Capability Maturity Model The Capability Maturity Model (CMM)( 4) was defined originally for software development by Carnegie mellon University
which comprises the SNOMED classification system with Clinical Terms (Read codes), developed by the College of American Pathologists and the United kingdom's Department of health, respectively.
Version 1. 1. Pittsburgh, PA, Carnegie mellon University, 2002.5. Spewak SH & Hill SC. Enterprise Architecture planning-developing a blueprint for data applications and technology.
adoption of elearning for health professionals and students; collection, processing and transfer of patient information; development of legal and ethical frameworks for patient information in digital format:
and multilingual communications. elearning Analyse the extent of use and effectiveness of elearning for the health sciences for students and health professionals. ehealth country profiles Presentation of all participating Member States ehealth data aggregated by country to act as ready reference of the state
of ehealth development according to selected indicators. Table A1. Survey themes 68 Survey development The survey instrument was developed by the GOE with broad consultation and input from ehealth.
and hosted by the Institute for Triple Helix Innovation based at the University of Hawaii at Manoa in the United states of america. 13 A draft questionnaire was developed
Examples are the Lifelong Learning programme, the Seventh Framework Programme for research and development and the Cohesion policy.
SMES, research centres and universities. Once organised, these consortiums can participate in the programme by answering calls for proposals
1. Help for SMES and SME associations for outsourcing their research activities to providers of research services i e. universities or research centres.
Social Fund (ESF) ESF under the Regional Competitiveness and Employment Objective supports the adaption of enterprises and workers through lifelong learning as well as innovation within organisations.
Calls for proposal are published on the Marco polo website at the beginning of each year. http://ec. europa. eu/transport/marcopolo/about/index en. htm 4. 4. 3 European Lifelong Learning Programme This programme,
funds projects in the field of vocational education and training. In this context SME employees can develop their skills to match the continuous challenges stemming from evolving working environments.
http://eacea. ec. europa. eu/llp/leonardo/leonardo da vinci en. php http://ec. europa. eu/education/lifelong-learning-programme/doc1208 en. htm For inquiries
Sector Q1 2012, based on FÁS Regional Labour market Bulletin 2012 & CSO Figures 21 Table 3. 3 Number of Phd Graduates Midwest Region
The Strategy also addresses the need for Higher education Institutes and business support agencies to improve engagement and collaboration with each other, with industry and with civil society.
which are required to strengthen R&i in the Region and to capitalise on new growth and innovation in our Higher education Institutes, incubation centres, government agencies and authorities, in our communities and in the industries
Higher education Institutes and business support organisations operating in the Region. This Strategy forms an evidence-based context for the Midwest Region's R&i priorities.
The Higher education Institutes in the Region have an extensive research and innovation remit and are continually progressing
Under this approach a company/innovator/Higher education Institute will work with external partners on new ideas to generate new business opportunities The adoption of an open innovation approach between companies,
the Higher education Institutes, Innovate Limerick Ltd.,Limerick Economic Forum, the existing business support agencies, local authorities, Local Enterprise Offi ces and Chambers of Commerce all have an important role to play in the implementation of this Strategy.
%8%At least 40%of 30-34 years old should have completed tertiary education 49.4%60%Table 2. 1 Europe 2020 Headline Targets
Higher education Authority<12 10-49 50-249 250+%Breakdown of Enterprises & Employees 0%20%40%60%80%100%Enterprises Employees Table
& Retail Health education Construction Accommodation & Food PAD Transportation Agriculture Other Activities Financial Activities Professional Activities IT Administration Activities 0 5 10 15
Regional Indicators Report 2013 23 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018 13 LIT Graduate Overview, 2012 & UL Final
Destination Report, 2012 14 Figures relate to the number of businesses that received Innovation Vouchers rather than the number of innovation vouchers utilised in HEIS in the Region. 3. 4 Educational Attainment The Midwest
The Regional Indicators Report 2013 shows that 62%of 30-34 years olds in the Midwest Region have completed tertiary education.
%Furthermore, figures from the Higher education Authority indicate that there is a high level of postgraduate research being undertaken in the Region.
No. of Phd Graduates in the Midwest Region 2008-2010 University of Limerick Mary Immaculate College Limerick Institute of technology 2008-2009 102 5 1 2009-2010
95 8 0 2010-2011 129 6 1 Table 3. 3 Number of Phd Graduates Midwest Region 2008-2010 The number of graduates
from Higher education Institutes in the Midwest who secure employment in the Region is an indicator of academic and business performance.
Limerick Institute of technology has the highest proportion of graduates remaining in the Region at 53%(based on 2012 figures.
Currently 28%of graduates from the University of Limerick are being retained in the Midwest Region.
In comparison to other rural regions the Midwest is improving its retention ability by matching both undergraduate and postgraduate courses with market demand.
Higher education Institutes, public research bodies) and small businesses. Innovation Vouchers are available to assist a company to explore a business opportunity or problem with a registered knowledge provider.
despite having no University 24 in the Region (there are a number of other Higher Level Institutes),
and research teams within Higher education Institutes. 25 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018 15 Figure 3. 3 illustrates the number of companies in the Region than participated in the Programme rather than the amount of investment made in the Region due to the implementation
engineers and support staff, including 135 graduates from many disciplines including Chemistry, Biochemistry, Physics, and Engineering with 200 industry partnerships and customers globally and approximately 30 researchers in residence from some of these companies.
& Innovation Resources in the Midwest Region Chapter 04 4. 1 Higher education Institutes 4. 1. 1 University of Limerick Research Strengths The University of Limerick (UL
) recognises the mutual benefit that flows from engagement between the Midwest Region and the University's research goals.
Research Institutes represent the highest level of research infrastructure within the University, and provide focused support for research, both within faculties and across faculties.
University of Limerick currently has four research institutes, namely: The Materials and Surface Science Institute (MSSI),
which undertakes research focused on the design of materials for health, transport, energy and clean technology;
while a new Clinical Education & Research Facility at the University Hospital Limerick campus will provide for the necessary education
and research services required by the UL Graduate Medical school. The newly established Synthesis & Solid State Pharmaceutical Centre (SSPC) based at UL will position Ireland as a global hub for the pharmaceutical industry.
9 student cooperatives and 10 Jobbridge scheme placements. 4. 0 Introduction The Midwest Region has a strong research
The presence of a number of highly regarded Higher education Institutes (HEI) and numerous national and international businesses and industries,
yeast and fungi) but also in microalgal and cyanobacterial as well as tissue culture and mammalian cell culture technologies. 4. 2 Higher education Collaborations 4. 2. 1 Higher education Authority's Proposed Regional
Clusters The Higher education Authority's (HEA) Report to the Minister for Education and Skills on System Reconfiguration,
Inter-institutional Collaboration and System Governance in Irish Higher education provides for a major programme of structural reform including institutional mergers and much greater levels of institutional collaboration, with the creation of a series of regional
They will offer a high quality and better-integrated set of services to students businesses and communities.
For the Midwest HEIS, clustering with the West HEIS from Galway-Sligo-Letterkenny will bring significant critical mass and competitive advantage in terms of research capacity. 4. 2. 3 Shannon Consortium
is a collaboration between the University of Limerick, Limerick IT, IT Tralee and Mary Immaculate College.
The Consortium's vision is to transform the Higher education landscape in the Region with each partner contributing according to its distinctive, yet complementary, strengths.
thus achieving a greater impact on students and staff than is possible by any individual institution acting alone.
and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the Region,
and technology solutions which are industry-relevant. 4. 2. 4 Enterprise Ireland/IDA Technology Centres The current Programme for Government has highlighted the importance of introducing companies to the research expertise in Higher education Institutes
Technology Centres are based in a University with support from partner colleges to deliver on the research needs of the companies.
Two Research Centres are hosted by the University of Limerick: The irish Centre for Composites Research and The Pharmaceutical Manufacturing Technology Centre.
The University also participates in a number of other research centres. Limerick Institute of technology is involved current in the International Energy Research Centre.
Collaboration between Industry and Higher education Institutes The Enterprise Research Centre in the University of Limerick has worked in collaboration with industry on a number of research initiatives.
In addition to the research and innovation supports and services currently offered by the Higher education Institutes and State Agencies in the Region, there is also an extensive network of innovation centres
Examples of the range of supports provided within this network include NEXUS a‘community supportive'environment for graduates who require support to start their own business;
Collaboration between Industry and Higher education Institutes The Croom Community Enterprise Centre opened in May 2013
and provide space for potential graduate companies of the programme. The centre provides traditional offi ce rental, personalised reception services, virtual offi ce support,
d) The research strengths of the Higher education Institutes in the Region. The above sectors have been identifi ed in this report as most likely to benefi t from smart specialisation policies
To work in coordination with key stakeholders in the Region e g. local authorities, Higher education Institutes and business support agencies such as Enterprise Ireland to ensure that funding is focused on removing the identified barriers to development;
Higher education Institutes provide training, research and development; Organisations industry organisations, organisations promoting collaboration etc.;Media can work to promote/create an image of a region;
Companies, businesses and academic institutions collaborate for a reason so it is necessary to fi nd a genuine reason for them to come together.
To organise an Annual Regional Open Innovation Networking Event with representatives from Higher education, funding agencies and business owners/entrepreneurs to encourage interaction and communications between the relevant parties;
To ensure that the Student Enterprise Programme currently undertaken by the Local Enterprise Offices continues to promote a culture of innovation amongst young people in the Region;
In 2013 the Alliance managed a yearlong‘Innovation Dublin Festival'to promote open innovation by businesses, Higher education institutions and communities.
It brings together people from businesses, universities, research, finance and technology organisations to stimulate innovation through knowledge transfer.
The Technology Transfer Office in the University of Limerick plays a key role in this area in the Midwest Region.
They also provide an opportunity for networking between researchers, entrepreneurs, start-ups and innovative companies, students and investors.
A KPMG commissioned study in 2013-2014 has found that there is a very low level of awareness among companies of options for improving business performance such as collaboration with HEIS on innovation projects.
To work with the Higher education Institutes in the Region to maintain and enhance their long term commitment to knowledge transfer and commercialisation activities;
To proactively seek national incentive mechanisms to promote the transfer of IP from Higher education Institutes to entrepreneurs and innovators;
RPG Implementation Steering committee-new working group Higher education Institutes Business Support Agencies Chambers of Commerce Regional Level Local authorities Local Enterprise Offices Local Economic
Cival Society Community Users, NGOS Academia Researchers, HEIS Figure 6. 1 Bodies/Agencies with a Role in Implementation Regional Planning Guidelines (RPG) Implementation
Cival Society Community Users, NGOS Academia Researchers, HEIS In addition to the working group of the RPG Implementation Steering committee, there are a number of other agencies
Higher education Institutes: University of Limerick and Limerick Institute of technology have a key role to play. It is recommend that they continue to engage with other HEIS, private industry,
business support agencies and Innovate Limerick Ltd. to ensure that opportunities for research, development and innovation are identifi ed and capitalised upon.
It is recommended also that further opportunities for collaboration and knowledge transfer are sought proactively. In this context it is recommended that the opportunities offered by Horizon 2020
however, that the LEOS work in close co-operation with the HEIS in the Region who have both experience
and expertise in this area to ensure that the work of the LEO complements the existing role of the HEIS in accessing EU funding under a variety of programmes.
Research Programmes Number of Innovation Vouchers redeemed Number of companies engaged in research with HEIS via Innovation Partnerships Number of companies involved in Enterprise Ireland/IDA Technology Centres Number
of Phd level graduates Number of patent applications Number of entrepreneurs/start-ups/spin outs supported with capital from private sources in the region through the investor forum.
Enterprise Ireland NEXUS Innovation Centre Limerick Institute of technology Enterprise Research Centre Cook Medical University of Limerick Technology Transfer Office Vistakon IDA Ireland
Helpful inputs and suggestions were received from Joan Calzada Aymerich from the University of Barcelona (Chapter 4), Jake Kendall from the Gates Foundation, Anoush Tatevossian and Alex Rutherford from UN Global Pulse,
such as those related to poverty, literacy, education or lack of electricity, as well as cultural and social barriers. 1. 3 The broadband market and Internet access Fixed (wired)- broadband
although access is limited often to students and teachers and restricted to certain hours (see section 1. 5). Public libraries
Access to high-speed Internet is necessary to enable students to use the Internet for educational purposes,
where Internet access provides the vehicle for online learning and access to educational content. 21 In addition to the educational benefits resulting from the use of ICTS in schools,
Bhutan, an LDC, also features relatively high school connectivity, at 43 per cent, much higher than other LDCS such as Bangladesh (5 per cent), Cambodia (7 per cent) or Nepal (5 per cent.
Data on broadband in secondary schools in Bangladesh are not available. Data for Nicaragua, Philippines and Indonesia do not include upper secondary.
and the Russian Federation refer to public schools. In Suriname, there are no private schools in upper secondary.
and the country's more recent One Tablet per Child (OTPC) initiative has helped increase the learner-to-computer ratio in schools.
it is equally important to look at how the technologies are used for educational purposes by both teachers and students.
Data for Azerbaijan, Barbados, Jordan, Saint lucia, Singapore, Trinidad and tobago, Uruguay, Philippines and Sri lanka refer to public schools only.
a lack of qualified ICT teachers and of teachers that have been trained to use ICTS to teach their subjects hampers the development of students'ICT skills
Available data collected by UIS at the international level shows that education systems in countries seem to put more emphasis on training teachers to teach subjects using ICTS than on training teachers to teach basic computer skills or computing (i e.
analysed and disseminated, in view of the large data gaps prevailing in many developing countries in basic statistics in the areas of the economy, health education, labour, etc.,
It includes three proxy 37 Measuring the Information Society Report 2014 indicators (adult literacy, gross secondary enrolment,
ICT skills Reference value(%)9. Adult literacy rate 10. Secondary gross enrolment ratio 11. Tertiary gross enrolment ratio 100 100 100 33 33 33 ICT Development Index 40 40 20 Figure 2. 2:
but rather levels of literacy and school enrolment. Data change very little over time and advances in skills do not show immediate effects.
Among the factors holding back improved access to ICTS in LDCS are low education and literacy rates,
and ICT applications to GDP growth and job creation. 39 ICTS also provide increased access to education, government and health services,
and the IDI are available for at least 16 countries. 41 The MDG indicators measuring Goal 2 (literacy rate
and enrolment in primary education) and Goal 8 (fixed-telephone and mobile-cellular penetration and percentage of Internet users) were considered not,
and secondary school curricula to meet the challenges of the information society; support the development of multilingualism on the Internet;
and famine Provide more accurate weather information that helps to increase agricultural production Delivery of real-time market information/sales prices for farmers MDG2 (Achieve universal primary education) Improve access to education through mobile technologies/remote
learning Train teachers through ICT-enhanced services and create networks among teachers Broaden the availability of quality educational materials/resource Increase access to linguistically
and culturally diverse educational content MDG3 (Promote gender equality and empower women) Greater access to financial services for women entrepreneurs Deliver educational
and literacy programmes specifically targeted to poor girls and women using appropriate technologies MDG4 Reduce child mortality) Data collected through
Achieve universal primary education Target 2. A: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling 2. 1 Net enrolment ratio in primary education 2. 2 Proportion of pupils starting grade 1
who reach last grade of primary 2. 3 Literacy rate of 15-24 year-olds, women and men+++Goal 3:
Promote gender equality and empower women Target 3. A: Eliminate gender disparity in primary and secondary education, preferably by 2005,
and in all levels of education no later than 2015 3. 1 Ratios of girls to boys in primary, secondary and tertiary education 3. 2 Share of women in wage employment in the nonagricultural sector
3. 3 Proportion of seats held by women in national parliament+--0. 023 90 Goal 4:
of population aged 15-24 years with comprehensive correct knowledge of HIV/AIDS 6. 4 Ratio of school attendance of orphans to school attendance of non-orphans aged 10-14
as percentage of OECD/DAC donors'gross national income 8. 2 Proportion of total bilateral, sector-allocable ODA of OECD/DAC donors to basic social services (basic education
secondary school or higher education studies) in Oman are offered one free computer per student. Furthermore Omantel provides discounted broadband Internet offers for eligible customers. 8 Wireless-broadband penetration levels vary considerably across the region.
The Ministry of Education of Sri lanka and esri Lanka have undertaken several actions to improve digital literacy (Galpaya, 2011). 21 Sources:
or of peer reviews that can hone and improve the analyses. Instead, consumers of such research have no option
and health education. 22 A vector-borne disease is a disease that is transmitted through an agent (person, animal or microorganism).
Annex 1. ICT Development Index (IDI) methodology 224 c) ICT skills indicators Data on adult literacy rates and gross secondary and tertiary enrolment
1. Adult literacy rate According to UIS, the Adult literacy rate is defined as the percentage of population aged 15 years
Generally,‘literacy'also encompasses‘numeracy, 'the ability to make simple arithmetic calculations. The main purpose of this indicator is to show the accumulated achievement of primary education and literacy programmes in imparting basic literacy skills to the population,
thereby enabling them to apply such skills in daily life and to continue learning and communicating using the written word.
Literacy represents a potential for further intellectual growth and contribution to economic-sociocultural development of society. 5 2. Gross enrolment ratio (secondary and tertiary level) According to UIS,
the Gross enrolment ratio is the total enrolment in a specific level of education, regardless of age, expressed as a percentage of the eligible official school age population corresponding to the same level of education in a given school-year. 2. Imputation of missing data A critical step in the construction of the index is to create a complete
data set, without missing values. There are several imputation techniques that can be applied to estimate missing data. 6 Each of the imputation techniques,
inhabitants 0. 33 ICT skills 0. 20 Adult literacy rate 0. 33 Secondary gross enrolment ratio 0. 33 Tertiary gross
ICT skills are approximated by adult literacy rate, secondary gross enrolment ratio and tertiary gross enrolment ratio.
and should not include promotional offers or limited or restricted discounts (for example, only to students,
and should not include promotional offers or limited or restricted discounts (for example, only to students,
Annex 3. Statistical tables of indicators used to compute de IDI 246 Skills indicators Gross enrolment ratio Adult Seconday Tertiary literacy rate Economy 2012 2013
literacy rate Economy 2012 2013 2012 2013 2012 2013 84 Lao P. D. R. 46.5 46.5 16.7 16.7 72.7 72.7
One survey respondent working in higher education said The organization has a long (70 years) history of success...the need to change is not clear to some members of the old guard (see Figure 5). The survey shows a clear split in perception of urgency
600 talented individuals work with leading companies and governments to master Digital Transformation, drawing on our understanding of the digital economy and our leadership in business transformation and organization change
) 10toe 33.6 toe (2012) Early school leaving in%<11.3%17.3%(2013) Tertiary education in%26.7%22 8%(2013) Reduction of population at risk of poverty or social
and research 6. Pillar VI Enhancing digital literacy, skills and inclusion bridges the digital divide for all consumers
VI-Enhancing digital literacy, skills and inclusion Employment rate R&d Climate change and energy sustainability Fighting poverty and social exclusion Population to buy online Population to buy online cross-border Citizens
and internal clients for the benefit of both government and the clients that they serve 1. 3. Increasing access to digitized public services VI-Enhancing digital literacy, skills and inclusion services,
and innovation 1. 6. Improving governance on implementation of computerized public services VI-Enhancing digital literacy,
& growth 2. 1. Support for the development of ICT skills VI-Enhancing digital literacy,
forms 2. 2. Ensuring social inclusion for growth IV-Fast and ultra-fast internet access 2. 3. Training staff involved in learning
and management of ICT-assisted activity VI-Enhancing digital literacy, skills and inclusion 2. 4. Infrastructure development of ICT sector in the areas of interest:
online Public investment in ICT R&d Energy use of lighting 3. 2. Increasing the number of jobs in the ICT sector VI-Enhancing digital literacy,
and the private sector Operative Council for Cyber security (COSC)( responsible) All Ministries offering public services Development of educational programs Operative Council for Cyber security (COSC)( responsible) All Ministries
50%by 2020%of pupils trained with TIC skill. Target: 75%by 2020%education facilities using OER, Web 2. 0 in education.
To be defined based on Appendix 5 Methodology Educate teachers on ICT technologies Ministry of Education (responsible) Ministry for Information Society (support) Provide ICT specific training courses, directly related to the improvement of the quality of the learning
and archiving the educational content Ministry for Information Society (responsible) Ministry of Education (support) Include Web 2. 0 platforms in the learning processes Ministry for Information Society (responsible) Ministry of Education (support) Stimulate students
to become more involved in the learning process Ministry for Information Society (responsible) Ministry of Education (support) Encourage the Life Long Learning process Ministry for Information Society (responsible) Ministry of Education (support) Page 21 of 170
and friends to benefit from support in the development of einclusion measures Facilitate communication between groups targeted for social inclusion Develop uniform digital literacy
the system of learning together Involvement of HR services within companies and public organizations: Special campaigns and trainings Promoting open database as an opportunity for informal education Provide trainings on the methodology of developing digital skills Provide materials
and programs to facilitate trainers'adaptability to each community needs Ministry for Information Society (responsible) Ministry of Education (support) Improvement of the availability of the telemedicine equipment Ensuring equitable access to all citizens
and friends to benefit from support in the development of einclusion measures Facilitate communication between groups targeted for social inclusion Develop uniform digital literacy
and Internet usage at the regional level Promoting the system of learning together Involvement of HR services within companies and public organizations:
Special campaigns and trainings Promoting open database as an opportunity for informal education Provide trainings on the methodology of developing digital skills Provide materials
To be defined based on Appendix 5 Methodology%of pupils trained with TIC skill. Target: 75%by 2020%education facilities using OER, Web 2. 0 in education.
students to get involvededucate on ICT Technologiesensure equitable access to cost-effective healthcareencourage Life Long
Learningpatient-centric service modelweb 2. 0 platforms in the learning processimprove availability of telemedicine equipmentcontribute to Europeanadevelop specific cultural contentmonitoring & evaluation of healthcaredigitize the Romanian cultural
This index is calculated as an accumulation of three factors: online services (estimated in terms of the%of use of online services depending on the 4 degrees of sophistication),
Operative Council for Cyber security (COSC) Development of educational programs (Enabler) Educational programs in the forms of compulsory education on the safe use of the Internet and computing equipment Responsible:
as well as the groups in the public sector, nonprofit, university and private in order to answer the needs of community Open Data Definition Open data means that data should be freely available to everyone to use
which is redesign of the existing infrastructure of future learning environments. Technology is a high spend consideration for most schools yet smarter spending on the right equipment
and infrastructure ensures that learners are engaged and motivated and that every pupil reaches their potential.
In recent years ICT skills have become essential in the learning process, once with the development of technology and thus of e-learning products.
Romania is part of the group of countries where ICT subjects are transversal, specific skills being developed
and the Internet in the learning process is the pupil access to these technologies. Besides the horizontal measures of improvement in the number of broadband connections, development of digital infrastructure and increase of digital inclusion, the best practices show as appropriate the direct intervention in education, an acceleration factor of digitalization
Thus, measures such as the provision of equipment and relevant infrastructure in schools and ICT specific training courses are directly related to the improvement of the quality of the learning process
and digital skills. 3. 1. 3 National context ICT in Education Approach in Romania The ICT instruments supporting the learning process are the most representative in the support of development pursuant to the completion of classes
Such instruments provide flexibility to the learning and specialization process in time, entailing a new specialization
the instructions to be followed related to ICT in education may be organized in 3 categories, in conformity to the specificity of learning process:
1. Education by curricular activity based on ICT This kind of education relies mainly on OER resources and Web 2. 0 on learning and evaluation based on projects and e-Portfolio of results of the pupil
or student, on creation of original digital content and interaction. On national level, a similar exercise was performed for the development on the level of ICT in education of disfavored communities from Romania,
3. Continuous professional training-Life Long Learning with the help of ICT The objective of continuous professional training consists in providing knowledge
The analysis of the PISA (Program for International Student Assessment) results in the national context highlights the need of improvement of the teaching methods, as well as the curriculum
According to PISA 2009 in Romania, students coming from schools located in urban areas (with population between 100,000 and 1 million inhabitants) manage to achieve performance, on average, by almost one level of competency higher than students in rural.
%and the Euro Area average of 8. 2%.As regards the implementation of E-learning solutions in universities,
in 2010 more than half of the universities (58%)had E-learning solutions, and in the years that followed other 9 universities have implemented such platforms by means of POSCCE and POSDRU financing.
Page 70 of 170 3. 1. 4 3. 1. 5 Strategic Lines of Development Strategic Lines of Development for ICT in Education in Romania Strategic Lines
and relevant infrastructure in schools (Operational) Providing schools with ICT equipment and systems will primarily impact students'level of digital literacy,
in the long term the quality of education will improve and the phenomenon of the digital division will blur, leading to social inclusion of the disadvantaged areas.
The existence of an ICT network in each school will also allow a better management of educational materials
and facilitate students'access to information. Additionally the implementation of an ICT infrastructure, complemented by the installation of educational software (for teaching,
and will impose an objective evaluation of pupils'performances. Responsible: Ministry of Education with support from Ministry for Information Society Developing pupils',students,
'and teachers'digital competencies Educate teachers on ICT technologies (Enabler) Due to the fast pace of updating the IT systems,
in order to ensure appropriate education to students, teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational sector Responsible:
directly related to the improvement of the quality of the learning process Through the thorough preparation of teachers,
pupils and students will gain a competitive advantage that Page 71 of 170 and digital skills.
and Web 2. 0) in the learning process and in the Life Long Learning process LLL OER implementation efforts imply, in terms of ICT:
as well as an opportunity to develop digital interaction with the pupil/university students by creating, storing and sharing original content generated by them within OER.
Ministry of Education with support from Ministry for Information Society Include Web 2. 0 platforms in the learning processes (Enabler) For a more flexible learning process,
This activity requires a flexible education system within which ICT skills act as core competences. Web 2. 0 platforms are used currently for professional development as well as for enhancing training within the classroom.
By using Web 2. 0 tools pupils and students can prepare both complex inter/trans-disciplinary curriculum projects
and extracurricular projects to develop social and entrepreneurial skills. Social media sites can be used for documentation on innovative concepts such as"classrooms in the mirror"or distribution of the latest Page 72 of 170 Web 2. 0 applications for schools.
Responsible: Ministry of Education with support from Ministry for Information Society Stimulate students to become more involved in the learning process (Operational) Due to the novelty represented by the technological factor,
students will be stimulated to become more involved in the learning process, which, over time, will have a positive impact on their school performance,
with potential to reduce the dropout rate. Interactive visual materials and additional sources of information provided by the Internet will increase student engagement.
Using ICT will also allow the adaptation of learning subjects according to students'skills, supporting personalized and individualized learning.
Responsible: Ministry of Education with support from Ministry for Information Society Encourage the Life Long Learning process (Enabler) Regarding lifelong learning,
online learning platforms and the existing materials in digital format will encourage the distance learning, allowing adults of any age to gain knowledge in a particular field.
Responsible: Ministry of Education with support from Ministry for Information Society 3. 2 ICT IN HEALTH 3. 2. 1 Introduction Preamble Technology is providing ever more ways of storing
and processing medical data. The increasing processing power of portable devices in particular has led to the development
and linking together of services that would have been hard to imagine only a few years back.
ICT use in healthcare is wide now and plays a Page 73 of 170 strategic role in the delivery of better and efficient healthcare services.
and progress, including the development of modern skills, adaptation of teaching and learning and intergenerational and intercultural dialogue.
Public libraries Support Improved Digital Literacy Since it began in 2009, the Biblionet Romania programme has provided E-Skills training to more than 1. 300 participants,
especially hard-to-reach citizens like the elderly, retirees, adults, students, and the unemployed. More than 1. 8 million Romanians currently use public libraries,
and informal education for citizens to develop digital literacy in all levels of education. 8 According to the European Digital Agenda,
in Romania Strategic Lines of Development Lines of Actions Description Ensuring einclusion by developing digital literacy-e-skills Increasing general awareness of the phenomenon of social exclusion (Strategic
2011 Page 86 of 170 groups targeted for social inclusion (Enabler) Develop uniform digital literacy
and Internet usage at the regional level (Strategic) Promoting the system of learning together (Operational) Involvement of HR services within companies and public organizations:
Special campaigns and trainings (Operational) Promoting opening the learning databases as an opportunity for informal education (Enabler) Provide trainings on the methodology of developing digital skills (Strategic) Provide materials
The development of distance learning and the promotion of lifelong education: broadband communications will contribute to the implementation of the new learning methods,
increasing thus the teaching quality and accessibility egovernment: broadband will facilitate the interaction between government and citizens/companies, leading to the increase of public administration efficiency and accessibility eeconomy:
broadband communications contribute to the e-business development, having as a result cutting costs and increase of companies'competitiveness By ensuring equitable provision of coverage and access to broadband communications across Romania,
%pupils/students (19%)and engineers, physicians, architects, professors and economists (15%.%The proportions are almost identical in case of users using fixed connections,
Page 117 of 170 Unemployed registered1, by level of education Thousands of people 2009 2010 2011 2012 Total Unemployed2 709 627 461 494 Of which:
women 83 71 53 57 University 50 50 39 37 Of which: women 29 29 24 23 1at the end of the year. 2source:
gross and net, by sexes Page 119 of 170 Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities Total
8244 7588 7204 7069 Population enrolled in education systems by levels of education (thousands) Total 4177 4029 3824 3734 Education level:
673 540 464-private sector 322 240 140 100 Percent of population of learning age included within the learning system Total 78,7 77,6 76,0 76,2
8 76,0 74,9 75,3 Female 80,7 79,3 77,2 77,2 Students structure, by specialization, from superior education, in 2012/2013 academic year Page 120 of 170
by means of governmental programmes and several other means The majority of the pupils in the urban environment have a satisfactory level of digital alphabetisation A great number of universities have already been equipped with e-learning platforms (more than 70
%)The achievement of basic ICT competences by the students and the improvement of the access to technology irrespective of the provisions of the academic environment The computerisation of the libraries and the formation of digital competencies in the rural environment leading towards The decrease of the scholastic population in the pre-university teaching
system Low level of scholastic competencies including digital competencies, compared to the European averages Contents
between universities The students and the teachers'mobility The lack of collaboration between the business environment and the educational institutions The lack of correlation between the e-learning programmes included in the Sectoral Operational Programme Increase of economic competitiveness (SOP IEC) with the e-learning
programmes included in the Sectoral Operational Programme Human resources development (SOP HRD) The lack of clarity with respect to the manner in
pupils, students, adults being in the process of continuous training, persons which are in the situation of social exclusion:
and promotion of the OER and Web 2. 0 instruments'usage for continuous training among adult persons LLL Life Long Learning Detailed conclusions are described in the second field of action.
universities, SMM, regulatory forum The introduction of fiscal facilities for the companies which invest in the research, development and innovation activity The technological advantage of the developed states from an economical point of view The increase competency
However, the low purchasing power, the demographic structure of the population as well as the low e-literacy of the older population result in low penetration of Internet connections even in grey and/or black areas;
of which 2. 219.357 women and 4. 944.974 men 691,975 people sustained the driving test, with 46.1%graduation rate Source:
Romanian Office for Adoptions Page 146 of 170 Enrolment in education Primary school/high school/university Primary school 1. Enrolling based on the identity documents of parents
and the birth certificate of the child in the school nearest the applicant's home 2. Submission of the document issued by the previous graduate education High school 1. Prior opting for desired high schools 2. Automatic allocation in high schools,
based on the means of the 8th grade exam, depending o preference University 1. Submission of Registration 2. Payment of the examination fee (if applicable) 3. Examination 4. Result
the high school graduation diploma is submitted in original at the faculty chosen 4. 2 In case of failure,
case in which you must pay the fee before starting the academic year in order to secure the place Low Academic year 2011/2012:
school population 3, 823,515 of which: preschool-673,641 primary and gymnasium 1, 629,406 high-school 888,768 vocational 12,382 post high-school and foremen-79,466 academic 539,852 Source:
Public Finance Ministry of Public education Ministry of European Funds Romanian Intelligence service National Authority for Public Acquisitions Regulation and Monitoring Tactical Level Operational Level Indicators
indirect indirect indirect direct indirect direct direct indirect%of pupils trained with TIC skill. indirect direct direct direct direct direct direct direct indirect direct direct%education facilities using OER,
overall Population that has used never the internet Citizens using egovernment Returning completed forms%of pupils trained with TIC skill. indirect indirect indirect direct direct direct indirect indirect indirect direct direct
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