e-Skills in Cyprus
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Digital agenda Status and Prospects of the e-skills in Cyprus
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e-Skills in Cyprus
- 1. e-Skills: Status and Prospects in Cyprus Prepared by: Panicos Masouras, CCS Secretary Presented by: Dinos Konis, CCS Board Member
- 2. Agenda The Cyprus Digital Divide Cyprus Digital Literacy Initiatives Cyprus Digital Competences Initiatives From Digital Literacy to Certification Problems Faced Suggestions for the future
- 3. The Cyprus Digital Divide
- 4. Landscape is improving Source: Statistical Service of Cyprus, 2011, ICT Usage Survey in Households and by Individuals
- 6. The Cyprus Digital Divide A Cyprus University of Technology Survey* documents the Cyprus Digital Divide at three levels: Age Financial status Educational status (2010, The Internet in Cyprus, Final Report, World Internet Project)*
- 7. The Cyprus Digital Divide The survey identified as the four major reasons for not using the internet: Its «not usefulness» Lack of skills Lack of time No PC ownership
- 8. Dimensions of Digital Divide Digital Divide – Age Digital Divide – Financial Status Digital Divide – Education Category
- 9. Dimensions of Digital Divide Digital Divide – Reasons for not Using the Internet (Converging findings) Sources: Statistical Service of Cyprus, 2011, ICT Usage Survey in Households and by Individuals & CUT, 2010, The Internet in Cyprus, Final Report, World Internet Project
- 10. Cyprus Digital Literacy Initiatives
- 11. Cyprus Initiatives – Digital Literacy HRDA Initiatives Improvement of the Employability of the Unemployed Improvement of the Employability of the Financially Inactive Female Personnel Source: Human Resources Development Authority Website. No statistics available
- 12. Cyprus Initiatives – Digital Literacy Cyprus Productivity Centre Initiatives e-Gnosis Web-based Platform • Free and open access • Has 4525 registered users • 1800 users accessed during the last three months • Provides for the self-learning on various topics • e-Skills training based on the 7 Core Modules of the ECDL – European Computer Driving Licence Source: Cyprus Productivity Center
- 13. Cyprus Initiatives – Digital Literacy Cyprus Productivity Centre Initiatives Plans for population-wide training on e-Skills For company personnel • The programme Network & Evolve/Develop (Δικτυωθείτε & Εξελιχθείτε) • Available since October 2009 • Participation of more than 1000 persons Source: Cyprus Productivity Center
- 14. Cyprus Initiatives – Digital Literacy e-Skills Week (2009 & 2011) European Stakeholders: Digital Europe, European Schoolnet Cyprus Stakeholders: CITEA, CCS, Microsoft Virtual Bus Raising awareness among selected target groups • Elderly in various communities • Scouts • Students in public and private schools • Disabled and children with speed needs (Radiomarathon)
- 15. Cyprus Initiatives – Digital Literacy International Educational Fair (Annual Event) Competition at an Internet Café Crossword fun game IT Treasure Hunt (2009) Part of the Radiomarathon for People with Special Needs Special Schools School for the Deaf (2005-2011) • Supporting students during certification tests with teachers of special education who “speak” the sign language School for the Blind (2005-2011) • Converting training and test materials into Braille Language • Celebrated the completion of ECDL Certification by 4 blind students (2010-2011)
- 16. Cyprus Initiatives - Digital Literacy University of Cyprus “Logipaignion” competition for high school students organized by the Computer Science Department “Technoplefsi” competition organized by the Department of Electrical and Computer Engineering Both events supported by private organizations – Successful PPP Multi- stakeholder Initiative
- 17. Cyprus Initiatives - Digital Literacy CCS & Cyprus ICT Teachers Association Competitions For Gymnasium students For Lyceum students Balkan & International Olympiad in Informatics All supported by the Ministry of Education and Culture Microsoft’s Initiatives Innovative Teacher Competition Imagine Cup Competition for University Students Both supported by other stakeholders
- 18. Cyprus Digital Competences Initiatives
- 19. Cyprus Initiatives – Digital Competences HRDA Initiatives Establishment and Operation of Professional Qualifications Scheme in Cyprus (2010 ongoing) • IT Support • Network Technician • Digital Skills for End Users Delayed/Low priority implementation Source: Human Resources Development Authority
- 20. Cyprus Initiatives - Digital Competences ICT Professional Certifications in the Industry: CISCO (IT Essential, Discovery, CCNA, CCNP) EUCIP (European Certification of Informatics Professionals) promoted by CEPIS Other ICT Companies Certifications (Microsoft, Oracle, HP, etc.) No statistics available • Need for a survey among ICT Professionals Serious problem: NOT Subsidized by the HRDA locally
- 21. From Digital Literacy to Certification
- 22. From Training to Certification of Digital Literacy Training Certification 5 cities 3 Languages 52 areas 40000+ candidates 200+ Test Centres
- 23. From Training to Certification of Digital Literacy Number of % of Total Rank Country Candidates Population 1 Malta 51,669 12,75 2 Ireland 494,459 11,76 3 Austria 460,132 5,60 4 Sweden 441,426 4,87 5 Denmark 254,365 4,62 6 Hungary 393,337 3,97 7 Cyprus 35,325 3,26 8 UK 1,987,301 3,25 Average N/A 514752 6,26 Source: ECDL Foundation, September 2011
- 24. Problems Faced
- 25. Problems Faced in Digital Literacy Training Initiatives Lack of Private Public Partnership Spirit and Culture Initiatives undertaken by Private Organizations & NGOs are seen as something which has profit in mind! Government stakeholders not keen to participate Problems of bureaucracy and lack of undertaking responsibility without “higher level” approval! Campaigns for raising awareness Left to each training delivery organization No clear messages of these campaigns, just a “call of participation” Life Long Learning does not seem to be a clear objective Standards on which digital literacy training is based Although training is based on the ECDL – European Computer Driving Licence standard syllabus, no such reference is made for HRDA sponsored training, whereas this was for the case of Ministry of Education which also included certification
- 26. Problems Faced Motivation for participation Based on financial rewards only! Learning objectives not measured Rewards are solely based on presence in the class • Not even participation is measured • Who cares if participants learned, how much and at what level Wondering how many people would participate if reward was not given!
- 27. Problems Faced Organizational issues Accessibility only in the cities Exclusion of population in rural areas and another “digital divide”? No exploitation of e-learning and web technologies
- 28. Suggestions for the Future
- 29. Suggestions for the Future Future Subsidized ICT Professional Training Programmes should: Be based on clearly defined, universally acceptable and current syllabus Make training programmes based on e-Learning Technologies and the Web eligible for subsidy Subsidize with even higher rates training programmes based on e-Learning and the Web Consider the introduction of policy for training programmes based on blended learning Ensure that learning objectives are actually measured effectively Embed assessment of learning within the training programme Include the cost of certification test as part of the subsidy
- 30. Suggestions for the Future Surveys and Statistics for the ICT Skills Levels of: Public Employees at various levels Teachers of Primary and Secondary Education Students in Primary and Secondary Education Employees in the SMEs The General Population
- 31. Suggestions for the Future Prepare a digital literacy framework programme to aim for the: e-Inclusion e-Citizen e-SME e-Society
- 32. Suggestions for the Future New and Future Digital Literacy Programmes: Consider the “social media” revolution Serve the e-Inclusion aim and target the: • Underprivileged groups • Rural areas • Elderly • Disabled • Imprisoned • Immigrants and asylum seekers
- 33. Suggestions for the Future Future digital literacy programmes should: Be part of a country wide digital literacy programme with short-term, mid-term and long-term objectives Address the problems identified Consider seriously the “lessons learnt” Take into consideration the “social media” and “collaboration” revolution • Its ignorance will effectively create another “level of digital divide”
- 34. Suggestions for the Future Future digital literacy programmes should: Enhance the delivery mode of the programmes with educational technology • In class technology • Exploit online tutoring, QA sessions, participant- tutor collaboration • Provide continuous learning support through e- Learning
- 35. Suggestions for the Future Future digital literacy programmes should: Enable the participants’ mobility and employability Define clear and measurable learning objectives Establish a motivation scheme which is based on the accomplishment of the learning objectives Be based on clearly defined, universally acceptable and current syllabus Ensure that learning objectives are actually measured effectively Embed assessment of learning within the training programme Exploit trustworthy and internationally recognized assessment of learning mechanisms
- 36. Contact Details Panicos Masouras, p _masouras@ccs.org.cy Dinos Konis, d_konis@ccs.org.cy www.ccs.org.cy
Hinweis der Redaktion
- This means that in practical terms: Extensive use of the Internet is made by younger, richer and more educated persons Καταγράφεται η ύπαρξη «ψηφιακού χάσματος» στην Κύπρο σε τρεις βασικές παραμέτρους: ηλικία, εισόδημα και εκπαίδευση. Πιο εκτεταμένη χρήση του διαδικτύου κάνουν τα νεότερα, πλουσιότερα και πιο μορφωμένα άτομα. Η ύπαρξη παιδιών κάτω των 18 ετών είναι ένας παράγοντας που συνδέεται με τη μεγαλύτερη χρήση του διαδικτύου και στις δύο κοινότητες. Η «μη χρησιμότητα», η έλλειψη γνώσεων και χρόνου, αλλά και η μη κατοχή ηλεκτρονικού υπολογιστή αναφέρονται ως οι κυριότεροι λόγοι για τη μη χρήση του διαδικτύου. Μεταξύ των μη χρηστών, καταγράφεται απροθυμία παρακολούθησης των τεχνολογικών εξελίξεων, καθώς δεν δείχνουν τάσεις υιοθέτησης του διαδικτύου στο άμεσο μέλλον. Μεταξύ των Ε/Κ έχει μειωθεί το ποσοστό των ανθρώπων που ξεκίνησαν αλλά στην πορεία εγκατέλειψαν τη χρήση του διαδικτύου. Ως ισχυρότερος λόγος διακοπής εμφανίζεται το 2010 το υψηλό κόστος χρήσης του (15% έναντι 2% το 2008).
- The findings of the Cyprus University of Technology survey are verified and confirmed by the National Survey of the Department of Statistics as well. It is important to note that in both surveys the “Lack of skills” reason was first and second respectively indicating the importance of gaining digital literacy skills that will allow the effective use of the Internet.
- The initiatives explained before are government funded through the European Social Fund or the EU Structural Funds. Most of the initiatives which will be described from now on are undertaken by private organizations such as ICT companies or ICT related associations such as the Cyprus Computer Society, CITEA – Cyprus ICT Enterprises Association, Cyprus ICT Teachers Association and public universities. These initiatives are not funded by the government in any way. The government simply applauses the initiatives, that’s all!
- CCS Involvement in all these
- STATISTIICS PEOPLE CERTIFIED PEOPLE TRAINED DIGITAL LITERACY CAMPAIGN FOR RAISING AWARENESS DL SURVEY IN PUBLIC SECTOR DL SURVEY AMONG SMES DL SURVEY AMONG CORPORATES DL SURVEY AMONG TEACHERS IN PRIMARY AND SECONDARY EDUCATION (These will help us design appropriate training programmes for these sectors) E-CITIZEN PROGRAMME E-SME PROGRAMME SURVEY OF ICT SKILLS for CYPRUS THROUGH CEPIS
- Problems> Funding is not centrally allocated, there are many stakeholders running e/skills programmes. Each stakeholder has different requirements, different procedures and different documentation! Different application process. HRDA only funding of training of company employees Does not fund general puprose training programmes addressing the needs of the general population Does not fund training programmes based on technology!! No TEL and no WEB based training programmes!! Does not fund the certification component of a training programme!! Do they care if the trainee has met the objectives of training?
- (1) Even if there is no requirement for spending any money on behalf of the government or the department itself
- We all feel and have a common understanding that there is a digital gap between the young students and their teachers. But can we substantiate it and can we prove it? And if we can prove it what do we do about it? Is the training and certification programme offered to the teachers of secondary education back in 2005-2008 enough? Are teachers And why isn’t this training and certification programme made available for the teachers of secondary education as well? And to the new teachers of both primary and secondary education? Also, everyone is discussing about the productivity levels of the employees working in the public sector. Also, everyone is talking about exploiting technology within the public sector for boosting productivity. Furthermore, all government offices are equipped with PCs and in many cases these are connected to the Internet. However, nobody has established a universal public-service wide training programme to give these public employees the basic skills of ICT usage. These surveys will provide the necessary information for the prediction and prevention of digital gaps within the whole spectrum of the society and establish training programmes which will meet the needs of the various stakeholders timely. The CYPRUS COMPUTER SOCIETY and ECDL Cyprus can help the Statistics Department of the Ministry of Finance to run and execute these surveys by making available the testing and evaluation system available for the widely recognized ECDL exams. As a result, there will be available real and true results relating to the actual levels of ICT skills of the various stakeholders and not the perceived levels as they are understood and stated by the stakeholders themselves.