Unstructure

Information and communication technologies (ICT) are not yet sufficiently present in Europe’s education systems, and reforms must be introduced to adapt them to the technological changes sweeping through our societies. This is the main conclusion of a report adopted by the European Commission.

The report, entitled “The use of ICT to support innovation and lifelong learning for all – A report on progress”, describes how the use of e-learning has developed in Europe since 2000. It assesses the impact of ICT on school and higher education, while taking other education sectors into account. It then draws conclusions for the next stage of using information technology in education and training, and identifies the challenges posed by the need for improving the quality and efficiency in Europe’s education systems, and in particular for pedagogical, technological and organisational innovation.

Key Findings of the Report (download the report here)

A RENEWED APPROACH TOWARDS ICT FOR EDUCATION AND TRAINING

ICT is pervasive in shaping all parts of our society, economy and culture. Since 2000, the European Union has stepped up its activities to improve e-learning and the development of digital competences through education. This has continued under the Renewed Lisbon Agenda and the July 2008 Communication on the Renewed Social Agenda for Europe which have highlighted ICT as a key mechanism to create more social and economic opportunities for EU citizens and improve their access to quality services, also for education
and training.

This report feeds into the ongoing discussions on the preparation of ‘An updated strategic framework for European cooperation in education and training’ which the Commission will adopt in December 2008. Overall the hope is to bring e- Learning more closely to the task of
creating a European Lifelong Learning Area.

In the last decade, the EU has had considerable success in introducing ICT to education and training. Yet if institutions have been ICT-equipped and teachers and trainers ICT-trained, ICT has not yet transformed teaching and learning as it has transformed processes in other key sectors such as enterprise or public services. Today, pedagogical, technological and organisational innovations demand a renewed and more comprehensive approach towards the role of ICT in education and training. This renewed approach should address the impact of technological change and innovation in society and education in the last decade.

ICT as a Basic Education and Training Tool

A first priority is to exploit infrastructure investments fully. The mainstreaming of e-learning is far from completed. ICT is not yet fully embedded in pedagogical practice or educational systems. A particular effort is called for on pedagogy, to develop the innovative teaching and
learning tools made possible by ICT. ICT is also an enabler of learning and teaching processes. It can empower learners in new ways. It can facilitate learning-by-doing, inquiry learning, problem solving strategies, creativity, and complex decision-taking and other competencies for innovation.

ICT as an Enabler of Lifelong Learning

ICT can extend the scope of education and training and be instrumental in providing new educational services at all stages in life. The need for this is not in doubt. ICT-based tools can provide unprecedented accessibility to address these needs.

While existing developments need to be sustained, effort is needed in less well covered areas, which have high potential. These include helping the most disadvantaged groups – adult learners, school drop-outs, older people, and groups with specific problems such as immigrants or ethnic minorities. ICT tools, appropriately used and supported, can benefit employment, personal development, and civic participation.

At the same time, ICT can help to build and support a learning continuum, including formal, informal and non-formal learning so helping achieve lifelong learning. More should be done to increase the levels of confidence, upgrading the digital competences and to shift from access to quality of use of ICT for learning.

ICT as a Key Driver for Creativity and Innovation.

Innovation is today seen as one of the main engines of long-term economic growth and social development. ICT, a key driver for change in many fields, must also lever change in education and training. Intelligent use of ICT can scale up the core functions of education and build active learning communities in a networked society. A fresh impetus is needed to enable European education and training to better respond to the growing need for innovation. This calls for more than just improving knowledge base and easily measurable knowledge
levels.

System change has happened in other parts of our social and economic fabric and it can also happen in education and training. The May 2008 European Council conclusions on promoting creativity and innovation point out that “an increasing share of learning occurs at the workplace, in non-formal contexts and in leisure time – often through new ICT-based learning tools and methods”48. While this report focused more on formal domains of education and training, the shift towards informal and non-formal learning modes shows clearly that interactive learning, content creation, personalised and self-directed learning all play an increasing role in the ways people learn.

The role of technology in enhancing communication and community-based collaboration while supporting the constant development of personal competencies has a clear relevance for lifelong learning. The transformation of enterprises and public services through ICT and its social perversion through developments like Web 2.0 point not only to its relevance for education and training but also to its potential for nurturing creativity and innovation in a more competitive and socially cohesive Europe.