strategy on national level Lack of funding
The use of ICT in iVET Final Report 102 9.1. Strengths The following internal factors have been identified as the most important strengths in relation to the use of e-learning in iVET:
Active support from management Clear IT and e-learning strategy at the institution Trailblazers and front-runners among the teachers: The teachers positive attitude and involvement High level of IT competences among the teachers plus prevalence of relevant training Great interest and demand for e-learning among students and parents E-learning is improving the quality of teaching and students qualifications High degree of flexibility and individualisation Increased cost-effectiveness Adequate infrastructure and equipment Effective technical support
Active support from the management The evaluator considers that one of the most important strength concerning the use of e-learning in iVET is active support from the management of the iVET institution.
Telephone interview respondents from Austria, Denmark, Finland, Italy, the Netherlands and Sweden explicitly point to supportive management as being one of the three most important factors with regard to the use of e-learning. This trend is accordingly apparent in all categories of country. However, it primarily seems to be prevalent among the front-runners.
The respondents consider that the commitment of an enthusiastic management positively affects the use of e-learning, as it encourages the teachers and students to extend their use of e-learning and develop their IT skills.
A Finnish government representative says, In schools the most important driver is leadership. It is important that there is commitment among the management to the developing process. Asked about the most important drivers concerning the use of e-learning, an Italian manager says, Our conviction.
Among new Member States, a government representative from Estonia points to this factor as being one of the most important.
It is clear to the evaluator that this strength is also highly important in relation to the good practice institutions. The analysis of six out of the seven cases accordingly identifies support from the management as being a strength that is promoting success (Austria, Finland, France, Ireland, Spain and United Kingdom).
It is clear to the evaluator that the management at these iVET institutions has placed e-learning on the agenda and is taking active steps to implement its concepts. In addition, the management has
The use of ICT in iVET Final Report 103 played an important role in selling the new idea to the teachers. The head of department at the Finnish case study institution emphasises, It is important that the management is standing behind the idea. They have to believe in it. Otherwise, it is very hard to make the teachers believe in it. Equally, a teacher from the Irish case study institution considers that the manager is attaching great importance to e-learning and is making sure that suitable IT equipment is available. The teacher says, The manager is very interested in IT and dedicated to integrating it. Therefore we have new and up-to-date IT equipment at the training centre.
The evaluator considers that the managements of the case study institutions generally want to be innovative and progressive concerning the use of e-learning in their education set-up. The Finnish principal says, We made a decision to use it. We wanted to develop and design it ourselves instead of waiting for others to tell us to use it and how to use it.
The evaluator considers that just as important as a supportive management is an approach that includes the teachers in the decision-making process concerning the integration of e-learning. Therefore the combination of a bottom up-approach rather than, or in combination with, a top- down approach is very important. For instance, this strength is evident in the case studies conducted in Finland and Spain.
At the Finnish case study institution, the teachers are deeply involved in the decisions concerning the use of e-learning. The institution has a working group concerning e-learning matters. This group follows the progress and needs connected with e-learning. The principal makes decisions that are based as far as possible on the suggestions of the groups. The evaluator considers that a reason for the Finnish institution being able to overcome the barriers concerning scepticism and lack of IT skills among teachers is the decision-making process at the institution. A teacher from the Finnish case study says, The teachers must be involved in developing the strategy. They are the best at knowing what is needed to make e-learning work and where the resources should be focused.
Clear IT and e-learning strategy at the institution The evaluator considers that a strength that is related to support from management is the existence of a clear IT and e-learning strategy at the iVET institution.
Telephone interview respondents from Denmark and the Netherlands mention this factor as being important for integrating and using e-learning. This indicates that this strength is evident among both front-runner and middle group countries.
A Danish manager says:The management must give it a high priority and must ensure the existence of the right conditions. There has to be an active strategy.
The evaluator considers that this is also an important strength influencing the use of e-learning among the case study institutions, e.g. the Spanish and Finnish institutions.
This strength is particularly pronounced in the Finnish institution, where. the strategy has generally played a major role in the integration of e-learning in the institution. In addition, it is clear to the evaluator that its success in overcoming the barriers represented by scepticism and inadequate IT skills is primarily due to its strategy and its IT courses. The principal says, The strategy states that all the teachers must have attained at least the first level of IT training. This means that they can see that they can actually use it, and that it is making their everyday life easier. This makes them more positive.
The management at the Finnish case study institution stresses the importance of the strategy of the institution concerning the integration of e-learning. The principal says: Earlier on, we did not buy the equipment we needed because it was not in our strategy. Now we must give it priority in the budget because of the strategy. It wasnt so systematic before. The strategy has helped. Asked about what has been done to overcome the various barriers, the principal says, Our strategy is very important. It should not just be symbolic. For instance, the goals concerning the training of teachers have helped to overcome a barrier concerning the lack of e-learning competences among the teachers. A teacher from the Finnish case study institution says, The strategy is very important. But it must contain pedagogical reflections
Instead of having a formal strategy the Spanish case study institution has a draft or informal strategy. Asked about the role of this strategy, the director of vocational education says, It is very important. It is a driving force. It means that we are very focused on e-learning. When we choose new courses, we have to take e-learning into consideration. Even though this informal strategy can to some extent be seen as a strength that is promoting the use of e-learning, the evaluator considers that the lack of a systematic IT- and e-learning strategy has certain consequences, for instance making the use of e-learning arbitrary. In the evaluators opinion, the lack of a systematic strategy increases the importance of a positive attitude among the management. It is clear that the director of vocational education especially is deeply involved in the integration of e-learning at the institution.
Students working at the Spanish case study
The use of ICT in iVET Final Report 104
The use of ICT in iVET Final Report 105 Trailblazers and front-runners among the teachers: The teachers positive attitude and involvement The evaluator considers that the positive attitude and involvement of teachers is an important strength in relation to the use of e-learning in learning and teaching in iVET. It is clear to the evaluator that this factor is not important merely for the teachers own use of e-learning in teaching and learning. Front-runners or trailblazers among the teachers are serving as ambassadors who are spreading the use of e-learning among their colleagues.
The telephone interview respondents from Austria, Belgium, Finland, France, Ireland, Italy, Luxembourg, Netherlands, Portugal and Sweden emphasise this as being an important factor. Accordingly, this perception is represented in each of the three country categories (front-runners, middle group and beginners).
It is clear to the evaluator that this positive attitude and involvement towards using e-learning is generally only apparent among a minority of the teachers at each institution, who can be regarded as trailblazers that start a bandwagon rolling among the sceptical remainder of the institutions teachers.
According to the respondents, the teachers are gradually getting used to using e-learning. A Portuguese manager stresses, The group of teachers that is open to this kind of learning is a very important driver for using and integrating e-learning in iVET. An Austrian stakeholder agrees: One of the most important driving forces is teachers who want to practice modern teaching. For all the parties involved, personal motivation and interest is highly important. Finally, a French government representative says, Teachers who are interested in e-learning, who are competent, and who want to improve the school, are an important factor in integrating e-learning.
Among the new Member States, a government representative from Estonia pinpoints the teachers attitude and involvement as being one of the most important factors that is affecting the use of e- learning.
It is clear to the evaluator that this strength is also highly important in relation to the good practice institutions. At several of these institutions the evaluator considers that trailblazers and front- runners among the teachers represent a strength with regard to the integration of e-learning. In fact, several good practice institutions are deliberately using front-runners among the teachers to integrate and spread the use of e-learning among their colleagues. This can be observed in the case study institutions of Austria, Finland, Ireland, Spain and the United Kingdom. Such groups of teachers with a positive attitude towards e-learning are making the benefits clear to the other teachers in order to overcome their scepticism and reluctance.
A manager from the British case study institution stresses that enthusiasts are bringing us the way, meaning that having front-runners among the teachers in relation to the use of e-learning is the best way of demonstrating good practice to more sceptical colleagues.
The use of ICT in iVET Final Report 106
The manager of the Irish case study institution explains, As a manager I introduced e-learning and then tried to get the teachers involved. I let the teachers who were most interested in e-learning and who had the best e-learning qualifications use it, so that the other teachers could see how much easier it is to teach by integrating e-learning into their teaching practice. He further explains, Once you get one person showing the way, the others will follow. My job is just to create the right environment and to provide the necessary training of the teachers.
High level of IT competences among the teachers plus prevalence of relevant training It is clear to the evaluator that another important strength is the teachers IT competences and the training of teachers (focusing on both technical and pedagogical/instructional competences).
The telephone interview respondents (including government representatives, stakeholders and managers) from Denmark, Finland, France, Ireland, Luxembourg, Sweden, and Spain explicitly point to this factor as being one of three most important drivers for the use of e-learning. This means that it can be found among all three country categories (front-runners, middle group and beginners).
The evaluator considers that the teachers technical and pedagogical skills are clearly essential for the facilitation and expansion of the use of e-learning in iVET. However, the evaluator considers that in many cases only a few of the teachers at a given institution have adequate IT competences. (This is discussed in the section concerning weaknesses.) The evaluator therefore considers that the training of teachers is clearly an important strength. 40
According to the respondents, the teachers daily use of IT at home is also strengthening the integration of e-learning in teaching and learning in iVET as the teachers become more familiar with IT and e-learning. A Belgian government representative states, When the teachers start to use IT at home, the problem of the lack of teacher competences will diminish. The teachers need to stay up-to-date. If you do not work with IT every day, you lose touch.
Among the new Member States, respondents from Hungary, Latvia, Slovenia and the Slovak Republic regard the teachers IT competences and the training of teachers as being one of the most important factors driving the use of e-learning. A Hungarian government representative says, The organisation of training and further training by IT experts e.g. developers of learning material and tutors is an important driver. The respondent from Slovenia says, Teacher training by trainers from the practical world is very important.
It is clear to the evaluator that this strength can also be seen in relation to the use of e-learning at the good practice institutions. Several of these institutions have taken active steps to improve their teachers IT competences. For instance, this is the case among the case study institutions of Austria, Finland, the UK and Spain. However, the respondents consider that the steps that have been taken so far are insufficient.
40 See also Commission of the European Communities, 2001, The eLearning Action Plan. Designing tomorrows education. Published at http://europa.eu.int/eur-lex/en/com/cnc/2001/com2001_0172en01.pdf
The use of ICT in iVET Final Report 107 In the British case, the institution has carried out staff testing to identify the IT skills of the teachers, and corresponding IT courses have been designed and offered. The institution also offers laptops to the teachers which they can borrow free of charge for two months for the purpose of personal development.
At the Finnish case study institution, the management has given the training of teachers a high priority in its institutional e-learning strategy in order to ensure the improvement of its teachers IT competences. A Finnish IT administrator stresses the importance of the teacher training, saying, Personal guidance and introduction to computers is essential. Scepticism comes about from the fear of losing face in front of other people. It is therefore important that the teachers should have someone that they trust to ask for help. They actually just need a little push, and then they begin to gain control. And when they start using IT they see that it makes life easier for them.
Finally, steps have been taken at the Spanish case study institution with good results, even though the institution emphasises the difficulties and still has some way to go. It offers internal general IT courses. Additionally, the institution is collaborating on teacher training with companies that offer particular courses. A manager explains, Improving the teachers competences is one of the most difficult things in the process of integrating IT.
Great interest and demand for e-learning among students and parents The evaluator considers that the interest of iVET students and their parents in using e-learning is a major strength for the integration of e-learning in learning and teaching in iVET.
Telephone interview respondents from Austria, Belgium, Finland, France, Greece, Ireland, Italy, Luxembourg, the Netherlands and Sweden, point to this factor as being highly important for the use of e-learning in iVET. This factor can therefore be observed to be affecting all three country categories (front-runner, middle group and beginners).
For instance, A Belgian manager says, The interest and motivation of students, parents and teachers is the single most important driver for using IT. If they are not interested it is not possible to benefit from using IT.
According to the respondents, this demand is related to the general evolution of the information society. Students and parents consequently expect e-learning to be integrated into learning and teaching in iVET. A French stakeholder explains, Young people have grown up with IT and are therefore demanding and expecting up-to-date educational IT products to be used.
A Dutch government representative says, The fact that more and more young people are used to working and communicating via e-mail, forums and chat is motivating the teachers and managers of iVET institutions to integrate e-learning at a deep level.
Thus the study shows that in some countries, the students familiarity with IT and demand for e- learning and more individualised education programmes is a factor that is positively affecting the
The use of ICT in iVET Final Report 108 teachers attitudes towards the use of e-learning and their willingness to develop their own IT skills.
Regarding the new Member States, government representatives from Estonia and Lithuania consider this to be one of the most important factors affecting the integration of e-learning in teaching and learning.
The evaluator considers that this strength can also be seen in relation to some of the good-practice cases, as is apparent from the Austrian, Finnish and Irish case studies.
The Finnish and Irish case studies show that blended learning forms have been introduced in order to meet student demands. In the Finnish case, the students wanted extended periods of on-the-job training. In the Irish case, the students wanted more flexibility in teaching and learning because a great many of them are working in parallel with their studies. The use of e-learning in the blended learning approaches made it possible to meet these requests.
In addition, it is clear to the evaluator that the geographical context of the Finnish case study is affecting the students and parents demand for e-learning. Owing to the high-tech environment of Espoo in which the case study institution is located, a large percentage of its population are familiar with using computers. The executive director of the Finnish case study institution asserts that this is challenging the education system because many parents and students are demanding the fundamental integration of e-learning in teaching and learning.
E-learning is improving the quality of teaching and students qualifications The evaluator considers that a further important strength is the way that the quality of teaching and learning is being affected by e-learning. A related strength has to do with the improvement of the students qualifications.
This is seen in all three country categories, with respondents in Denmark, France, Greece, Spain and the United Kingdom all noting this as being an important factor for the use of e-learning.
A Danish manager says, An important strength is that it is leading to up-to-date quality education in line with the expectations and needs of companies.
When asked about the strengths and drivers connected with e-learning, a Greece manager says, By using e-learning - e.g. simulations - teaching and learning become more concrete, and the risk of mistakes is reduced. A French government representative says of the students, An important strength is that they obtain better qualifications. The things they learn are better explained. The use of e-learning especially simulations brings it closer to reality and helps them to understand it better.
Among the new Member States, this strength is seen in Hungary and Lithuania. A Lithuanian government representative says, The use of IT and e-learning opens up much more room for discussion, reflection, revision of knowledge and communication in the learning process.
The use of ICT in iVET Final Report 109 The evaluator considers that this strength can also be seen in relation to several of the good- practice cases (e.g. in Austria, Finland, France, Spain and the United Kingdom).
For instance, the British case study shows that improving learning and teaching is a strength that is driving the use of e-learning at the institution. When asked about the drivers, the British manager answers, Improving the learning experience by using e-learning.
According to the interviewees at the French case study institution, its courses have become livelier due to the use of e-learning. Less time is being spent writing on the blackboard, which means more time for talking and discussion.
Additionally, in the case studies the use of e-learning is leading to improved integration of theory and practice, which in turn is improving the quality of iVET and the students skills. In many cases this can be seen as a strength that is enhancing the integration of e-learning. For instance, at the Finnish and Spanish case study institutions the desire to integrate theory and practice is an important factor.
At the Finnish case study institution, an important strength affecting the integration of e-learning is the desire to improve teaching and learning by increasing the contact with the students while they are doing their on-the-job training, so that school-based and workplace-based teaching are better integrated.
High degree of flexibility and individualisation The evaluator considers that another important strength with regard to the use of e-learning is the high degree of flexibility and individualisation that stems from its use. In addition, the evaluator considers that access to education is expanding due to the flexibility that is another strength associated with e-learning.
Telephone interview respondents from Finland, Ireland, Italy, Portugal, Sweden and the United Kingdom, pinpoint this factor as being important to their use of e-learning. It can thus be seen in all three country categories front-runners, middle group and beginners.
According to the respondents, the flexibility that e-learning confers is a strength and a driver for the use of e-learning in teaching and learning in iVET. According to the respondents, the reason is that very many students are demanding more flexible and individualised learning and teaching, and consequently they expect e-learning to be an integral part of their studies. They want to have access to the learning material etc. 24 hours a day, 7 days a week via the Internet and LMS in order to make their experience of teaching and learning flexible. The access to e-resources that is enabled through learning platforms provides the students with better access to learning materials, instructions etc., and gives them the flexibility they require. This is particularly advantageous during their periods of on-the-job training. It is also very useful to those students who are working in parallel with their studies, because it facilitates their access to theoretical learning and teaching, as well as to learning and teaching in general.
The use of ICT in iVET Final Report 110 The evaluator considers that the flexibility that e-learning makes possible is providing more people with the opportunity to acquire an education. This is clearly another strength that is crucial for people who are working and who therefore have trouble participating in teaching and learning because of their requirement for job release. This is highly important in a lifelong learning perspective. It is also important to people who live in remote areas and consequently find it difficult to attend courses.
When asked about the most important drivers, a British manager states, The use of e-learning is widening participation and access to learning. A Portuguese government representative shares this opinion, saying, E-learning is giving more people access to training and apprenticeships. In Portugal we are very poorly qualified compared to the rest of Europe. The strength and driver connected with e-learning is that people can access training no matter where they are. This is especially important to people who live far away from school. Today people in the countryside do not have adequate access to education. People cannot afford to transport their children long distances to the cities. This affects a great number of people, since many people have to live in the countryside because they are supporting themselves through agriculture.
According to the respondents, individualised teaching and learning is also a strength associated with the use of e-learning. Students are demanding individualised teaching and learning that meets their particular needs. This demand is being met via e-learning. A Swedish government representative says, There is a demand for more individualisation in learning and teaching. E- learning provides this.
Respondents from the new Member States also mention this strength (for instance, Czech Republic, Latvia and Slovenia) The evaluator considers that this strength is also evident in relation to some of the good practice cases (Finland, Germany and Ireland).
In relation to the Irish case, the use of e-learning means that students are planning their learning processes individually and learning whenever it suits them, which is a strength that is driving the use of e-learning. The Irish manager says, The students are demanding 24-7 access to the content of their courses.
In the German case, e-learning is considered to be a driver because it is a flexible solution that both students and Deutsche Bahn as a company are able to benefit from, since their training can be done in slack periods and whenever it suits the student.
Increased cost-effectiveness The evaluator considers that increased cost-effectiveness can sometimes be viewed as a strength in relation to the use of e-learning in the learning and teaching that is taking place in iVET. However, this factor is not mentioned as often as the other strengths identified, which indicates that this factor is less significant than the other strengths. It must also be stressed that the study shows that the use of e-learning is not necessarily leading to increased cost-effectiveness and savings.
The use of ICT in iVET Final Report 111 Telephone interview respondents from Finland, Greece, Ireland and Sweden consider that this is an important factor. This means that this consideration is reflected in all three country categories.
According to the respondents, among many iVET institutions the need to increase the effectiveness of the teaching process and to economise on resources is leading to an increased focus on e- learning as it becomes possible for an institution to handle more students through the extended use of such tools as Learning Management Systems and e-learning programs (primarily through the use of blended learning, and to a minor degree pure distance learning, which is very rarely used in iVET, if at all).
An Irish government representative says, By using e-learning, institutions can handle a greater number of students. A Greek respondent says, One driver is the need to increase the effectiveness of the teaching process and the need to economise on resources. By using e-learning one can multiply the effectiveness of the teaching staff available. That is a strength. In addition, the respondents point out that it is cheaper to produce simulations than to buy the physical equipment needed to obtain hands-on experience.
Among the new Member States, this strength is seen inter alia in Hungary. A Hungarian government representative says, A strength is faster and more effective learning, better time management, up-to-date knowledge, the development of individual learning and quick testing and feedback.
The evaluator considers that this strength can also be identified in relation to some of the case studies. For example, this is apparent in the French, Irish and German case studies.
For instance, respondents from the German case study institution say that an important factor influencing the introduction of the Online-fitter blended learning course was the diminishing number of students taking part in the iVET course (KfB programme). With falling student rolls, the training had become too expensive to develop and deliver to small groups in the traditional way. Using e-learning as an integrated part of iVET, the costs connected with teaching, tests and travel were reduced.
Picture from the German case study
Adequate infrastructure and equipment It is clear to the evaluator that the availability of adequate infrastructure and equipment is another important factor affecting the use of e-learning in iVET that can be regarded as a strength.
Respondents from Denmark, Ireland, Luxembourg, Portugal, Spain and Sweden point to this factor as being highly important in the use of e-learning. This factor is accordingly reflected in all country categories.
The study shows that in those institutions that are well equipped with computers there is an enhanced use of e-learning.
The availability of adequate infrastructure and equipment is obviously a strength in fact, it is a precondition for the use of e-learning. On the other hand, the study shows that a focus on e- learning can lead to better infrastructure and equipment, e.g. through participation in pilot projects which increases the use of e-learning. A manager from Luxembourg explains, The existence of equipment is important. Through a pilot project we had the chance to use many computers. This was a great opportunity.
The evaluator considers that this strength is also apparent in all of the case study institutions to some degree. The infrastructure and equipment at the good-practice institutions is generally better than that of the other iVET institutions, at least those located within the same country.
Effective technical support The evaluator considers that effective and reliable technical support is indeed a major strength affecting the use of e-learning in relation to some of the case study institutions. For instance, this can be seen in Austria, Finland and Spain.
At the Austrian case study institution, technical support is indeed a very important strength in relation to the use of e-learning. Technical support is available all day (between 8 a.m. and 5 p.m.) via mobile phone. Both teachers and students are able to call the support staff. The use of ICT in iVET Final Report 112
The use of ICT in iVET Final Report 113
The Finnish case study institution has two internal technicians that help the staff with their daily computing tasks. According to the teachers, this is essential for their use of e-learning, as it is a prerequisite for a positive attitude towards e-learning among themselves. A teacher explains, It is important to get help when you need it. You must be sure that you can get help quickly.
9.2. Weaknesses The following internal factors have been identified as the most important weaknesses in relation to the integration and use of e-learning in iVET:
Lack of support from management Sceptical attitude among teachers Lack of IT competences among teachers and a low degree of IT training among teachers Sceptical or indifferent culture and low degree of e-readiness in society Low degree of e-readiness and sceptical attitude towards e-learning among students Inadequate infrastructure and equipment at institutions High vulnerability to technical problems and high maintenance costs Lack of technical support Lack of access to computers at the workplace
Lack of support from management The analysis of strengths showed the importance of support from management. On the other hand, the lack of support from management is to be regarded as an important weakness.
Telephone interview respondents from Austria, Denmark, France and Sweden explicitly point to this as being one of the most important factors impeding the use of e-learning. This suggests that this weakness mainly affects the front-runner and middle group countries. However, the evaluator considers this to be a general weakness, although this factor is not mentioned as often as some others, such as the training of teachers. The evaluator considers that it is not credible that this weakness should primarily occur among the front-runner countries.
A Swedish stakeholder says, One of the most important barriers is that the management has too little focus on it. A French manager says, A reluctant management is an important barrier for the integration of e-learning.
Among the new Member States this factor is also identified in Lithuania, with a government representative indirectly pointing to the lack of support from management as being one of the most important factors impeding the use of e-learning: An important barrier relates to inertia in iVET institutions.
The evaluator considers that this weakness is not apparent in relation to the case studies, as the managers at the good practice institutions are generally very committed and supportive regarding the use of e-learning.
The use of ICT in iVET Final Report 114 Sceptical attitude among teachers It is clear to the evaluator that the teachers attitude towards e-learning is an important weakness. The study shows that it is often very difficult to convince teachers to use IT, because many are sceptical about it.
Very many of the telephone interview respondents point to this factor as being an important obstacle for the use of e-learning in iVET. It is mentioned by respondents from Austria, Belgium, Denmark, Finland, France, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain, Sweden and the United Kingdom. Hence this weakness exists in all but one of the 15 old EU Member States and all three country categories (front-runners, middle group and beginners).
Several respondents draw attention to the fact that older teachers especially are unwilling to try out new ways of teaching and learning. However, teachers of all ages are sceptical concerning the use of e-learning. An Irish government representative says, An important barrier has to do with the training of teachers and their attitudes. Teacher training is one thing, but getting them to change their work practices is something else. A Belgian government representative says, Convincing teachers to use e-learning is very difficult. It is difficult to change their mentality and get them to use e-learning.
According to a number of respondents, the teachers are resistant because their role will change. A Dutch government representative explains, Teachers have to get used to having less control concerning what the students do. An Italian government representative adds, Teachers must accept being a facilitator rather than an authority. They must adapt to the new role. They find this difficult because of cultural factors.
In addition, some respondents explain the teachers resistance in terms of inadequate IT competences. A Spanish stakeholder says, Teachers have a fear of using IT because the students know more about IT than the teachers.
Furthermore, some respondents consider that a reason for the teachers scepticism concerns the fact that an e-pedagogy as such is still lacking. A government representative from Luxembourg says, A pedagogical approach to making the best use of e-learning still has to be developed. A Finnish publisher says, Sometimes in Finland we are too focused on technological measures, and not focused enough on the pedagogical issue. If the technological area is leading the pedagogical area then something is not working right.
Finally, the telephone interviews show that there is a general resistance towards the extended use of blended learning in iVET, and especially towards pure distance learning. The respondents do not want these kinds of e-learning to replace face-to-face learning for iVET students, and therefore have a negative attitude towards new ways of teaching in relation to e-learning.
Among the new Member States, respondents from Slovenia, Cyprus and the Czech Republic consider that a sceptical attitude among teachers is one of the most important weaknesses concerning the use of e-learning in iVET. A Czech Republic government representative says, An
The use of ICT in iVET Final Report 115 important barrier relates to conservative teachers teaching and learning concepts and their reluctance to new technologies the board and chalk concept.
The evaluator considers that this weakness also occurs in relation to most of the case study institutions (in Austria, Finland, France, Ireland, Spain and the United Kingdom). Although this weakness has partly been overcome at the good case institutions, scepticism among some of the teachers concerning the use of e-learning still remains. This means that the actual use of e- learning is still dependent on the teachers. The principal of the Finnish institution explains, The use of e-learning has grown dramatically in a few years. But its use still depends a lot on the teachers. Some are more eager to use it than others. She adds, The teachers were quite sceptical five years ago or so. But now they see the benefits, and we have the equipment that is making things possible. Today the teachers are not really a barrier anymore.
The manager of the Spanish case study institution explains, The important step is to involve, encourage and train the teachers. They are the cornerstones. The teachers attitudes and competences are critical. The teachers must want to use e-learning. That is a precondition, just like having the technical equipment.
Lack of IT competences among teachers and a low degree of IT training among teachers It is clear to the evaluator that the inadequacy of teachers IT competences is another important weakness in relation to the use of e-learning in iVET.
Telephone interview respondents identify this factor as being one of the most important weaknesses in relation to the use of e-learning in iVET. Respondents from Belgium, Denmark, Finland, France, Ireland, Germany, Greece, Luxembourg, Portugal, Spain and Sweden point to this factor. This weakness therefore exists in all three country categories (front-runners, middle group and beginners).
According to the respondents, many iVET institutions encounter great difficulties with their teachers technical IT skills that limit the use of e-learning. The teachers often lack the necessary competences to integrate e-learning into their work, as a substantial number are not even used to using IT in their own private lives. Several respondents draw attention to the fact that older teachers especially are not willing to improve their IT skills.
In addition, the respondents point out that many teachers also lack pedagogical IT competences and knowledge concerning pedagogical approaches to the use of e-learning, which makes them reluctant to apply it. Finally, respondents regard the iVET teachers understanding of the opportunities and advantages of e-learning as being quite limited.
A Danish government representative says, Many teachers lack IT competences and knowledge concerning possible applications, for instance how IT can be integrated pedagogically in teaching.
According to the respondents, the training of teachers in relation to technical and pedagogical IT competences is therefore essential for the use of e-learning in iVET, and the current inadequacy of
The use of ICT in iVET Final Report 116 their training is therefore regarded as being a grave weakness. A Swedish stakeholder says, The lack of competences is an important barrier. Continuous training of teachers is necessary due to the rapid rate of change.
Among the new Member States, respondents from Estonia, the Czech Republic, Lithuania, Hungary and Slovenia point to this factor as being one of the most important weaknesses. A government representative from Lithuania says, The teachers/trainers competences concerning the use of e- learning for teaching and learning need to be upgraded.
The evaluator considers that this weakness is also apparent in relation to the case studies; even though the good practice institutions have gradually overcome this weakness, it is still present to some degree. The teachers competences generally vary considerably among the institutions.
For instance, this weakness is seen in the case studies conducted in Austria, Finland, France, Ireland and Spain. A British teacher says, You dont use IT in teaching and learning unless you have the skills to do it and you know how to use your time to get the best out of it. According to a manager from the British case study, it is hard to push the teachers into such training because they are already busy with their daily teaching work.
Sceptical or indifferent culture and low degree of e-readiness in society It is clear to the evaluator that an unresponsive culture and a generally low degree of e-readiness in society is an important weakness in some Member States. The evaluator considers that factors connected with culture and e-readiness are highly correlated and can therefore be viewed as a single weakness in relation to the use of e-learning in iVET.
Telephone interview respondents from France, Germany, Greece, Ireland, Italy and Portugal point to culture and e-readiness as being an important obstacle, indicating that this factor is chiefly significant for the middle group and beginner countries.
The study shows that culture is important for the general attitude towards e-learning. A Portuguese government representative stresses the importance of culture as a barrier, saying, Culture is an important barrier for e-learning and IT in Portugal. There is resistance to new ways of learning. We have a very sociable culture and Portuguese people like company. Therefore we do not believe in virtual learning. We do not trust e-learning distance learning yet. As a consequence, it is very difficult to integrate it. However, students are now pushing the teachers to use IT.
Several respondents consider that one of the most important weaknesses is connected with the general lack of IT competences in society. The actual use of IT in students homes is considered to be important for the successful integration of e-learning into iVET, as this affects the students general attitudes towards IT and their e-readiness. An Irish government representative says, An important barrier is that people are not familiar with IT. It has to do with the use of IT in peoples homes.
The use of ICT in iVET Final Report 117 Low degree of e-readiness and sceptical attitude towards e-learning among students The evaluator considers that an important weakness is the students low degree of e-readiness and sceptical attitudes towards e-learning. The evaluator considers that these attributes are highly interconnected, and can therefore be viewed as a single weakness in relation to the use of e- learning in iVET.
It is also highly related to the weakness concerning culture and general e-readiness in society, as this affects the students e-readiness.
The study too shows that a low degree of e-readiness among students is an important weakness in relation to the use of e-learning in iVET. In this connection, the respondents consider the frequent assumption that students have the basic IT skills needed as being a weakness. In fact, many students need basic IT courses in order to be able to take advantage of e-learning in teaching and learning. An Irish government representative says, An important barrier is the assumption that all students can type, etc. This is false.
According to a number of respondents, the attitude of students is seen as an important weakness for the use of e-learning in iVET in countries where people are generally unfamiliar with IT, and where students therefore have low IT qualifications. Asked about the most important weaknesses, a Greek government representative says, Students attitudes towards IT and e-learning. Many students may find it difficult to adopt a self-paced learning strategy.
Among the new Member States, the weakness concerning the students low degree of e-readiness and students attitude towards e-learning is evident in Cyprus and Hungary, where government representatives point to it as being one of the most important weaknesses in relation to the integration of e-learning.
The evaluator considers that the weakness concerning student e-readiness is also relevant to the case studies, as some of the good practice institutions have experienced and overcome this weakness. Several case study institutions therefore emphasise the importance of preparatory courses that ensure a certain minimum level of IT skills and ensure that the students are adapted to the new virtual learning approaches being used in those courses that are based on blended learning (e.g. in Germany, Finland and Ireland).
Inadequate infrastructure and equipment among institutions It is clear to the evaluator that an important weakness is connected with the lack of adequate infrastructure and equipment among the iVET institutions, which in turn is related to its high cost.
Telephone interview respondents from Austria, Denmark, France, Germany, Greece, Ireland, Italy, Luxembourg, Netherlands, Portugal and the United Kingdom point to this factor consider that this is an important weakness in relation to the integration and use of e-learning, suggesting that it exists in all three country categories front-runners, middle group and beginners.
The use of ICT in iVET Final Report 118 The evaluator considers that one reason that this factor is present in all three country categories is internal regional differences. This means that even among front-runner countries and countries in the middle group, there are respondents who are complaining about a lack of infrastructure and equipment. A German stakeholder says, One barrier is the lack of equipment in some schools because of the fact that some Lnder are richer than others. Similarly, an Irish government representative says, Lack of broadband access is a barrier. There are huge variations in the school equipment. However, the evaluator considers that another reason might be that countries that are heavily computerised and advanced in their use of e-learning are demanding even better infrastructure and equipment.
According to the respondents, the problems primarily relate to the number and quality of computers (and access to them), as well as software, internet access and the speed of internet connections. The respondents point out that such problems are impeding the integration of e- learning in teaching and learning. A Portuguese government representative says, The use of IT and e-learning requires more bandwidth, and the technical installations at the institutions do not allow for very complicated solutions. Besides, a lack of computers means lack of use. Finally, a Greek stakeholder says, One of the most important barriers is the unavailability of a library of e- learning tools that would make them accessible to everyone.
According to a number of respondents, the lack of infrastructure and equipment at iVET institutions is a financial issue. A related weakness is therefore the cost of investing in infrastructure and new equipment. A Greek manager says, An important barrier is the great amount of money that has to be invested in order to provide the equipment needed to use e-learning in teaching. Similarly, a Portuguese stakeholder considers that one of the most important weaknesses is The cost of hardware and software.
Among the new Member States, respondents from the Czech Republic, Cyprus, Estonia, Hungary, Latvia and Lithuania consider that the lack of adequate infrastructure and equipment at iVET institutions and its high cost are one of the most important weaknesses in relation to the use of e- learning.
The evaluator considers that this weakness only exists to a limited degree in relation to the case study institutions. The infrastructure and equipment of the good-practice case institutions is generally better than that of the iVET institutions as a whole, at least within a given country. The evaluator considers that infrastructure and equipment has generally been given high priority at the good practice institutions, which means that they have a reasonable amount of equipment and that its quality is also good. However, there is still room for improvement. Concerning the Spanish case, a weakness with regard to the extended use of e-learning is the lack of a virtual learning platform that can be accessed from home.
High vulnerability to technical problems and high maintenance costs The evaluator considers that a major weakness concerns the issues of vulnerability to technical problems and the high cost of maintenance.
The use of ICT in iVET Final Report 119 It is clear to the evaluator that the existence of technical problems is inhibiting the use of e- learning, because its effects are time-consuming and affect attitudes towards e-learning negatively.
Respondents from Austria, Belgium, Finland, France, Germany and Luxembourg, point to this weakness, suggesting that this weakness exists among both the front-runners and the middle group countries. However, the evaluator considers that on one hand this does not seem very likely, as it is reasonable to expect that the extent of vulnerability to technical problems and high maintenance costs must be similar everywhere, and would not least affect the beginner countries. On the other hand, as the integration of e-learning increases so does vulnerability to technical breakdowns, as there might be no alternatives in the teaching situation owing to the extensive dependence of the teaching on the use of e-learning. The evaluator points to the fact that a strength can also represent a weakness.
According to the respondents, the intensive use of e-learning in teaching and learning implies greater vulnerability to technical problems. A manager from Luxembourg says, Technical problems are an important barrier. In the beginning it could be necessary to go back to traditional teaching. Usually it works quite well now. The help desk is a great help. An Austrian manager says, Technical problems are an important barrier. It has to work.
A number of respondents regard the cost of maintenance as another important weakness in relation to the use of e-learning in iVET. The evaluator shares this view.
The respondents point out that the use of e-learning makes it necessary to employ technicians to maintain the equipment and solve technical problems. This in turn involves more employees and higher administrative costs, which is especially problematic for minor institutions and small workplaces.
In addition to the vulnerability to general technical problems, the respondents mention that vulnerability to increased security problems, virus infections, misuse etc. also represents a weakness.
Respondents from the new Member States do not mention this weakness.
The evaluator considers that in the case studies (e.g. for Austria, France and the United Kingdom), the need for maintenance and replacement, technical problems and vulnerability to virus infections etc. can also be seen as a weakness in relation to the use of e-learning in the good practice institutions.
The more sophisticated the materials become, the more advanced the infrastructure and equipment has to be. A British manager says: Keeping up with the technology is challenging because its developing at such a high rate.
Even though the standard of infrastructure and equipment is generally high, technical problems and vulnerability to virus infections etc. may be a weakness in the good practice institutions. The
The use of ICT in iVET Final Report 120 vulnerability to technical breakdowns is often high because of the intensive use of e-learning in teaching and learning. This means that even though technical problems occur relatively rarely, their impact is severe. On the other hand, the Spanish case study shows that the fear of technical problems, virus infections etc. can be a weakness too. The evaluator considers that the strict preventive IT policy is inhibiting the expanded use of e-learning at the Spanish case study institution.
However, in general the case studies point to the fact that technical problems create frustration among teachers and students, as they ruin the e-learning based teaching and learning. This is especially critical in relation to the group of teachers that is still sceptical towards e-learning, because such problems frighten them off. For instance, both students and teachers at the British case study institution mention that the hardware and the internet connections sometimes make the learning process quite problematic.
Lack of technical support The evaluator considers that a lack of technical support is another important weakness in relation to the use of e-learning in teaching and learning in iVET.
Respondents from Austria, France, Germany, Luxembourg and Sweden all point to this factor as being an important weakness. . This indicates that this weakness is seen in the front-runner and middle group countries. However, the evaluator considers that this is a general weakness that also exists in the beginner countries. It does not seem plausible that only the countries that are the most advanced in their use of e-learning are encountering problems arising from a lack of technical support.
The respondents mention that the lack of technical support can inhibit the use of e-learning when technical problems arise. The study indicates that the teachers and managers also appreciate the technical support assistance in their day-to-day use of IT.
A Swedish stakeholder explains, Technical problems are a barrier. If you do not have technical assistants that can fix it, the equipment is not used. Time and money must be earmarked for technicians who will maintain the equipment and solve technical problems. If it is not, the use of the equipment is inhibited.
The evaluator considers that this weakness has to a high extent been overcome in the good practice cases. The case studies therefore show that IT support generally has a high priority among the good practice institutions.
However, a lack of technical support might also be a weakness affecting the use of e-learning in teaching and learning in relation to the case study institutions. For instance, the British case study shows that the teachers get frustrated by the technical problems because they cannot solve them on their own. The Spanish case study shows that the institution has an effective IT support system. However, due to their many tasks, the IT technicians state that they do not always have enough time to support the teachers when a problem occurs. One of them says, We cannot support the
The use of ICT in iVET Final Report 121 users. We have enough to do without that. Often when a teacher has a problem he has to solve it himself. But we run internal courses so that the teachers are able to use IT and solve the problems.
In relation to the French case, the respondents explain that there is very little allowance made for IT support in the French education system. Therefore it is necessary to rely on external consultants, which is very expensive for the institution.
Lack of access to computers at the workplace The evaluator considers that inadequate access to computers during on-the job training might be another weakness.
Only a few of the telephone interview respondents (a government representative and a manager) mention this factor. However, the evaluator considers that it could be a more general weakness because of the fact that it has been identified in Finland, a front-runner country. It does not seem likely that this weakness only exists in a highly computerised country that is in the vanguard in terms of e-learning.
The reason why it has only been identified here might be that Finland is well advanced in relation to its use of e-learning (not least in terms of blended learning and distance learning), and therefore has a greater need for computer access at the workplaces in order to make blended learning and distance learning possible during the on-the-job training periods. Therefore, due to the deeper integration of e-learning in teaching and learning, the awareness of the importance of computer access to the students during their on-the job training periods might be greater than in those countries that are less advanced in terms of their use of e-learning. In sum, both the requirement and the awareness may simply be greater.
According to the Finnish respondents, not all the students have access to computers during their on-the-job training. This means that it can be quite difficult for them to take advantage of e- learning during this time. The evaluator considers that this factor clearly limits the scope of e- learning in iVET.
This problem is especially seen in small companies and in sectors that are not heavily computerised, e.g. the health care sector.
This weakness applies to both the Finnish and the Austrian case studies. In the latter instance, the notebook students have laptops, but usually do not take them with them during their hotel-based on-the-job training periods, and certainly not when they go abroad to spend time training on the job. The reason is that their insurance policies will not cover loss or damage to the laptops. The evaluator considers that this is inhibiting the use of e-learning in the workplace-based teaching and learning.
The use of ICT in iVET Final Report 122 9.3. Opportunities The following external factors have been identified as being the most important opportunities in relation to the use of e-learning in iVET:
Momentum towards the information society Increased requirements from the labour market in relation to IT skills National focus on e-learning: strategies, action plans and funding Emphasis on e-learning at EU level: initiatives, projects and funding Public/private partnerships concerning e-learning Co-operation between iVET institutions regarding e-learning Increased competition among iVET institutions Availability of adequate e-content
Momentum towards the information society The evaluator considers that the development of society in general (i.e. the information society) represents an important opportunity regarding the use of e-learning in iVET.
The telephone interview respondents from Denmark, Finland, France, Italy, Luxembourg, Portugal, Spain and the United Kingdom, point to this factor. However, the evaluator considers that this factor is prevalent in all the EU Member States, and therefore affects all three country categories front-runners, middle group and beginners.
According to the respondents, the information society offers new technical possibilities and a general change in the mindset of Europeans that is paving the way for the use of e-learning for teaching and learning in iVET. The daily use of IT in private homes and in society in general means that the students are increasingly being brought up using IT.
The evaluator therefore sees the development of the new technology as an inherent key factor which represents an important opportunity as the technology continues to spread throughout society.
A Finnish stakeholder says, An important driver is the technology spread in society in general. Similarly, a Portuguese government representative adds, An important driver for using IT in iVET relates to the challenges of the information society, which we have to meet.
Among the new Member States, respondents from Estonia and Lithuania mention this factor as being one of the most important drivers.
The evaluator considers that this opportunity is also significant in the case studies, as respondents from some of the good practice institutions also draw attention to this factor.
The use of ICT in iVET Final Report 123 In the Finnish case, this opportunity is especially great. Finland is generally considered to be a front-runner in terms of its use of e-learning in teaching and learning. In addition, the city of Espoo where the case study institution is situated is a high-tech area. According to the executive director of the institute, this imbues the city with an innovative spirit and a massive political focus on IT/e- learning. It is clear to the evaluator that the high-tech status of the city and the political focus on IT/e-learning is having a knock-on effect on the integration of e-learning at the institution, which represents a significant opportunity.
Managers and teachers at the British case study institution also see the extended use of e-learning at their institution as a natural and necessary development if they are to keep up with society in general and with the requirements of the labour market in particular.
Increased requirements from the labour market in relation to IT skills The evaluator considers that one of the most important opportunities with regard to the use of e- learning in iVET is connected with the requirements of the labour market. The labour market is demanding that the students should acquire IT skills through iVET, which implies that it requires e- learning to be used in the iVET learning and teaching.
Respondents from Belgium, Denmark, France, Finland, Germany, Greece, Luxembourg, Spain and Sweden mention the requirements of the labour market as being one of the most important reasons for integrating e-learning in teaching and learning into iVET. This opportunity therefore exists in all three country categories.
It is clear to the evaluator that the requirements of the labour market are pushing the use of e- learning in iVET, since vocational schools have to reflect the needs of the labour market. Today IT is an important aspect of working life in most fields, and the development of IT skills is therefore considered to be a general preparation for peoples working lives. A Belgian stakeholder says, The labour market is forcing schools to change and to integrate IT and e-learning.
Among the new Member States, this factor is also pointed to by a Lithuanian government representative as being one of the most important factors in relation to the use of e-learning.
The evaluator considers that this opportunity is also evident in relation to most if not all of the case study countries (Ireland, Spain, Austria, Germany, the United Kingdom, Finland).
For instance, the manager of the Finnish case study institution says, IT and e-learning is an important area of working life. The students need it as professionals. The use of IT and e-learning prepares them for working life. The fact that the students are benefiting from it is the most important driver for using IT and e-learning. We are a vocational school, so the education must match the profession.
Similarly, the director of the Spanish case study institution says, The work they will end up with is technology-driven. This must be reflected in their education. So, we have to use IT and e- learning.
Finally, the Irish case study demonstrates that the demands of the labour market are indeed being taken into consideration in the MoFIT project. A workplace representative asserts that MoFIT listens to the needs of the industry and the companies. It fits our demands.
Picture from the Irish case study
National focus on e-learning: strategies, action plans and funding The evaluator considers that national strategies, action plans and funding represent important opportunities with regard to the use of e-learning in iVET.
Respondents come from Austria, Belgium, Denmark, Finland, Ireland, Italy, Germany, Portugal, Luxembourg, Spain and the United Kingdom consider that this is one of the most important factors with regard to the use of e-learning, suggesting the opportunity exists in all three country categories. 41
No general pattern in the degree of political focus can be identified among these countries. Finland has a strong national political focus on e-learning, whereas it is more modest in countries such as Italy, Ireland and Portugal. This indicates that national strategies and action plans can generally play an important role with regard to the integration of e-learning in teaching and learning in iVET.
The political focus on e-learning and education as a whole is regarded as an important facilitator and driver in relation to the extended use of e-learning in iVET. A respondent from Luxembourg says, An important driver is the political will to do more. Similarly, a Belgian government stakeholder says, Government initiatives are important. Regulations mean that Belgium is forced to follow other countries i.e. to have the same level of education and skills. A German stakeholder says, National initiatives are important for developing new methods of learning, making learning and teaching more efficient, and solving problems related to e-learning.
41 See also Commission of the European Communities, 2001, The eLearning Action Plan. Designing tomorrows education. Published at http://europa.eu.int/eur-lex/en/com/cnc/2001/com2001_0172en01.pdf The use of ICT in iVET Final Report 124
The use of ICT in iVET Final Report 125 The evaluator considers that national action plans and initiatives in relation to lifelong learning are having a considerable influence on the use of e-learning in iVET, as the implementation of lifelong learning strategies is raising political awareness concerning the advantages of e-learning.
Accompanying national lifelong learning strategies is an increasing awareness of the right of everyone to have access to training and education, no matter where they are living. This increases the focus on people who live far away from educational institutions and do not have the same learning opportunities as urban dwellers. In some countries (e.g. Portugal and Finland), this focus has led to an increasing motivation to use e-learning as a means of creating equal educational opportunities for everyone.
Finally, connected with national strategies is the question of funding. The evaluator considers that funding is an important factor in relation to the use of e-learning and therefore represents an opportunity regarding the use of e-learning in teaching and learning in iVET.
According to a number of respondents, funding (national as well as regional) is one of the most important drivers with regard to the use of e-learning. A French government representative says, One of the most important drivers is funding from the Ministry of Education, e.g. for providing cheaper or free programs. In addition, respondents stress the importance of predictable funding and funding on a long-term basis.
Among the new Member States, government representatives from the Czech Republic and Latvia also point to national strategies, action plans and funding as being among the most important factors that are affecting the use of e-learning.
The evaluator considers that this opportunity is also apparent in relation to the case studies. This is especially the case with regard to the Austrian and Finnish cases, and to some degree the Spanish one. The Finnish Ministry of Education has formulated a national IT- and e-learning strategy. Besides placing e-learning on the agenda, the national strategy provides the institutions with funding, ideas and principles for the use of e-learning. Finally, it states technical requirements (e.g. concerning the number of computers). The management of the Finnish institution stresses the importance of the national strategy: The national strategy is important. It supports our work and gives us ideas concerning the use of e-learning. It provides us with objectives for our work. Besides, the national strategy provides me with an argument for prioritising e-learning during budget negotiations. It gives me back-up. When the ministry thinks it is important, we too have to emphasise it.
Some of the case studies show that the institutions in question are more advanced than the national plans. For instance, this is the case with regard to the French and Irish case studies. The fact that some of the case study institutions are more advanced than the strategies indicates that in some of the good-practice cases, the national strategies do not really currently represent an opportunity. This situation is primarily found in countries that are characterised by a relatively modest national focus on e-learning.
The use of ICT in iVET Final Report 126 In the Spanish case, the manager of the case study institution considers that the importance of national strategies depends on the willingness to finance the realization of good ideas. He sees a particular need for national actions concerning infrastructure. The manager says, Things coming from the top do not have too much impact. If the government really wants to push IT and e- learning, they must provide money to finance the ideas, especially as regards the infrastructure. The evaluator considers that so far the national strategies have not had a significant effect on the use of e-learning at the institution, though its potential is clear.
Emphasis on e-learning at EU level: initiatives, projects and funding The evaluator considers that EU initiatives, projects and funding represent important opportunities with regard to the use of e-learning in iVET.
Respondents from Austria, Belgium, Finland, Germany, Italy and Luxembourg mention this as being one of the most important factors in this connection. This tendency is therefore evident in all three groups of countries, although primarily among the front-runners and the middle group. However, the evaluator considers this factor to be prevalent in all EU Member States.
The evaluator considers that the political focus on e-learning and education as a whole at a European level represents an important opportunity for the extended use of e-learning in iVET in the Member States. A German manager says, Our involvement in innovative Leonardo projects have been the most important driver. The funding allowed the school to buy new technologies and permitted our students to get involved with using e-learning. It makes you think about new developments. A government representative from Luxembourg says, The Lisbon convention and the 2010 goals to make EU the most competitive and qualified society are very important.
In this connection, the evaluator considers that EU initiatives concerning lifelong learning are having a considerable influence on the use of e-learning in iVET in the Member States, because the national implementation of EU lifelong learning strategies is also raising political awareness concerning the advantages of e-learning.
As regards the new Member States, respondents from the Slovak Republic and Malta point to EU initiatives, projects and funding as being one of the most important factors affecting the use of e- learning in iVET. A government representative from Malta says, EU co-operation is very important in relation to our strategies and plans.
The evaluator considers that this opportunity also plays a role in relation to the case studies (e.g. the Irish and the British cases). This is especially so with regard to the Irish case. The evaluator considers that EU funding is an important factor for this project and hence for the use of e-learning at the institution as the additional EU funding opens up further possibilities.
Public/private partnerships concerning e-learning The evaluator considers that public-private partnerships represent an important opportunity in relation to the use of e-learning in iVET.
The use of ICT in iVET Final Report 127
This is only explicitly mentioned by a few respondents (government representatives from Austria and Sweden). However, the evaluator considers that this factor is generally important in several Member States not at least in the years to come. This assessment is based on the analysis of the existence of public-private partnerships described previously, and is further confirmed in research and policy papers 42 .
According to the respondents, public-private partnerships between iVET institutions and private companies and organisations, as well as partnerships between public and private organisations, are important to the use of e-learning in iVET. When asked about the most important drivers, an Austrian government representative responds, Public and private funding. and adds, Public- private partnerships are very important. A Swedish government representative says, Institutions work together with the field, which provides the institutions with modern equipment.
Among the new Member States, a government representative from the Czech Republic considers that public-private partnerships represent one of the most important factors for the use of e- learning in iVET. The respondent says, The collaboration between iVET institutions and significant IT and e-learning companies is very important.
The evaluator considers that this opportunity can also be seen in relation to the case studies (e.g. those for Austria, Ireland and Spain).
This opportunity is very clear in the Irish case study. Course design is worked out in co-operation with labour market representatives. In designing a course, the content is always based on an analysis that assesses the specific needs of the labour market. As regards the MoFIT project, a particularly extensive collaboration process has taken place with regard to the development of the project itself, the learning content and the pedagogical approach. The project has been developed in co-operation with Irish, Norwegian and Austrian partners that include companies, trade unions, training centres and universities. In this way a number of different interests and perspectives have been covered with the aim of strengthening the project.
In the Austrian case, public-private partnerships (SchulbuchExtra) can also be seen as an opportunity for the use of e-learning. The rationale of the SchulbuchExtra (SbX) initiative is to produce ministry-approved e-content as a supplement to ordinary textbooks. That programme is based on extensive co-operation involving publishers, companies, government, universities, teachers and student teams.
Co-operation between iVET institutions regarding e-learning The evaluator considers that co-operation between iVET institutions is an important opportunity in relation to the use of e-learning in iVET.
42 See e.g. Com 779, Investing efficiently in education and training: an imperative for Europe, 2002 http://europa.eu.int/eur- lex/en/com/cnc/2002/com2002_0779en01.pdf or Commission of the European Communities, 2001, The concrete future objectives of education systems. http://www.europa.eu.int/eur-lex/en/com/rpt/2001/com2001_0059en01.pdf
The use of ICT in iVET Final Report 128 For instance, the telephone interview respondents from Denmark, Germany, Finland, Spain and Greece (covering all three country categories) point to this factor.
The evaluator considers that this factor is of general importance in all the EU Member States, even though only a few respondents explicitly mention it as being particularly significant. This assessment is based on the previous analysis of co-operation among iVET institutions. The analysis shows that national and international co-operation is apparent in several Member States, and that the respondents generally consider it to be highly important.
Asked about the most important drivers, a Danish government representative mentions the exchange of experiences between institutions. Similarly, a German stakeholder mentions learning from best practice examples while a Greek respondent mentions co-operation between EU countries and the exchange of knowledge. A Finnish stakeholder says, EU co-operation between institutions means that they have the opportunity to learn from each other. The countries are at very different developmental stages in relation to the use of e-learning and infrastructure. Good practice examples are very important for showing what has been done and what can be done.
Similarly, a Spanish publisher says, Co-operation between countries is very important. It is very helpful to share experiences across borders. By co-operating with countries that are further ahead in relation to the use of IT and e-learning we can develop our own use of IT and e-learning.
Among new Member States respondents from Estonia, Latvia and the Slovak Republic point to this factor. An Estonian government representative says, One of the most important drivers is co- operation between schools. School initiatives which could lead to the sharing of knowledge and learning material are important.
The evaluator considers that this opportunity is also apparent in relation to the case studies (e.g. the case studies for Austria, France and the United Kingdom).
In the Austrian case, the institution is part of a national cluster of e-learning schools (eLC), which it is obligatory for the notebook schools to belong to. Among other things, the e-learning school cluster is concerned with the exchange of experiences and web-based material.
In the British case the institution is part of WCC an organisation of four colleges in the UK that was established as a forum to share ideas, good practice and learning materials.
In the case of the French case study, the institutions of Lyce Nicephore Niepce and Lyce Professionel Julien Balleure are in practice a single institution; the colleges are co-located, and the management and administration are the same. The institution co-operates with the Institut Universitaire Technique (IUT) of Le Creusot, and the status quo that prevails there is a role model for Lyce Nicephore Niepce and Julien de Balleure in relation to their own use of e-learning.
The use of ICT in iVET Final Report 129 Increased competition among iVET institutions The evaluator considers that increased competition among the iVET institutions represents an opportunity for them to use e-learning to improve their relative competitive positions.
The evaluator considers it noteworthy that even though competition among iVET institutions represents an opportunity, the negative aspect of the opportunity is that competition might inhibit co-operation among iVET institutions, which is itself another major opportunity. The evaluator stresses that even though the data does not indicate the existence of this factor, it should be borne in mind.
Telephone interview respondents from Portugal and Greece, explicitly mention competition as being one of the most important drivers in relation to the integration of e-learning in iVET. This factor is accordingly evident among the beginner countries. However, the evaluator considers that this might not represent the complete picture, as it is not credible that it should only be seen among beginner countries. Therefore the evaluator considers that this factor is likely to exist in the EU Member States generally.
The study shows that the mobility of students in the EU Member States and the flexibility of education programmes are applying new competitive pressures to the iVET institutions. Alongside increasing competition among the iVET institutions is the corresponding need to offer their students a wider range of educational opportunities, including the use of e-learning. IVET institutions are therefore integrating e-learning in order to be competitive at a national and/or European level. Seen from this perspective, the competition from rival iVET institutions therefore also represents important opportunities in relation to the use of e-learning in iVET.
When asked about the most important drivers, a Greek manager responds, Providing better quality in education, and getting the school to be more competitive.
This opportunity is also seen in relation to the good practice cases. At the Austrian case study institution, e-learning has not been integrated merely in order to increase the quality of education and training, but also to attract new students at a time of declining student numbers. The institution is located on the outskirts of Vienna, a fact that makes it more difficult to attract the best students. According to the respondents, today everybody knows that the institution is a notebook school. The respondents consider that this is a good marketing tool and an important aspect of the institutions profile.
The use of ICT in iVET Final Report 130 Availability of adequate e-content The evaluator considers that an important opportunity is connected with the availability of adequate e-content.
Telephone interview respondents from the Netherlands and the United Kingdom mention this factor as being one of the most important drivers in relation to the use of e-learning in iVET. Accordingly, this tendency is identified in the front-runner and middle group countries.
The evaluator considers that the fact that this opportunity is only seen in a front-runner country and a middle group country means that this factor has potential for all the Member States in the years to come. Accordingly, the evaluator considers that the availability of e-content is relevant as an opportunity for the increased future use of e-learning in all Member States. This is confirmed by the fact that a lack of e-content has been identified as an important threat.
According to the respondents, publishers are beginning to produce digital learning materials that can be used in Learning Content Management Systems on a larger scale. This means that more sophisticated modules of learning materials are now gradually becoming available. When asked about the most important drivers in relation to the use of e-learning, a Dutch manager says, The creativity of the publishers of e-learning content is a very important driver. To the same question a Dutch government representative response, The fact that at last publishers are producing digital learning materials that can be used in Learning Management Systems on a larger scale. A British government representative says, More sophisticated learning materials and learning programmes are available because of the internet.
Among the new Member States, a Slovenian government representative points to the availability of e-content as being one of the most important factors in relation to the use of e-learning.
In relation to the case studies, the evaluator considers that the availability of good-quality learning material is also an important opportunity in relation to the use of e-learning. For instance, this is seen in the British case.
9.4. Threats The following external factors have been identified as the most important threats in relation to the use of e-learning in iVET: Lack of e-content Lack of political focus or unified strategy at the national level Lack of funding
Lack of e-content The evaluator considers that a lack of e-content and e-learning resources represents a major threat in relation to the use of e-learning.
The use of ICT in iVET Final Report 131 Respondents from Austria, Denmark, Finland, France, Ireland, Sweden and the United Kingdom point to this factor, suggesting that this factor primarily affects front-runner and middle group countries. Even though the lack of e-content seems to be most important in countries that are advanced in terms of IT integration in their societies, the evaluator considers that this cannot represent the full picture.
It is implausible that a lack of e-content should be more prevalent in the front-runner and middle group countries than in the beginner countries. The evaluator considers that a possible reason for this finding is that the advanced countries are better informed about the e-content situation. Because they have integrated e-learning to a high degree, they obviously need e-content more than countries that are applying e-learning on a much smaller scale. Accordingly, the reason that the respondents from the beginner countries are not mentioning the lack of e-content as a threat may be that they are at an embryonic stage of development in which they are not yet fully aware of their need for e-content.
The lack of e-content is seen in relation both to standard subjects and to those that have a practical focus. Some institutions are facing the paradox of having enough computers and sufficient bandwidth available, but insufficient e-content.
According to the respondents, the lack of e-content concerns availability as well as quality. Some respondents stress that there is a lot of poor e-content available and that it is therefore difficult to find learning resources of a useful quality. On the other hand, one respondent emphasises that the quality issue should be resolved within the next couple of years, as the large publishers now know that there is a new market waiting to be developed.
For instance, an Irish government representative says, A barrier relates to the availability and quality of e-content. The availability of software and learning resources that are relevant to the curriculum is a problem. A Swedish government representative says, One weakness is that we lack e-content and learning resources for e-learning. It is difficult to find learning resources that are specific to the fields.
According to the respondents, the lack of e-content is often due to the price of purchased e-content on the one hand, and the cost of developing e-content on the other. A Danish manager says, Getting hold of the right programmes and learning materials is a financial issue.
Among the new Member States, this threat is also seen in Estonia and Latvia. A government representative from Estonia considers a lack of e-content to be one of the most important weaknesses for the use of e-learning. The respondent says, An obvious barrier is the expensive learning materials and the lack of specific subject-oriented VET learning material, and E-learning materials are truly needed.
The evaluator considers that the lack of e-content is also a threat in relation to the use of e- learning among the case study institutions. For instance, this applies to the Austrian and French case studies.
The use of ICT in iVET Final Report 132 In the Austrian case study, the evaluator considers that the lack of e-content is still a threat to some extent, although it has partly been overcome. This is due not least to the national initiative SchulbuchExtra (SbX), which focuses on producing ministry-approved e-content as a supplement to ordinary textbooks. The respondents explain that in the beginning there was practically no e- content available to the teachers. Content had been developed ad hoc. The students explain that even though the lack of e-content was primarily a weakness earlier on, in their opinion insufficient e-content remains a drawback.
In the French case study, the respondents consider that there is insufficient locally developed content and applications. The respondents believe that in relation to the use of existing e-learning applications and content, the Anglo-Saxon approach does not work in France as it is based on another way of thinking. Hence, the respondents believe that e-learning applications and e- content have to be developed locally, and therefore there is a manifest lack of e-content.
Lack of political focus and unified strategy at the national level The evaluator considers that an important threat relates to the lack of national political focus.
Respondents from the telephone interviews from Denmark, Luxembourg, the Netherlands and Italy point to this factor as being an important weakness for the use of e-learning in iVET, suggesting that this factor is seen in all three country categories (front-runners, middle group countries and beginners).
The respondents generally consider it important that the use of e-learning in iVET should be supported by strategies and action plans at the national level. Without a political focus on this issue, it can be difficult to motivate teachers, to raise funding and to establish knowledge-sharing networks at a national level. As a consequence, a lack of political focus inhibits the use of e- learning in iVET. A Dutch manager considers that one of the most important weaknesses is Lack of policies and plans. A government representative from Luxembourg explains, There is no overall strategy, it is still individual projects. Since there is no national strategy or plan, everybody does what they want with no guarantee of outcome.
The evaluator considers that the lack of a national strategy in some Member States can cause fragmentation in relation to the use of e-learning in iVET within a country. For instance, small schools might hesitate to integrate e-learning, while large schools have generally integrated e- learning more intensively.
The fragmented situation in relation to the use of e-learning in iVET is also mentioned among the new Member States. For instance, a Maltese government representative says, There is not yet a national plan for this. It is still decentralised. Every institution is developing their own plan for the use of IT and e-learning.
Related to the lack of a national political focus on IT and e-learning in teaching and learning is a corresponding lack of curricular focus. Some respondents from the old Member States point to the lack of focus on IT and e-learning in curricula as being a weakness in relation to integrating and
The use of ICT in iVET Final Report 133
applying e-learning in teaching and learning. Among the new Member States, a Lithuanian government representative considers the fact that e-learning is not formally integrated into curricula is a threat.
The evaluator considers that the lack of political focus or a unified strategy at the national level cannot be regarded as a threat in relation to the use of e-learning in the case study institutions. However, there is a related lack of focus on IT and e-learning in the curricula. This can for instance be seen as a threat in the Irish case study, as it means that the institution itself has the responsibility for integrating the use of e-learning and for bearing the associated financial costs.
Lack of funding It is clear to the evaluator that a major threat in relation to the use of e-learning in iVET is insufficient funding.
A great many respondents from Belgium, Denmark, Finland, France, Germany, Greece, Luxembourg, Portugal and Spain identify a lack of funding as being one of the most important threats for the use of e-learning in teaching and learning in iVET. Accordingly, this concern is seen in all three country categories (front-runners, middle group and beginners).
The respondents mention that the costs relating to infrastructure, equipment, e-content, maintenance, technical support etc. are very high. Consequently, many respondents consider the lack of funding to be a major threat to the use of e-learning in iVET. 43
For instance, a Portuguese manager says, An important barrier is that there is not enough money to buy new and modern equipment.
This threat is also seen in several new Member States (the Czech Republic, Latvia, Lithuania, Slovenia and the Slovak Republic).
The evaluator considers that this threat is only seen in relation to some of the case studies, namely the French and to some extent the Spanish ones.
9.5. Overview of strengths, weaknesses, opportunities and threats This section provides an overview of what SWOT factors exist in the three country categories identified with regard to the use of e-learning in iVET respectively among the old Member States (i.e. front-runner countries, middle group and beginners); the new Member States; and the good- practice case studies.
43 See also 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf
The use of ICT in iVET Final Report 134 As the overall SWOT analysis encompasses the situation in the new and old Member States, the picture painted is very broad-brush. This analysis does not take into consideration the internal differences within each country that may exist due to variations between iVET institutions.
IVET institutions that are at different stages of development in relation to the use of e-learning exist in each of the three country categories (front-runners, middle group and beginners). It is therefore interesting to compare the general situation with the good-practice situation, as the experiences gained by good practice institutions are useful to take into consideration during the integration of e-learning into iVET in the countries of the EU.
This section shows that a lot of the strengths, weaknesses, opportunities and threats identified in the old Member States also exist among the new Member States. In addition, many of the factors have been identified in all three country categories. Finally, a broad range of these strengths, weaknesses, opportunities and threats also exists among the good-practice cases.
It must be stressed that even though many strengths, weaknesses, opportunities and threats are seen across the country categories, this does not mean that these factors are equally prevalent in front-runner and beginner countries. Even though the same factors may exist across country categories, the degree to which they exist and the extent of their importance varies across country categories. In relation to the front-runner countries and good practice cases, some of the weaknesses and threats identified are already (partially) overcome, in contrast to the beginner countries. Accordingly, although they have been identified in various contexts, the role that the weaknesses and threats play in relation to the current use of e-learning in iVET varies across country categories.
The use of ICT in iVET Final Report 135 The strengths identified in the SWOT analysis are seen in the following country categories:
Table 4: Overview of Strengths in relation to the use of e-learning in iVET Strengths Front-runner countries Middle group countries Beginner countries New Member States Good practice cases Active support from management
Clear IT-and e- learning strategy at the institution
Trailblazers and front-runners among the teachers: Teachers positive attitude and involvement
High level of IT competences among teachers plus prevalence of relevant training
Great interest and demand for e-learning from students and parents
E-learning is improving the quality of teaching and students qualifications
The use of ICT in iVET Final Report 136 Strengths Front-runner countries Middle group countries Beginner countries New Member States Good practice cases High degree of flexibility and individualisation
Increased cost- effectiveness Adequate infrastructure and equipment
Effective technical support
The table shows that most of the strengths identified in the SWOT analysis can be seen in all three country categories. In addition, the table shows that most of the strengths identified in the old Member States are also to be seen in the new Member States. Finally, all of the strengths identified in the telephone interviews are also seen in the good-practice cases. Despite this, it must be stressed that the extent to which these common strengths occur varies across country categories. For instance, the strength in relation to the high level of IT competences among teachers and the training of teachers is seen in all categories. However, the level of teachers competences and the prevalence of the training of teachers is generally higher among the front-runner countries and good practice cases than in the beginner countries.
The use of ICT in iVET Final Report 137 The weaknesses identified in the SWOT analysis are seen in the following country categories:
Table 5: Overview of weaknesses in relation to the use of e-learning in iVET Weaknesses Front-runner countries Middle group countries Beginner countries New Member States Good practice cases Lack of support from management
Sceptical attitude among teachers
Lack of IT competences among teachers and low degree of training of teachers
Sceptical or indifferent culture and low degree of e- readiness in society
Students low degree of e- readiness and sceptical attitude
Inadequate infrastructure and equipment at institutions
The use of ICT in iVET Final Report 138 Weaknesses Front-runner countries Middle group countries Beginner countries New Member States Good practice cases High vulnerability to technical problems and high maintenance costs
Lack of technical support
Lack of access to computers at the workplace
The table shows that many (but not all) of the weaknesses identified in the SWOT analysis are common to all three country categories. However, as was mentioned in the analysis, the evaluator considers that some of the weaknesses are more general than initially appeared.
This applies to the following weaknesses: Lack of support from management; High vulnerability to technical problems and high maintenance costs; Lack of technical support; and Lack of access to computers at the workplace. As the analysis explains, it does not seem plausible that these weaknesses should exist in front-runner countries and not in beginner countries. A reason for this might be that due to their early stage of development in relation to the integration and use of e- learning in teaching and learning, the beginner countries have not yet started to experience some of the weaknesses found in the front-runner countries. For instance, this is the case regarding high vulnerability to technical problems and high maintenance costs. The evaluator considers that it does not seem very likely that this weakness should only exist in front-runner and middle group countries as it is reasonable to assume that the vulnerability to technical problems and high maintenance costs must be similar everywhere, not at least among the beginner countries. On the other hand, as the integration of e-learning increases, so does the vulnerability to technical breakdowns, because there may be no alternatives in the teaching situation due to its heavy dependence on the use of e-learning. The evaluator accordingly highlights the fact that a strength can be a weakness too.
The table also shows that many of the weaknesses identified occur not only across the three different country categories, but also among the new Member States and the good-practice cases. As mentioned, these are good-practice cases by virtue of the fact that they have succeeded in overcoming important barriers, weaknesses and threats. This means that several of the
The use of ICT in iVET Final Report 139 weaknesses identified in relation to the good practice studies have already been overcome and only play a minor role today. However, they have been weaknesses that were encountered at the institutions in the process of their integration of e-learning. Therefore it must be emphasised that the role they play in the front-runner countries and good-practice cases versus middle group countries and beginner countries is different.
The opportunities identified in the SWOT analysis are seen in the following country categories:
Table 6: Overview of opportunities in relation to the use of e-learning in iVET Opportunities Front-runner countries Middle group countries Beginner countries New Member States Good practice cases Momentum towards the information society
Increased requirements from the labour market concerning IT skills
National focus on e-learning: strategies, action plans and funding
Emphasis on e- learning at EU level: initiatives, projects and funding
Public-private partnerships regarding e- learning
The use of ICT in iVET Final Report 140 Opportunities Front-runner countries Middle group countries Beginner countries New Member States Good practice cases Co-operation between iVET institutions regarding e- learning
Increased competition among iVET institutions
Availability of adequate e- content
The table shows that most of the opportunities identified are common to all three country categories but also occur among new Member States as well as the good practice cases. However, the extent to which they occur varies. As was mentioned in the analysis, the evaluator considers that some of the opportunities are more general than was initially indicated. For instance, this applies to the opportunities created by competition among the iVET institutions. The evaluator considers that it is unlikely that this opportunity should exist only among the beginner countries. The opportunity concerning the availability of e-content cannot be identified in relation to the beginner countries. The evaluator considers that the fact that this opportunity is only apparent in a front-runner country and a middle group country means that the availability of e-content is relevant as a potential opportunity for the increased future use of e-learning in all Member States.
The use of ICT in iVET Final Report 141 The threats identified in the SWOT analysis are seen in the following country categories:
Table 7: Overview of threats in relation to the use of e-learning in iVET Threats Front-runner countries Middle group countries Beginner countries New Member States Good practice cases Lack of e- content Lack of political focus and unified strategy at the national level
Lack of funding
The use of ICT in iVET Final Report 142 10. Lessons learned from the good practice case studies: Prerequisites for success and reasons for failure On the basis of the lessons learned from the seven good practice case studies this chapter identifies, analyses and describes potential success factors and reasons for failure in relation to the use of e-learning in iVET.
In the process of integrating and using e-learning, the good practice institutions have experienced these reasons for failure, some of which have already been overcome while others still remain as challenges to some extent. The success factors are those that have helped in the integration of e- learning, and which in some cases have helped to overcome barriers and weaknesses.
As these success factors and reasons for failure have been identified in relation to the good practice institutions, they represent valuable lessons learned regarding the integration and enhancement of the use of e-learning in iVET as a whole in the EU. They enable an understanding of possible success factors and possible reasons for failure in relation to the use of e-learning in iVET in general.
Please refer to Annex G for further information on the case studies. 10.1. Prerequisites for success From the good-practice case studies, the evaluator considers that the following are some of the most important success factors or prerequisites for success in relation to the use of e-learning in iVET:
Committed and innovative management Ownership among the teachers IT and e-learning strategy at the institution Trailblazers and front-runners among the teachers A strong focus on the training of teachers Reliable and effective IT support Availability of adequate e-content Student motivation, high level of IT skills and adequate equipment at home
Committed and innovative management The evaluator considers that the successful integration of e-learning presupposes commitment and support from the management of the iVET institutions. Similarly, it presupposes an innovative spirit among the management. Accordingly, the management must take the lead in integrating e- learning at the institution. The management must place strong emphasis on e-learning, requiring it to be integrated into the teaching and learning. In addition, the management plays an important role in selling the new idea to the teachers. In order to convince the teachers it is important that the management clearly believes in it and stands behind it. Finally, the successful use of e-learning presupposes that the management has the willingness and ability to learn from experience and
The use of ICT in iVET Final Report 143 overcome the barriers met. (This lesson learned stems from the case studies conducted in Austria, Finland, France, Ireland, Spain and the United Kingdom.)
Ownership among the teachers The evaluator considers that the combination of a top-down and a bottom-up approach is a prerequisite for successfully integrating e-learning and maintaining the good results. As has been mentioned above, the management must take the lead through a strong emphasis on e-learning. However, the successful implementation of the ideas (i.e. the successful integration of e-learning) considerably depends on the involvement of the teachers in the decision-making process and in the general process of integrating e-learning. The managements decisions concerning how to actually use e-learning should be based on thorough discussion involving both teachers and management in order to create ownership among the teachers, which ensures sustainability. Accordingly, a precondition is encouraging rather than compelling the teachers to use e-learning. This may mean somewhat slower integration of e-learning. On the other hand, it means that the teachers will have a more positive attitude towards the e-learning due to their ownership of it, which is essential for its implementation. Finally, the students perspectives should also be taken into consideration before making decisions. (This lesson learned stems from the case studies conducted in Austria, Finland and Spain.)
IT- and e-learning strategy at the institution The evaluator considers that the existence of an IT and e-learning strategy at the iVET institution can be a precondition for successful integration and use of e-learning, provided it is not merely symbolic. A strategy can play an important role in the integration of e-learning, because it focuses on e-learning at the institution, sets goals, and allocates money for buying equipment and investing in infrastructure. In addition, goals for the training of teachers can help to overcome the barrier that is represented by their lack of e-learning competences. Also, a strategy can contain guidelines for the actual use of e-learning in teaching and learning that state how the teachers are supposed to use e-learning. The existence of a strategy can lead to a more systematic and deliberate approach to the integration of e-learning. However, the evaluator considers that the success of the strategy to a certain extent requires that teachers should be actively involved in the discussions concerning the use of e-learning and the strategy itself. Finally, evaluator considers that the lack of a systematic IT and e-learning strategy can have particular consequences e.g. by making the use of e-learning arbitrary. In the evaluators opinion, the absence of a systematic strategy increases the importance of a positive attitude among the management. (This lesson learned stems from the case studies conducted in Finland and Spain.)
Trailblazers and front-runners among the teachers The evaluator considers that a precondition for the successful integration of e-learning is the existence of trailblazers among the teachers. These front-runners are positive towards e-learning and have the IT competences needed to use it or are at least willing to acquire and improve necessary IT skills in order to integrate it. This group of teachers plays an important role in the process of integrating e-learning, as they are the ambassadors who will sell the idea of e-learning to their colleagues. Accordingly, they will make the benefits clear to the other teachers in order to overcome their scepticism and reluctance. The combination of this approach with active support
The use of ICT in iVET Final Report 144 and commitment from the management is a success factor for the use of e-learning. An aspect of this successful approach is the willingness of the management to allow front-runners among the teachers to test their ideas and to provide them with the conditions needed to integrate e-learning. (This lesson learned stems from the case studies conducted in Austria, Finland, France, Ireland, Spain and the United Kingdom.)
A strong focus on the training of teachers The evaluator considers that a successful integration of e-learning presupposes that the institutions will have (and will maintain) a strong focus on the IT training of their teachers. In addition, it is not only important to offer such training to the teachers. It is equally important to allocate time for them to participate in it, as the lack of time is seen as a barrier for the training of teachers. The evaluator considers that one of the most important barriers for the successful integration of e- learning in teaching and learning is scepticism and the inadequacy of IT skills among the teachers. The good practice institutions have gradually overcome this barrier, and today they are minor factors. However, the attitudes and notably the skills still vary considerably among the teachers and therefore the use of e-learning is generally still highly dependent on the individual teachers skills and motivation. (This lesson learned stems from the case studies conducted in Austria, Finland, the United Kingdom and Spain.)
Reliable and effective IT support The evaluator considers that technical support and guidance is a prerequisite for success. It is clear to the evaluator that effective and reliable technical assistance plus personal guidance are essential for the integration of e-learning, and for the practical usage of IT and e-learning in daily teaching and learning. The ability of teachers to get help when they need it is a prerequisite for a positive attitude towards e-learning among the teachers. Accordingly, the existence of a reliable support function makes the teachers feel more comfortable with using e-learning in teaching and learning, and correspondingly increases its use. (This lesson learned stems from the case studies conducted in Austria, Finland and Spain.)
Availability of adequate e-content The evaluator considers that the availability of adequate good-quality e-content is a precondition for the successful use of e-learning in iVET. A successful integration of e-learning in iVET presupposes that the learning material is tailored to the specific educational area and course, so that it is highly relevant to the specific purpose. It is also clear to the evaluator that on the one hand, it is important to develop sophisticated e-content that motivates students and teachers. On the other hand, if blended learning or distance learning is being considered, the students domestic technical facilities must be taken into consideration in order to achieve the successful use of e- learning. For instance, the solutions used should be fast to download, because many students lack access to high-speed connections. Accordingly, it is important to keep the design of e-content and learning platforms fairly simple, while at the same time getting the most out of them. (This lesson learned stems from the case studies conducted in Ireland and the United Kingdom.)
The use of ICT in iVET Final Report 145 Student motivation, high level of IT skills and adequate equipment at home The evaluator considers that the students motivation in relation to the use of e-learning in teaching and learning is a precondition for success. If the students are motivated and are demanding to use e-learning in their teaching and learning, e-learning is more likely to be integrated and the teachers will tend to be more positive towards it. Besides, the students tend to benefit more from the use of e-learning if they are positive towards using it. A related precondition for success is preparing students for the use of e-learning by providing them with the IT skills they require, as students with the necessary IT skills are more likely to benefit fully from the use of e- learning in teaching and learning in iVET. Finally, a precondition for success relates to the students home equipment. When students have adequate equipment at home (a computer and a high-speed internet connection), the scope for using e-learning for teaching and learning increases. This applies to the use of e-learning in general, and to the use of blended learning and distance learning in particular. (This lesson learned stems from the case studies conducted inter alia in Austria, Finland, Ireland and Spain.)
10.2. Reasons for failure On the basis of the good-practice case studies, the evaluator considers that the following factors are some of the most important reasons for failure in relation to the use of e-learning in iVET:
Assuming there is no need for the training of teachers Assuming that the students have the necessary skills Unstructured use of discussion forums and chat rooms Lack of access to computers and internet
Assuming there is no need for the training of teachers regarding the new approach It is clear to the evaluator that ignoring the important step of training the teachers in technical matters as well as the pedagogical use of e-learning is a major reason for failure. The management cannot just assume that teachers are able to teach using an e-learning approach without any prior introduction and rely solely on their general teaching experience, since the new e-learning based approach is quite different from traditional teaching and learning. In order to succeed it is necessary to prepare the teachers to use the new approach. The evaluator considers that inadequate training of teachers is a common reason for failure, even when active steps have been taken to overcome it. (This lesson learned stems from the case studies conducted in Ireland, Austria, Finland, France and Spain.)
Assuming that students have the necessary skills The evaluator considers that making the assumption that the students have the skills required to use e-learning is a reason for failure. This reason for failure is especially important where blended learning or distance learning are used (e.g. in relation to the com-model or the flex-model). If the students have not been prepared for the use of e-learning, some of them might not be able to complete their course. In addition, this situation will be time-consuming not only for the students but also for the teachers, as it will put an extra pressure on them if they are continually having to help students who run into problems. Prior to the e-learning courses active steps must be taken in
The use of ICT in iVET Final Report 146 order to ensure that all students have the given minimum level of IT skills necessary to follow the e-learning based courses. Virtual courses should be initiated by preparing the students for this learning format. This could for example take the form of team-building seminars which establish the social rules needed for successfully adapting to the virtual learning and teaching methods (e.g. how to conduct discussions with others via e-mail or forums). Ignoring these preparatory steps is a reason for failure. (This lesson learned stems from the case studies conducted in Germany, Ireland and Finland.)
Unstructured use of discussion forums and chat rooms The study shows that discussion forums and chat rooms are often set up in web-based learning environments but are not used much, even though the teachers regard them as being useful frameworks for knowledge sharing. The evaluator considers that one reason for failure is omitting to schedule discussions to start at a specified time. As a consequence, students who are actually interested in using the discussion forum might be disappointed when they use it, because no one else is online when they log on due to the lack of planning. The evaluator therefore considers that the successful use of discussion forums and chat rooms presupposes prior planning of the discussions. To structure the use of the discussion forum, timetables for the various subjects to be discussed should be agreed among teachers, students and workplace tutors to make them convenient for all parties, which increases the likelihood that the forum will be used. The evaluator considers that an additional reason for failure may be that many teachers do not know how to encourage online interactivity between students. The training of teachers is a way of solving that problem. Finally, the evaluator considers that a reason for failure is that some teachers find it very difficult to cope (not at least in relation to the time they spend), because they need to intervene frequently in order to keep the discussions on track and supplement the students questions and reflections with their own knowledge and answers. A solution is careful planning of the time resources needed by the teacher, as well as consideration of the exact purpose and benefits of the interactive services before they are set up and introduced to the students. (This lesson learned stems from the case studies conducted in Finland, Ireland and the United Kingdom.)
Lack of access to computers and the internet It is obvious that the absence of adequate equipment and infrastructure at iVET institutions represents a reason for failure. Apart from this, the evaluator considers that a further reason for failure is the fact that some students do not have computer and internet access at home or at their workplaces during their on-the-job training periods. This impedes the students ability to benefit fully from the use of e-learning in teaching and learning, and creates an inequality of opportunity among the students. The lack of access to computers and the internet prevents the students from participating in online discussions and having access to the learning material contained in learning platforms etc. The evaluator considers that this is mostly a problem during the periods of on-the- job training, when students could truly benefit from discussion forums and chat rooms in order to keep in touch with their institution-based teachers for the purpose of integrating their theoretical and practical knowledge. In addition, with computer and internet access the students can take advantage of the on-line platforms that contain the theoretical content of their courses, which can be very valuable and useful to be able to consult during their on-the-job training. The evaluator considers that providing students with USB flash drives is a relatively easy partial solution to this
The use of ICT in iVET Final Report 147 problem. The use of flash drives means that students can use the learning platform services without having access to the internet. Another solution is using learning platforms that allow students who do not even own a PC to use a television set instead. (This lesson learned stems from the case studies conducted in Finland, France and Germany.)
The use of ICT in iVET Final Report 148 11. Future scenarios This chapter presents some future scenarios which were developed with the purpose of creating several possible alternative visions about the future use of e-learning in iVET. The chapter is based on the conclusions from the expert workshop in which the following experts in the field participated:
Table 9: List of experts participating in the workshop Participating experts
Name Organization/ I nstitution Earlier participation in the study Mr. Pete Hodgson Western College Consortium, United Kingdom Case study Ms. Sirkka Wiman Espoon Terveys- Ja Sosiaalialan Oppilaitos, Finland Case study Mr. Hans Hebenstreit HAK und BHAK Zell am See, Austria ----- Ms. Tove Larsen Tietgen School, Denmark ----- Ms. Jill Clair QCA, Qualifications and Curriculum Authority, United Kingdom ----- Ms. Carina Baptista Penitenciary Training Centre (formerly at: Institute for Innovation in Training), Portugal Interview with government representative Mr. Johan van der Sanden Eindhoven University, Netherlands ----- Ms. Valrie Hellouin Centre INFFO, France ----- Mr. Gilberto Collinassi EnAIP ISP, Innovation, Development & Design, Italy Interview with stakeholder Other participants Name Organization/ I nstitution Ms. Patricia De- Smet EU Commission, DG Education and Culture Mr. Peter Baur EU Commission, DG Education and Culture Ms. Eila Heikkil CEDEFOP
The aim of the chapter is not to anticipate and predict what will happen in the future but to shed light upon the factors that are and will be drivers for future development, and to visualise the future conditions affecting the use of e-learning in iVET the EU.
This chapter tries to anticipate the needs and use of e-learning in iVET in the near future. It assesses how e-learning supported teaching and learning could support a stronger European dimension in iVET and facilitate lifelong learning.
The chapter validates the new models of education and training that have been developed (i.e. the com-model, the flex-model and the sim-model), as the experts agree that the models are already being used in iVET today. However, the experts draw attention to the fact that their use is still relatively limited in relation to the immense potentials of the models, due to high cost of the technology and the constraints on the technological solutions. The experts consider that the use of
these three models will increase extensively in the future as prices gradually decline and additional technological solutions become available thanks to technological advances. So while today the e- learning scene is principally dominated by the front-runner institutions, the future is likely to see the general use of these three models of education and training in iVET, all of them based on an extensive use of e-learning.
In addition, the chapter validates and elaborates the results from the SWOT analysis, as the experts are generally in agreement concerning the factors identified in the analysis. The experts point to drivers and barriers for the future scenarios that are similar to the factors indicated in the SWOT analysis in relation to the present use of e-learning.
11.1. Future scenarios At the workshop the experts were divided into groups so that they could discuss future scenarios concerning the use of e-learning in learning and teaching in iVET. The main question to be discussed by the experts was how the use of e-learning in the future will support the integration of theory and practice in iVET.
Experts working on future scenarios at the workshop
An overall future scenario containing four key elements was generated by the participants of the workshop and further elaborated by Ramboll Management. They relate to:
M & M technologies Falling walls Teacher identity Me- and we-learning (the me-student)
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According to the experts, the future scenario containing the four elements will lead to an increased integration of theory and practice in iVET, which in turn will lead to curriculum change. The future scenario is illustrated below.
Fig. 9: Future scenario for the use of e-learning in teaching and learning in iVET
As a result of this scenario, the experts consider that the use of the previously-described com- model, flex-model and sim-model will increase in the future. The elements comprising the scenario are described below.
The experts present their thoughts on the future scenarios concerning the use of e-learning in iVET in relation to e-tutoring, knowledge management and simulations. See video
M&M technologies One key element of the future scenario relates to the use of M & M technologies (Modular learning and Mobile learning) in learning and teaching in iVET. Modular learning involves the use of brief learning objects (streaming video, video on demand). Mobile learning involves the use of mobile technology such as cell phones, PDAs and other mobile devices.
In order to implement these forms of learning, synchronous technologies are used. Accordingly, solutions such as videoconferencing, webcams and simulations are extensively used for teaching and learning in iVET. In addition, mobile learning makes use of small highly advanced technological objects that the students can bring along to the various learning and teaching settings. Change of curricula Future teaching And Learning in iVET M & M technology Falls of the walls Me - and we - learning Teacher identity Curriculum change Future teaching and learning in iVET M & M technology Falling walls Me - and we - learning Teacher identity The use of ICT in iVET Final Report 150
The use of ICT in iVET Final Report 151 The study shows that the factors tending in the direction of this scenario are already apparent in iVET today. However, the workshop experts consider that the full realization of this scenario will start to be achieved as the prices of the technologies gradually decline. They therefore consider that the use of these technologies and new forms of learning will increase in years to come.
According to the experts, this scenario is beneficial for the students, since it provides new sources of knowledge and involves new ways of learning. The use of these technologies is generally increasing and facilitates the students access to information, which is accessible via websites. A participant explains, It is all accessible via websites. It is at your fingertips - a few clicks away. It gives added value - information without dust. Another expert says, They will have access to more and better information than previously. It is a great advantage. As a result of the increased access to information, this element of the future scenario stresses the need to teach students to select information critically, i.e. to manage knowledge.
In addition, the streaming video provides the students with information about how competent staffs do their work. This means that regardless of where the student is located, he/she will have the possibility of watching competent staff demonstrate how things should properly be done.
Also, by using simulations the students have the opportunity to practise themselves what they have just seen on video. A participant states, By using video and simulations they learn how competent individuals do it. They can see something and be in it themselves using simulations. According to the experts, the use of the sim-model described previously will increase in the years to come.
Therefore, according to the experts the manner in which e-learning is used in teaching and learning in this scenario definitely supports the integration of theory and practice.
In spite of the advantages of this scenario, the experts emphasise the need to learn via direct as well as indirect experience. The experts consider that there is great potential for the use of e- learning to provide indirect experience. Accordingly, by using streaming video the students are given access to experienced individuals, providing the students with the indirect experience they need. In this way they have access to indirect experience. By using video on demand they are shown how it is done ideally. The exchange of knowledge between workers can be exploited strongly through IT and e-learning. This is a strong advantage.
On the other hand, the experts agree that the direct experiences needed cannot be obtained solely through e-learning. Accordingly, the use of simulations is not enough to provide the students with direct experience. Face-to-face learning and hands-on experience is needed in order to obtain the right qualifications. An expert says: By using IT and e-learning you can learn all the theory, but practice for real is necessary in order to be able do it for real and know how to do it for real. Simulation is different from real practice. It is important to have access to other competent people in order to learn. For this IT and e-learning can be used. But it is also important to have access to your own mistakes.
The use of ICT in iVET Final Report 152 Falling walls Another key element of the future scenario emphasises various falling walls resulting from the use of e-learning in learning and teaching in iVET:
A falling of classroom walls A falling of the walls separating school-based and workplace-based teaching and learning A falling of the walls separating school from home and institution from workplace A falling of the walls separating teachers from different iVET institutions
The scenario implies a falling of classroom walls through the use of e-learning. The use of e- learning means that school-based teaching and learning are not restricted to taking place in physical iVET institutions. Instead, virtual learning and teaching prevails, which means that students can participate in their virtual learning and teaching from home or from the workplace.
The scenario also implies a falling of the walls separating the iVET institution and enterprises i.e. school-based and workplace-based teaching and learning. As a consequence of the falling of the classroom wall, school-based learning can take place at the workplace instead of the student having to be released in order to be physically present for school-based learning and teaching. According to the experts this opens up the potential for lifelong learning as it becomes easier to attend courses. In addition, it holds great potential for early school leavers as education becomes accessible to them. According to the experts there will be intensified co-operation with enterprises. Another aspect of the falling of walls between iVET institutions and enterprises relates to the existence of similar learning at the workplace and the institution. Due to the use of similar equipment in institutions and workplaces, the knowledge acquired in both settings is directly transferable and applicable.
Thirdly, the scenario implies a falling of the walls separating the iVET institution and the home, as well as of those separating institutions and enterprises (i.e. teachers and trainers). According to the experts the use of the com-model described previously will be extended in the future. By extensively using discussion forums, chat rooms etc., communication will increase. However, the model will not only include extensive communication between students and students and teachers. According to the experts the model will also lead to increased communication between institutions and enterprises. For instance, teachers and trainers will discuss learning processes and approaches etc. According to the experts, such increased communication will lead to the increased integration of theory and practice. In addition, it will improve the teachers knowledge of the practical world, as they will be kept continuously up-to-date concerning new developments in the field in question. It will also lead to increased communication between the institution and the home.
Fourthly, the scenario implies a falling of the walls between teachers from different iVET institutions. The use of e-learning provides the teachers with an opportunity to work together across iVET institutions, and also across regions. The experts are convinced that interaction between teachers will increase in the future as they become more familiar with using e-learning, and as the infrastructure and access to IT equipment improve. The experts see this as being highly useful for novice teachers and hence also for the students.
The use of ICT in iVET Final Report 153 Teacher identity A third key element of the future scenario relates to the teachers roles and identity, which are changing due to the use of e-learning. According to the participants at the workshop, the use of e- learning implies the prevalence of a new pedagogical approach. This approach stresses teamwork and problem-based learning in which students are supposed to solve concrete problems. This will lead to a new role and identity for the teachers. The experts suggest that instead of being a lecturer the teacher will instead become a learning facilitator or knowledge manager who helps the students to find answers for themselves instead of supplying solutions. An expert explains, This leads to a new role for the teacher, who becomes a facilitator The teacher only gives hints, not solutions.
In addition, the use of e-learning is itself changing the role and professional identity of the teachers due to the prevalence of e-learning and e-teaching, which often takes place virtually instead of in the traditional classroom setting. The teacher accordingly becomes an e-mentor or e-tutor.
Me- and we-learning The fourth and final key element of the future scenario relates to me- and we-learning. The use of e-learning in teaching and learning in iVET leads to me-learning. Through the use of e-learning, teaching and learning in iVET become more flexible and individualised. Hence the learning and teaching are customised to meet the specific needs and demands of each student. Learning is characterised as me-learning because it focuses on the individual student - the me-student. This means that the use of the flex-model previously described will increase in the future.
Since the students have different interests, learning capabilities and requirements the students will design and plan their own learning process jointly with the teachers. As a consequence, this scenario stresses individualised learning that caters to the particular needs of the students.
In addition to emphasising me-learning, this scenario is characterised by we-learning. The use of e-learning in teaching and learning in iVET leads to individualised learning, but at the same time this scenario emphasises collaborative learning. In e-learning, teaching and learning is based on teamwork and e-peer to peer learning.
Both me-learning and we-learning focus on learning to learn and learning to think. According to the experts this is critical, as it prepares the students for lifelong learning.
11.2. Drivers and barriers in relation to future scenarios The experts point to various drivers and barriers in relation to the future scenarios developed. These are described in the following.
The use of ICT in iVET Final Report 154 11.2.1. Drivers for the future scenarios The experts identify the following drivers for the increased future use of e-learning in iVET, i.e. for the realisation of the future scenarios described above:
Supportive management and ownership Development of pedagogical thinking Teachers attitudes and competences Students requirements Adequate infrastructure and technology Availability of e-content Prevalence of partnerships EU initiatives
Supportive management and ownership The experts emphasise that active support and commitment from the management in combination with ownership throughout the organisation is a powerful driver .
In the beginning of the process, everyone must be involved (management, teachers, students as well as technical and pedagogical technicians) in order to create ownership and commitment to e- learning throughout the institution. However, later in the process the management needs to take the lead and insist on the implementation of the e-learning process.
Development of pedagogical thinking According to the experts, a driver for the future scenarios relates to the prevalence of a new pedagogical approach which is already emerging today. This involves a shift away from an emphasis on content to focusing on the competences that are required in working life. Accordingly, teaching and learning are based on a problem-solving approach, collaborative learning and project work.
Teachers attitudes and competences According to the experts, an important driver relates to the teachers attitudes and skills. In their view it is important to support teachers in the new pedagogical role that is being brought into existence for them through e-learning. The reason is that a positive attitude towards e-learning among the teachers is a highly important driver for the practical application of e-learning in teaching and learning. As a consequence, initiatives that create greater teacher confidence in how, when and when not to use e-learning/e-teaching are very important. Initiatives that promote the acquisition of appropriate qualifications (pedagogical as well as technical) and attitudes are an important driver in relation to the future scenarios. In addition, specialised support services/teacher training focusing on SME trainers/tutors are important, according to the experts.
Students requirements The experts consider that an important driver relates to the students desire to use e-learning in teaching and learning in iVET. According to the experts, the students will actually drive the changes, as their education will be customised to suit their individual needs.
The use of ICT in iVET Final Report 155 Adequate infrastructure and technology According to the experts, an important driver is having an appropriate amount of it as well as adequate infrastructure and technology being of high quality. The experts also point to the importance of access to the internet, connection speed and adequate bandwidth. In addition, they highlight the importance of security issues. Finally, the experts stress the importance of both pedagogical and technical support.
Availability of e-content The experts stress that the availability of sufficient and appropriate e-content is an important driver in relation to the future scenarios.
In addition, the availability of and easy access to more concrete models of work practice (e.g. streaming video, video on demand) for students and teachers will be a driver. The profession itself must assist in developing e-content. According to the experts, the e-content should focus on an interdisciplinary approach in the use of the learning resources. Additionally, the developers of e- content must focus on developing good quality e-content and strengthening the pedagogical approach. Finally, the e-content must be attractive and suited to the particular users and curriculum.
Prevalence of partnerships The experts point to various kinds of partnership as representing an important driver in the future scenarios.
According to the experts public-private partnerships will play an important role in the future use of e-learning in iVET. In their opinion economic necessity will lead to extensive and useful collaboration between the iVET institutions and the workplaces they serve. In addition, close co- operation concerning the use of e-learning in iVET is needed in order to meet the needs of enterprises. Teaches, students and employers will be working and learning together in learning partnerships. For instance, the prevailing problem-solving learning approach will mean that students are solving real problems for industry through the use of e-learning, which will bring learning closer to reality. Due to these partnerships, the students qualifications will keep up with the needs of the labour market, which represents a related driver for the use of e-learning and for the future scenarios. According to the experts these partnerships are a particular driver in countries where the structure of the iVET system does not itself provide a link between the institutions and the real world because of their purely school-based training.
Finally, the experts consider that IT-supported learning partnerships will increase among the iVET institutions, which is also a driver for the future scenarios.
The use of ICT in iVET Final Report 156 EU initiatives According to the experts, EU initiatives are an important driver for the future use of e-learning in iVET.
For instance, in their view EU initiatives that focus on the construction of e-learning partnerships across Member States are highly important to their development. The experts also consider that EU initiatives covering the development of skills and competences represent an important driver. Another important focus area of EU initiatives that is pointed to by the experts is the renewal of the curriculum in the direction of e-learning, which will also be a major driver.
11.2.2. Barriers for the future scenarios The experts point to the following barriers in relation to the future scenarios:
Cultural factors Lack of research, evaluation and standards Conservative management Scepticism and lack of IT competences among teachers Lack of e-content and technology Lack of co-operation Lack of strategy and funding
Cultural factors According to the experts, cultural, linguistic and other related factors could inhibit the development of e-learning in Europe. This might represent a fear of change in some European countries. This could lead to a drawing-out of the changes in the curricula that are needed for an increase in the use of e-learning. In addition, language issues connected with the learning resources could inhibit the future scenarios.
Lack of research, evaluation and standards According to the experts, the lack of research, and evaluation or evaluation indicators means that positive impacts cannot be demonstrated. Accordingly, the benefits or possibilities that are enabled by e-learning are not being properly evaluated. This is a barrier to the future scenarios, because many institutions prefer someone else to test new initiatives before they implement them in their own institutions. Besides, good evaluation results might persuade the institutions to integrate e- learning. Finally, in the view of the experts a lack of standardisation in areas such as the terminology applied to systems and e-learning materials is a further barrier.
Conservative management The experts consider that a conservative attitude among the management of some iVET institutions is a barrier in relation to the future scenarios. Institutional inertia and a lack of vision and innovation are therefore inhibitors.
The use of ICT in iVET Final Report 157 Scepticism and lack of IT competences among teachers The experts consider that many teachers are sceptical and not open to new learning methods and are afraid of new technologies. As a consequence some teachers are not adopting e-learning, as they consider it to be too technology-driven and that it does not add value for the user. In the experts view, the fact that some teachers and trainers are not ready for the adoption of e-learning is inhibiting the realization of the future scenarios. The inadequate training of teachers is a related barrier, since many teachers lack the competences required to use e-learning in teaching and learning.
Lack of e-content and technology According to the experts, inadequate infrastructure and e-content represent a major barrier in relation to the future scenarios. In many institutions the students have poor access to the equipment required, in addition to which there is a lack of suitable and relevant e-content. The experts also consider that access to online learning resources is too poor. Finally, the cost of the equipment not least for individuals is too high, which also limits access.
Lack of co-operation The experts consider that a lack of co-operation among the various iVET institutions and between iVET institutions and the private sector in general and workplaces in particular is a major barrier. As a consequence of the latter, iVET institutions and workplaces are two completely different worlds, which means that an important potential link between school-based and workplace-based teaching and learning does not exist. The lack of co-operation among iVET institutions implies a failure to share experiences, inhibiting the future scenarios.
Lack of national political strategies and funding The experts see the lack of national strategies and funding as being important barriers for the future scenarios, since the existence of political strategies places a focus on the use of e-learning, which applies pressure to the iVET institutions.
According to the experts, a lack of strategies that focus on the use of e-learning also means that the curricula are often failing to meet current requirements in relation to the integration of e- learning in teaching and learning. Finally, a lack of financial resources for the development of e- learning in iVET is inhibiting the future scenarios.
11.3. Ideal world scenarios In the workshop the experts were divided into groups in order to develop three ideal-world scenarios regarding the future use of e-learning in learning and teaching in iVET. The starting assumption was that the above-mentioned barriers will have been overcome.
The use of ICT in iVET Final Report 158 The three scenarios that were developed emphasise different attributes. However, common features can also be identified. Among other things, these involve:
Informal learning and teaching via virtual networks Extensive use of e-learning for teaching and learning (an infinite number of technological possibilities) Customised learning and teaching
The ideal world scenarios draw on elements of the scenarios described above especially the concept of falling walls.
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Ideal world scenario 1: Ambient intelligence
Learning and teaching in iVET make successful use of a myriad of technologies (e.g. satellites and mobile technology) arising from the solution of technological problems and the availability of numerous technological solutions for learning and teaching at reasonable prices. Students have access to global learning networks, and teachers all over the world can be consulted in response to the specific needs of the students. Accordingly, thanks to these worldwide communities of learning, teaching and practice, the scenario of these new learning environments is characterised by customized learning that meets the individual needs of each student. In addition, the students create their own learning programmes. The only problem that students face is the issue of which of the wide range of available opportunities they will choose. In addition, learning and teaching in iVET is characterised by the fact that it occurs in the experience economy. The students are provided with unique learning and teaching experiences through iVET.
The scenario is characterised by so-called informalisation, meaning that learning takes place in more informal networks compared to the physical iVET institutions in which iVET takes place nowadays. In addition, due to the immense technological possibilities, the scenario leads to an intensification of teaching and learning because of ambient intelligence - i.e. ambient learning and teaching possibilities. A participant in the workshop sums it up: All technological problems have vanished. Intelligence is everywhere, and teachers in Padua or New York can be consulted.
Ideal world scenario 2: Access to virtual, trans-European courses and guidance
The cornerstone of the second ideal world scenario is enhanced access to guidance for students, including new modes of guidance. The scenario is concerned with the opportunity of securing a job in another EU Member State.
The departure point is the situation of those students who wish to become qualified to obtain a job in another EU Member State. This, of course, requires particular qualifications and experience. The student himself finds information about the virtual courses needed on the internet and subsequently enrols. Students from all over Europe who wish to get a job in the country in question undertake these web-based courses. However, there are no language barriers, since the material is available in all languages and communication between students and teachers is translated in real time. The students have to submit virtual exercises. In addition, the courses include advanced simulations in order to provide them with more concrete experiences. An expert considers that In this scenario the students have access to fantastic guidance.
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Ideal world scenario 3: Cost-efficient teaching and learning
In this scenario technology is indeed facilitating learning and teaching in iVET. This means that in this scenario there are no longer any physical iVET institutions or campuses, as learning and teaching are exclusively virtual. Learning takes place in the workplace environment. As a consequence, there is only a limited need for staff in the virtual iVET settings i.e. only a small group of staff undertaking administration and technical support. This scenario therefore implies the potential for reducing the cost of teaching and learning. An expert says, As technology is facilitating learning, which takes place virtually, there are no institutions and hardly any need for staff.
Learning and teaching is less formal compared to today, due to the virtual structure of iVET. In addition, learning is customised to suit the specific needs of each student. In spite of the virtual setting, the scenario stresses the importance of social values and social life by seeking to bring people together virtually.
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12. Recommendations for future action On the basis of its analysis of the use of e-learning in iVET and the conclusions arrived at in the study, Ramboll Management has produced the following recommendations. These recommendations are targeted at the respective levels involved in iVET: EU level National level Institutional level
Accordingly, the following recommendations for future actions represent relevant considerations for the institutional, national and European levels in relation to the process of integrating e-learning in iVET in the future.
Finally, the chapter includes a presentation of areas in need of further research, as well as areas in which e-learning could be used more in the future.
12.1. EU level In general, the EU-level recommendations revolve around the facilitation and dissemination of experiences and good practice. Many iVET institutions could benefit from knowledge sharing with other European institutions, both including institutions in countries that are still in the middle and initial phases in relation to their use of e-learning, and also institutions in front-runner countries; the latter too can be in need of inspiration from other institutions that are undergoing similar processes or have experienced some of the same challenges. The EU therefore has an opportune potential role in facilitating more interactions among the European IVET institutions.
Many iVET institutions in Europe have extensive experience in administering IT and using e-learning in teaching and learning, and measures should therefore be taken to encourage the transfer of expertise within the EU through networks at a European level. It would therefore be beneficial to establish an organisation that could support the sharing of knowledge and networking among the European iVET institutions. For instance, an association could be established by those European institutions which are experienced in e- learning and in publicising good practice and experience connected with e-learning pedagogy, content development and co-operation with private partners and other European iVET institutions. It is also important to share and spread experiences among iVET institutions at an international level, since iVET institutions in Australia, for instance, have important knowledge about the integrated use of e-learning in iVET. The association should therefore also focus on the sharing of knowledge and networking at an international level. Accordingly, Ramboll Management recommends the EU either to directly support an organisation that focuses on the sharing of knowledge and networking in a European and international perspective, or to assign this task to an existing organisation. The association could take up the task of disseminating experiences and good practice using the internet.
The use of ICT in iVET Final Report 162 Ramboll Management recommends the EU to further support research projects and other initiatives concerning the development of standards for quality assessment in connection with both the use of e-learning in iVET and the practical implementation of quality assessment procedures at the national and institutional levels. As the iVET institutions of Europe are generally not systematically applying quality assessment, and as there is an absence of national and European strategies and initiatives focusing on quality issues, we recommend that the assessment of quality should be a primary focus for the EU in relation to future initiatives for supporting the use of e-learning in iVET.
Other relevant research issues that are recommended to be supported by the EU are content development, how to change the attitudes of teachers towards e-learning, and e- learning pedagogies (for more information on the research issues, please see the chapter concerning areas in need of further research below).
The study shows that the front-runner countries are characterised by co-operation among the iVET institutions and between institutions and private partners, e.g. in relation to the development of e-content and the use of e-learning in new and innovative ways. In this connection there is a need for the EU to facilitate and support co-operation among relevant institutions across Europe which share common interests and have a similar approach and organisational culture; and also co-operation involving institutions and private partners. For example, the EU could consider establishing a website that includes guidelines for various forms of partnership, good practice examples and a bank of potential institutional and private partners.
Across the whole of Europe, the lack of e-content is a major threat in relation to the use of e-learning in iVET. The process of developing and implementing e-learning in iVET institutions is resource-hungry, and therefore the EU should encourage and support the development of e-learning resources for Europes iVET courses.
12.2. National level The recommendations concerning the national level focus on the formulation of strategies and action plans in relation to the use of e-learning in iVET. Furthermore, these recommendations focus on the establishment of funding opportunities both in relation to institutions that are working to implement e-learning in their teaching and learning, and in relation to the development of e- content and research concerning the field of e-learning.
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It is important that the use of e-learning in iVET should be identified as a key priority at the national level, and in this connection that specific strategies and action plans for using e- learning in iVET (as in the rest of the education system) should be formulated. The strategies and action plans concerning the use of e-learning in iVET could focus on the following issues: Visions for the use of e-learning Infrastructure and equipment E-content The training of teachers (in relation to both IT skills and pedagogical skills) A politic of incentives for teachers Students use of e-learning, and also IT skills Co-operation among the iVET institutions and between institutions and private partners
National governments should stress the importance of e-learning in iVET in explicit ways, and should be oriented towards the practical implementation of e-learning in the iVET institutions. Today, a major barrier in relation to the use of e-learning in iVET is a lack of funding. The costs associated with the provision of infrastructure, equipment, e-content, maintenance, technical support etc. are very high, and it is costly for the IVET institutions to maintain a high standard of IT equipment and of e-learning material as a whole. Therefore, it is important to ensure reliable funding for the institutions in relation to their investments in e-learning, for instance by offering earmarked national-level funding. In this way, the institutions will have the opportunity to apply for national funding for e-learning in iVET, which will influence both the individual institutions ability to implement e-learning in their various education programmes and also the general nationwide implementation process.
All across Europe, the lack of e-content is a major threat to the use of e-learning in iVET. Governments should therefore support iVET institutions in securing access to high-quality e-learning content. Accordingly, it is recommended that national learning networks should be established which will focus on the development and sharing of e-content and on the development of relevant quality standards for e-content. In this connection, it is also important to provide national-level funding for the development of e-content and quality standards. As regards knowledge sharing and provision of national-level funding focusing on the use of e-learning in iVET it would also be beneficial to focus on the communication potential of e-learning (e.g. discussion forums), as the communicative aspects of e-learning are not directly negatively impacted by the absence of e-content.
It would be beneficial to establish national associations that could support sharing of knowledge and experiences among iVET institutions in the countries in question. The association could consist of experienced IVET institutions, and could focus on establishing different networks for the national iVET institutions for knowledge sharing in specific fields, e.g. concerning good practice in relation to e-learning pedagogy, content development,
The use of ICT in iVET Final Report 164 synchronous communication or co-operation with private partners. For instance, a national association could establish knowledge sharing and co-operation at both institutional, community and ministerial levels via electronic networks.
It is highly recommended that the European nations should focus on the development of quality assessment procedures for e-learning in iVET. The quality assessment procedures should apply equally to accreditation, certification and student authentication and should include both quantitative and qualitative aspects. As quality assessment in most countries is an institutional matter, and is a huge challenge for the institutions to handle, the national level is encouraged to support initiatives leading to common standards or agreements concerning quality assessment.
I-twinning the sharing and co-operation that involves several partners in relation to e- learning issues is highly relevant for the future implementation of e-learning in iVET. Ramboll Management therefore recommends that co-operation between iVET institutions and private partners should be supported at the national level. Governments should therefore encourage both IVET institutions and private partners to establish partnerships, for instance concerning content development.
It is recommended to support research in relevant fields concerning the use of e-learning in iVET, e.g. in relation to developing innovative ways of using new technology in iVET, content development, how to change the attitudes of teachers towards e-learning, and e- learning pedagogies. (For more information on the research issues, please read the section concerning areas that require further research below.)
12.3. Institutional level The study has identified a range of internal factors, which are important for the integration and use of e-learning at institutional level. In relation to the use of e-learning, the European iVET institutions are accordingly recommended to: Develop and implement a clear and focused IT and e-learning strategy which matches the needs and possibilities at the institution in question; and to develop European and national strategies concerning e-learning in iVET.
Ensure that they have adequate and appropriate infrastructure and equipment that will enable them to follow national and institutional e-learning strategies and action plans.
Initiate I-twinning, e.g. through partnerships with other iVET institutions inside or outside their own countries, and by establishing partnerships with private partners. The partnerships with other institutions and/or private partners could for instance focus on the development of new e-content and the sharing of knowledge and experiences concerning the use of e-learning.
The use of ICT in iVET Final Report 165 Actively support the use of e-learning among teachers and students at the management level. In relation to teachers, the use of e-learning can be supported via funding, via effective technical support that is able to help teachers in their daily practice, and via the formal recognition of the increased IT skills of teachers. The support of the students use of e-learning can be supported inter alia through implementing e-learning issues in the students curriculum.
Ensure a high level of IT competences among the teachers, e.g. through systematic training of teachers, via provision of personal computers and home internet access to teachers, and through the development of a politic of incentives for teachers.
Ensure that the sharing of knowledge and good experiences between teachers takes place. This can for instance be done by establishing structures that motivate networking and the sharing of knowledge among the teachers in an individual institution, and between teachers from different institutions. Furthermore, the teachers positive attitudes and motivation concerning the use of e-learning can be supported through trailblazers and front-runners among the teachers who can promote and explain the positive advantages of e-learning to their colleagues.
12.4. Areas requiring further research Interviews with experts, government representatives, managers and teachers plus the case studies have pointed to the desirability of further research in the following areas:
- The development of standardised ways of evaluating and assessing the quality of e- learning in iVET, including how to quality assure and accredit e-learning courses. - Best practice in terms of content development. Development of common standards. - Changing the attitudes and culture of teachers: How are incentives for the improvement of teaching in which e-learning is used created? How is effective politics of incentives for teachers formulated at national and institutional levels? - Organisational issues affecting e-learning in iVET: The management of innovation, the sustainability of solutions, and how to increase the iVET managements focus on innovation. - Research concerning e-learning pedagogies and pedagogical interactions between iVET students and their teachers/tutors - Cost/benefit studies of e-learning: Where is e-learning effective? And why? - How to support the use of e-learning through the physical surroundings at the iVET institutions. What comprises good practice in relation to the improved support and facilitation of the use of e-learning in terms of the layout of the physical environment?
The use of ICT in iVET Final Report 166 12.5. Areas where e-learning could be used in the future Below follows a presentation of the respondents assessments of areas in which e-learning could be used in the future. For a scenario-based description of the use of e-learning in the future, please see Chapter 11.
Few respondents are able to identify particular areas where e-learning could be deployed more extensively in the future. However, the respondents generally expect e-learning to be used more in iVET in the future. This applies not only to the current use of blended learning in the European institutions today, but also to the use of distance learning.
Today e-learning is primarily used in a blended format in which the students learn through a combination of e-learning units, hands-on learning at their workplaces, and classroom teaching. However, the respondents consider that distance learning might be used more in the future. In some Member States, e.g. in Finland, several teachers and managers are convinced that pure e- learning will be used within the next few years, while in Portugal, for instance, there seems to be more resistance towards pure e-learning for cultural reasons. Generally, pure e-learning in the sense of distance learning is currently regarded as being more suited to adult education, but it has been mentioned by both teachers, managers, and government representatives that pure e-learning could also be used more in iVET in the future.
As for practical learning, it has been mentioned that the additional use of e-learning would not necessarily improve the teaching and learning that takes place because practical learning generally requires real hands-on experience. This means that e-learning might be less relevant for the practical than for the theoretical world. However, simulation is seen by most interviewees as an important means of linking the theoretical and the practical worlds. On the other hand, the use of e-learning is highly relevant to both the practical and the theoretical worlds in the sense that an increased use of e-learning can usually improve teaching and learning in both settings.
Some fields/subjects are less computerised than others, e.g. those which deal with topics related to agriculture, fishing and quarrying, and public and personal services. Nevertheless, as society in general moves towards the ever-greater integration of IT in all aspects of life, several respondents consider that the iVET education programmes concerning these fields/subjects will probably expand their use of e-learning further in the future.
Finally, several respondents suggest that e-learning could be used more for the testing and assessment of student skills. This is an area which is relevant to iVET students in general, and is therefore not related to specific fields/subjects.