{"id":18472,"date":"2006-07-04T18:04:00","date_gmt":"2006-07-04T16:04:00","guid":{"rendered":"https:\/\/janfigel.com\/?p=18472"},"modified":"2026-06-02T18:16:13","modified_gmt":"2026-06-02T16:16:13","slug":"elearning-for-excellence-and-inclusion","status":"publish","type":"post","link":"https:\/\/janfigel.com\/sk\/2006\/07\/04\/elearning-for-excellence-and-inclusion\/","title":{"rendered":"eLearning for excellence and inclusion"},"content":{"rendered":"

EU eLearning conference
Espoo, Finland\u20144 July 2006<\/p>\n\n\n\n

\"\"
Download To Learn, Media, Internet. Royalty-Free Stock Illustration Image – Pixabay<\/a><\/figcaption><\/figure>\n\n\n\n

Dear Minister,
Dear Rector,
Distinguished guests,
Ladies and Gentlemen,<\/p>\n\n\n\n


It is my great pleasure to open the third EU eLearning Conference. I am
particularly happy to see such a wide representation from the world of education
and training, academia, industry, business, and government.
The setting is also perfect, because the Lifelong Learning Institute Dipoli of
Helsinki University of Technology combines many of the themes of this conference
in its activities: lifelong learning, modern technology, and innovation.
If we add to this the stunning surroundings, I believe we have all the elements for a
successful event.<\/p>\n\n\n\n


Where do we come from?<\/strong>
We have called for this Conference at a moment when eLearning in Europe is at a
crossroads.
As a matter of fact, even the term \u2018eLearning\u2019 is not beyond dispute. To some it
means \u2018technology\u2013enhanced learning\u2019; to others \u2018ICT\u2013supported education and
training\u2019; to others still \u2018innovation in learning\u2019. In fact, it all depends on the
approach you take.
There is a clear need for a common European vision on how to take our work
further in the years to come.

The European Commission simply defines \u2018eLearning\u2019 as \u2018the use of ICT in
education\u2019 and our strategy is outlined in the eLearning Action Plan of 2001 and
the eLearning Programme for 2004\u20132006.
As is the case for many of our current actions, the political drive for this work
comes from the Lisbon European Council in 2000.
There is no need to remind you that this is when the leaders of the EU set Europe\u2019s
political and economic reform agenda for the present decade and concluded that
every citizen should be equipped with the skills needed to live and work in the
knowledge society.<\/strong><\/p>\n\n\n\n


The main rationale for this is that the socio\u2013economic potential of information
technologies is directly related to their accessibility. The message was reinforced in
later European Councils, with particular stress on the value of ICT skills for the
labour market and employability.
Consequently, one of the four strands of the eLearning Programme was devoted to
digital literacy. Digital skills are now among the eight key competences for
lifelong learning. I shall come back to this in a few moments.<\/p>\n\n\n\n


Where do we stand?<\/strong>
To understand the scale of the challenge, let me start with a snapshot of how
Europe is performing in lifelong learning.
Europe\u2019s progress is measured against the objectives set under the Education and
Training 2010 work programme, which is effectively the education and training
component of the Lisbon Strategy.<\/p>\n\n\n\n


These objectives include a call for more, and more efficient, investment in human
capital. Public spending on education is indeed increasing in most EU countries and
stands now at 5.2% of gross domestic product.
However, as far as total investment in the knowledge economy is concerned, the
gap between Europe and our competitors worldwide has not narrowed.
Also, whilst Europe does well in producing graduates in Math, Science and
Technology \u2013 having already met the target set for 2010 – the challenge here
remains to attract more girls into these fields and making sure that the graduates
find appropriate jobs, lest their skills go wasted.<\/p>\n\n\n\n


The picture is less rosy in other areas, where there is hardly any progress at all:<\/p>\n\n\n\n


16% of young people in Europe still leave school too early;<\/p>\n\n\n\n


20% of 15\u2013year\u2013olds have difficulties in reading;<\/p>\n\n\n\n


only 77% of children between 18 and 24 complete upper secondary education;
and<\/p>\n\n\n\n


less than 10% of the working\u2013age citizens participate in adult education.<\/p>\n\n\n\n


As concerns ICT and schools, the situation has improved a lot since the start of the
decade.<\/p>\n\n\n\n


A recent study1 shows that the ICT penetration in European schools is
constantly increasing.<\/p>\n\n\n\n


In most EU countries in 2003 more than 70% of the
computers available in schools were connected to the Internet.<\/p>\n\n\n\n


Finally EU\u2013wide surveys from last year2 show that 70% of students aged 16 or
older used a computer at the place of education, while 60% used the Internet.<\/p>\n\n\n\n


There also seem to be indications that pupils have better learning outcomes
when computers are available in school.<\/p>\n\n\n\n


This means that progress has been made; however, many challenges remain. In
many EU countries computers are shared between too many pupils and many
schools have no broadband connection yet.<\/p>\n\n\n\n


So, there is still some work to do in infrastructure.
In general, there is also work to do so that all our citizens have skills to live and
work in the knowledge\u2013based society.
In its recent proposal for a Recommendation for Key Competences in Lifelong
Learning, the Commission identifies eight competences that every individual
should acquire. We define competences in broad terms as \u201cknowledge, skills, and
attitudes\u201d.<\/p>\n\n\n\n


1 Report on indicators and benchmarks on the progress towards the Lisbon objectives in education and training,<\/p>\n\n\n\n


2 Eurostat ICT Household Survey

These include basic skills such as literacy and numeracy and less traditional ones,
such as entrepreneurship, \u2018learning to learn\u2019, and interpersonal competences.
As regards digital competence, it involves the confident and critical use of
information technologies for work, leisure and communication. Basic skills in ICT
underpin this competence; people should be able to use computers to communicate
and participate in collaborative networks via the Internet.
Our proposal has been received well by the European Parliament and the Council
and we expect it will soon be adopted.<\/p>\n\n\n\n


What next?<\/strong>
We need to make sure that the workforce knows how to respond to change, that it
can move easily to new jobs and that it can rapidly adopt and use innovation. There
is clear evidence that the higher our skill levels, the more responsive and receptive
we are to new learning experiences.<\/p>\n\n\n\n


Last year the Lisbon Strategy was refocused on jobs and growth and more stress
was put on investment in knowledge and innovation.<\/p>\n\n\n\n


Recent European Councils have called on both the EU and the Member States to
promote excellence and reform universities so that they can realise their full
potential in supporting Europe\u2019s economic and social goals.<\/p>\n\n\n\n


Important actions and projects will be supported by the 7th Framework Programme
for Community Research and the Competitiveness and Innovation Framework
Programme. But we also need flagship initiatives which can inspire and promote
long\u2013term change.<\/p>\n\n\n\n


And this is what our proposal for the creation of a European Institute for
Technology\u2014or EIT\u2014is about.
The challenge is simply stated: building up poles of intellectual capital. At present,
our competitors are beating us at this game: they operate on a bigger scale, attract
more money, and have more competitive funding systems. As a consequence, they
are more attractive and achieve better results.<\/p>\n\n\n\n


European scientific and educational networks and loose associations alone cannot
cope with the current challenges. More needs to be done.

Establishing the EIT as an autonomous knowledge operator at European level is in
itself a significant advance on the approaches we have tried until now. We believe
also that the EIT will act as a catalyst and role model for organisational change for
a wide array of institutions, sectors and fields.<\/p>\n\n\n\n


The EIT is designed to create synergies around strategic inter\u2013disciplinary areas. It
will be based on a series of Knowledge Communities, which will pool the effort of
universities, research centres and companies across Europe – but will be selected
and given strategic direction by an independent governing board.<\/p>\n\n\n\n


In particular, the active participation of the business sector is the ace up the EIT
sleeve. The EIT will seek to involve business in every aspect: from strategic
planning to carrying out specific activities. We also expect the EIT to demonstrate
novel ways of managing science and to pioneer new research and educational
practices.<\/p>\n\n\n\n


The latest European Council, in June, asked the Commission to present a formal
proposal for the establishment of the EIT in the autumn.
Although the EIT will be an important step forward, it is very important to nurture
the whole innovation chain and to ensure that all branches of the education and
training system function properly.<\/p>\n\n\n\n


Ladies and Gentlemen:
At this point I would like to mention an important area of European cooperation:
digital content. ICT\u2019s can help promote Europe\u2019s cultural and linguistic richness
and they can act as a catalyst for creativity and innovativeness.
A good example of this is the priority given to digital libraries and to eContent by
our recent proposals for information\u2013society policies.<\/p>\n\n\n\n


In our quest for excellence we should not forget that the Lisbon objectives actually
include not only competitiveness but also social cohesion. Digital literacy and
inclusion are among the themes debated here today and tomorrow, along with
partnerships, innovation, research and foresight.

The latest Joint Report on the implementation of the Education and Training 2010
work programme called for urgent reforms to ensure the development of education
systems which are of the highest quality, equitable and accessible to all\u2014a call
endorsed by the Spring European Council.<\/p>\n\n\n\n


I have already pointed to some of the challenges, such as high drop\u2013outs rates and
low literacy skills.
In this context, the digital divide remains an important challenge: as the
Information Society advances, it becomes more urgent that disadvantaged groups
are not left behind and that everyone enjoys the same lifelong learning
opportunities. In sum, education reforms should also aim to bring about a fair
distribution of opportunities.<\/p>\n\n\n\n


\u2026 and after?<\/strong>
Ladies and Gentlemen:
So far I\u2019ve spoken about the main current developments; now I would like to cast a
glance into the future.
First, schools and universities need to move on from their main traditional role of
\u201ctransmitters of knowledge\u201d and see themselves as preparing young people for
lifelong learning. Information and communication technologies are going to be
crucial on both counts.
Second, there\u2019s a need to create new kinds of partnerships. Strategic, long\u2013standing
partnerships and innovative ways to learn and work together are needed between
higher education, research institutes and business. But this does not apply merely at
the \u201ctop end\u201d of education and training systems: schools and training providers also
need to develop cooperative and supportive relationships with the world of
enterprise and business. Again, the ability of ITC\u2019s to establish connections
between people and groups is going to be a crucial asset.
Learning partnerships need to be created between schools, households, the
workplace, companies, non\u2013governmental organisation, cultural institutions, etc.
Thirdly, when we embrace innovation, we should never forget that technology is
not a goal but a means. The goals are and will always be people centred.

Conclusion<\/strong>
Niels Bohr, once said: \u201cprediction is very difficult, especially about the future\u201d. I
cannot agree more with the great European scientist, especially when factual data
are scarce.
Fortunately, we are getting more and more evidence\u2013based on which to base our
education and training polices. Statistical trends and foresight activities give us
some ideas about the future and what we need to do to prepare for it.
For the next two days, you will look at past and present developments in eLearning.
I am confident that this will provide good insights into the future. I also hope for
concrete ideas on how to promote innovation in learning in the framework of the
Education and Training 2010 work programme and the new Lifelong Learning
programme.
However, policymaking is not only about getting the facts right. It is clear that our
policies will achieve their economic and social goals only if cooperation between
public authorities, business, and the education community is good. As I said earlier,
we need to work out a common vision for innovation in learning among all
stakeholders.
New technologies hold out the promise of new and exciting cross\u2013border learning
communities but we also need European cooperation in the fields of content,
common standards, and transparency of systems.
From the definition of qualifications and learning outcomes to quality assurance, all
our policies should converge to make lifelong learning a reality for all in Europe.
Events like this third EU eLearning Conference are an opportunity to involve you
all in this vision.
I look forward to the results of your discussions and wish you a successful
conference.
Thank you.<\/p>","protected":false},"excerpt":{"rendered":"

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