Theapplication of a design-driven approach fosters organisational learning through the integration of design thinking. It has been proven that
Ladder models of design propose that there is a range of rolesof design that are stepped from the bottom-up from no designuse to more integrated and sophisticated applications of designby firms. 9the Danish Model and theglobalizing Learning Economy, Bengt-Åke
Innovation capability building is a learning activity that is incremental in nature but it needs the right environment to foster creative and innovative behaviour that will develop
and the willingness to learnand a learning organisation encourages thought leadership, problem solving best practice and creative thinking. 04mindsetthe main barriers 27 to innovation are perceived to be norms andvalues prevailing in the organization and the lack of strategicdirection.
Firms need structured methodologies that use best practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrated innovation business capability by aligning the company vision and strategy with its customers.
techniques and learnings to cover both the front and back end of theinnovation process. Communicationsthe purpose and vision of the organisation acts a guide whendeveloping concepts
when he was a secondary student in Ireland watching a BBC special. It was while earning his doctorate degree at Trinity college Dublin that he saw firsthand the limitations on the use of the technology related mainly to the rising cost of the model making consumables.
and this view may prevent firms taking advantage of the potential for the accumulation of designer capability
and was also not producing graduates with adequate practical experience. The main conclusions from theinterviews were focused aroundfour key areas:
It takes a‘learning by doing'approach whereby coaching enables the business to identify where design can best meet their goals
while adhering to a strict code of practice. Design Leadership/Designing Demand Programmecountry: UK Funded by: Department for Business, Innovation and Skillsinvestment:
Connacht Gold engaged with Institute of technology Sligo design students and staff to develop a range for 12-month and 5-year product concepts.
Participants will take on the‘challenge'by applyingthe new learning, tools and techniques to their own company situation.
and Design Flanders Programmesundertake the Measuresrequired to Integrate Design-Driven Innovation Process Training in both Design Programmes and across Other Degree programmes and Further Educationdepartment of Enterprise, Jobs and Innovation/Enterprise
, Design Council UK/Laura Lee, Professor of Architecture, Carnegie mellon University/Christina Melander, Senior Projectmanager, Design and Innovation, Danish Design Centre/Inés Pelaez
Our home, learning and working environments are all becoming increasingly digitally networked. Digitisation also facilitates the provision of medical care, for example,
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible and safe manner.
In all areas of education, developing well-rounded media literacy will help people to respond competently and responsibly to digitisation,
are exploited fully for the purposes of learning and research. The State is also a major player in the digital space.
this is as a result of increasing volumes of video communication and transfer, simultaneous use of digital devices in the home, digital learning and other applications,
This development means that all citizens can availing of tremendous opportunities in the above areas for learning
It must also enhance media literacy. zzthe Federal government will therefore work with the Länder and other stakeholders in the education sector to support greater use of digital media in education and over the entire lifetime of the individual.
Together with the Länder and all education stakeholders, the Federal government will develop a digital learning strategy that will systematically use,
we will improve the media literacy of users and ensure they are equipped better to distinguish between legal and illegal activities on the Internet. zzwe will clarify the future status and role of the Data protection Foundation (Stiftung Datenschutz).
and in turn learning from the progress made in this area by our partners on the neighbouring continent. zzdigitisation is seen increasingly as a crosscutting issue in German development cooperation.
Bachelor of arts in International Development, and Bachelors in Education. Heidi Rauch is an entrepreneur who has designed
Nathalia holds a Master of science In public Policy and Management and a Bachelor of arts in Economics. The authors wish to thank Susan Schorr, Head, ITU Telecommunication Development Bureau Special Initiatives Division, for her advice, direction and contributions during the preparation of the report.
many governments are enacting policies aimed at encouraging more graduates to become job creators, not job seekers.
which provides access to a myriad of learning systems, job matching services, entrepreneurship courses, contests,
29 5. 2 Digital literacy...30 5. 3 Web literacy...32 5. 4 Complementary skills...
34 Digital opportunities: Innovative ICT solutions for youth employment vi Page 6 Entrepreneurship skills and support...
42 7. 1 New learning models...44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...
46 7. 1. 3 Collaborative learning...48 7. 2 Partnerships for learning and jobs...49 7. 3 Learning and innovation places...
50 7. 3. 1 Co-working spaces and technology hubs...51 7. 3. 2 Hacker/maker spaces...
51 7. 4 Repositories, games and mobile resources...52 7. 4. 1 Online repositories...52 7. 4. 2 Games...
52 7. 4. 3 Social media...53 7. 4. 4 Mobile phones learning on the go...53 7. 5 Certification...
59 8. 3 Alternative accreditation and certification methods...59 8. 4 Public-private partnerships...60 8. 5 Policies to support youth entrepreneurship...
This transformation is effectively making digital literacy a prerequisite for both wage employment and creating one's own business.
ICT literacy not only qualifies people for jobs in conventional job sectors, but also opens doors to participate in rapidly growing markets such as business process outsourcing and microwork.
and what institutions of learning formal and non-formal are providing. Schools and other centres of learning are challenged to keep pace with rapid technological changes
and many are stuck in old methods of instruction that are suited ill to ways in which ICT skills can be acquired.
Against this gloomy picture there is an explosion of new learning opportunities that employ novel (and often free or inexpensive) ways for people to gain the right skills.
The same forces that have unleashed a myriad of new career options are generating new forms of learning.
flipped classrooms, mobile learning, and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world's youth.
What is needed for youth to acquire ICT and entrepreneurship skills and seize new ICT-enabled career prospects?
Some of the nascent markets and learning programmes will become huge forces that reshape entire industries;
and new ways of learning. Chapter 4 identifies and discusses a range of emerging work opportunities, from microwork to app development,
again with a greater focus on new models of learning. Chapter 8 discusses the role of government in supporting youth employment and entrepreneurship.
It is beyond the scope of this report to provide in depth discussions of the ways ICTS can be used in agriculture or the pedagogical strengths and weaknesses of different learning models.
and Caribbean countries rank in the bottom third in all three subjects measured by the Programme for International Student Assessment (PISA),
and 30 to 80 per cent of students performed at the lowest level in all subjects. 34 Employment opportunities do not necessarily increase with higher levels of education.
there are not enough jobs for young university graduates. On the other hand, there is high and unmet demand for technicians of all skills levels
and for skilled blue-collar workers. 46 The region has high numbers of university graduates in fields highly desired by employers today, like science, technology,
Innovative ICT solutions for youth employment 10 cent in one 2008 survey. 48 Educational achievement as measured by the Programme for International Student Assessment (PISA) indicates that the education system in this region is performing adequately at imparting basic skills,
and Lesotho (34.4 per cent in 2008). 57 48 Lars Sondergaard and Mamta Murthi, Skills, Not Just Diplomas, Managing Education for Results
In Sub-saharan africa just 77 per cent of students enrol in primary education, the lowest in the world.
74 This industry offers a good salary, career development opportunities for graduates and professionals, and the opportunity to incorporate into the labour market marginalized groups like rural women or unemployed youth.
These services are proving to be very beneficial for people with basic literacies but who may not possess the knowledge to create a résumé
administer professional accreditation certifications; elevate awareness of local and regional activities, and; build community and provide opportunities for accessibility professionals to engage with each other. 98 There are also numerous targeted efforts to spur the development of accessible ICTS.
youth and young students from some universities are preparing for the expansion of green jobs to increase our employment and youth employment rates. 115 Paulo,
experts have developed new literacy frameworks in order to describe and delineate other types of ICT skills. These go by such names such as digital literacy, information literacy, ICT literacy, media (or multimedia) literacy,
and web literacy, among others. New curricula and training programs have emerged to cover the broader set of skills contained within these new frameworks.
This chapter begins with a look at the evolution from computer to digital literacy, the latter widely recognized as a more comprehensive and relevant inventory of the range of ICT-related skills needed for success in career and life.
Next the concept of web literacy is explored, exemplifying new thinking around 113 Youthpolicy. org, www. youthpolicy. org/blog/category/rio-2012/.114 Michael Davidson and Kyle Gracey.
Green Jobs for Youth, 2011, http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20-%20gracey,%20davidson. pdf. 115 UN Focal point on Youth,
Innovative ICT solutions for youth employment 30 5. 2 Digital literacy Most of today's attention around ICT skills is focused on the concept of digital literacy.
has undertaken extensive work around digital literacy. In its 2013 report they propose a comprehensive framework that exemplifies the types of competencies many experts note are required to be digitally literate. 118 Figure 10:
and other digital literacy frameworks and those focused on computer literacy. First, digital literacy frameworks are typically more explicit about the breadth of life purposes for
which being digitally literate is necessary. The IPTS framework, for instance, articulates the following life activities:
leisure, social, buying and selling, learning, citizenship, well-being, and employability. The list above illuminates this tendency with the inclusion of such competences as netiquette,
In this way digital literacy frameworks adopt a holistic approach, recognizing the deeply embedded nature of technology is all aspects of life. 118 European commission, DIGCOMP:
This has strong implications for lifelong learning and ensuring people have multiple avenues for acquiring new skills,
Innovative ICT solutions for youth employment 32 All of these distinctions have important implications for digital literacy training.
what it means to be digitally literate. 5. 3 Web literacy While digital literacy may be established the most concept,
other efforts have emerged also that reflect differing philosophies of how the internet should be maintained, as well as different skillsets.
The concept of web literacies is worth discussing in this context. Advanced by the Mozilla Foundation in collaboration with global experts
web literacies refers to not only being able to read the web but also having the ability to‘write'it.
competencies and literacies to be able to tinker and make things with and on the web. 122 122 Doug Belshaw,"
competencies and literacies necessary to be a Webmaker,"Mozilla Foundation, http://mzl. la/weblit. Digital opportunities:
Web skills/Competencies/Literacies grid EXPLORING CREATING CONNECTING PROTECTING BEGINNER Browser basics (e g. URLS, copy/paste) HTML basics (e g. adding images,
The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills, articulates the key elements needed to ensure people are equipped for lifelong success. Among other features,
learning and innovation skills, and; information, media and technology skills. The latter has been addressed in detail above. The contents of the other two areas deserve elaboration because of their relevance to employability.
Innovative ICT solutions for youth employment 35 Learning and innovation skills: creativity and innovation; critical thinking and problem solving;
A learning and networking event for NGOS. Workshop Report, Barcelona, June 2007,"(Seattle: Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291.126 Global Entrepreneurship Monitor, 2011 GEM Global Report.
In cases where ICT students graduate with the skills to be developers, most of these students lack the basic business skills needed to get an idea off the ground.
They are developers, not CEOS. 136 As a result, mentorship is perceived as the fundamental component needed to close the developer-entrepreneur gap. 135 Search engine Optimization (SEO) involves the implementation of techniques
It engages learners by using games, exercises, video clips, and case studies to explain and break down complex business skills from learning how to research the market to developing an effective sales pitch
and obtaining start-up capital. BYB uses a blended learning strategy in which skills introduced on e-learning modules are enriched reinforced
and with face-to-face instruction led by a classroom facilitator and hands-on activities conducted by the learners in their communities.
In addition, Microsoft Youthspark will include Office 365 for education, free technology tools for all teachers and students,
and Skype in the classroom, a free global community for teachers to connect their students with others around the world.
www. microsoft. com/about/corporatecitizenship/en-us/youthspark/youthsparkhub/7 Getting there becoming ICT-savvy Young people have an innate appetite for learning-be it, alone, in the school system,
Innovative ICT solutions for youth employment 43 A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the learning experience of and with ICTS:
148 a. Classrooms are not the only form of learning space. b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged. c. Technology is natural in the lives of the student as the digital native
while the teacher as the digital immigrant may perceive technologies as a new part of the educational landscape. d. Internet resources can bypass peer review,
as a result of intentional and serendipitous interactions on and offline. f. Students construct content rather than just consuming it.
Students are active authors of content and innovation. These trends reflect changes in the larger phenomena in society
methods and channels for learning and teaching. Most of the programmes and activities target youth,
the first explores new learning models; the second looks at partnerships for promoting jobs and learning;
the third examines the role of physical places for learning; the fourth explores the range of online resources that have proliferated;
and the last section presents new accreditation models that are expanding ways to recognize skills. 148 Andrew J Milne,"Chapter 11:
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006. Digital opportunities:
Innovative ICT solutions for youth employment 44 Figure 15: Story of Kelvin Doe Source: Authors 7. 1 New learning models New technologies are changing how learning
and teaching is done, creating new opportunities and challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning,
while students can own the learning process and acquire knowledge at their own pace. New ways of interacting in the learning environment are also emerging.
Three key trends are explored below: blended learning, self-directed learning, and collaborative learning. 7. 1. 1 Blended learning Blended learning is the pedagogical integration of digital and face-to-face instruction.
Blended learning encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching process.
The use of new technologies in learning is more than a mere substitution of the medium of instruction;
it is an intentional design that takes advantage of digital tools and technology to enhance learning. 149 Flipped classroom is a blended learning model that where the teacher leverages technology to instruct,
while reserving the classroom time to interact with students. Video lectures and other class-related information are delivered via the internet.
The story of Kelvin Doe Kelvin Doe is a young teenager from Sierra leone whose self-taught technical wizardry
and abilities attracted the attention of the Massachusetts institute of technology (MIT) one of the most prestigious technical schools in the world.
and learning potential, Kelvin could make significant engineering contributions to his country. Digital opportunities: Innovative ICT solutions for youth employment 45 Figure 16:
Authors The blended learning process relies on digital environments called Learning Management Systems (LMS. LMS enable the creation of a virtual classroom for the students,
complete with lessons plans, discussion fora, grades, quizzes, tests, class calendar and other resources. By having access to the class material,
students can learn the concepts at their own pace and use the face-to-face time with the instructor to deepen their knowledge
The virtual classroom on LMS is also a space for community building and interaction. Many LMSS integrate web 2. 0 tools and applications such as prezi (prezi. com), slideshare (slideshare. net), youtube (youtube. com
Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.
where the student only consumes. The innovative aspect of blended learning rests on the new way it encourages students to learn about the technology
while discovering other subjects. Students have the option to present their work using the technology for example,
instead of writing a paper or report, they can make a video, wiki, or podcast. There are some exciting examples of universities organizing contests with Phd students who present their scientific work using video
or other technology. 150 150 See the creative products that came as a result of the Contest Dance your Ph d. organized by University of Sidney in Australia. http://sydney. edu. au/news/science/397. html?
and it currently works in 27 countries, through 53 partner institutions, reaching Anglophone, Francophone and Lusophone African students.
www. avu. org One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine work and study.
and institutions will be using the blended learning model around the world. 7. 1. 2 Self-directed learning With ICTS
the student (young and old) can choose what and when to learn. The student is no longer bound by curricular programmes,
and can learn in a formal or non-formal manner. There is a transformative element to self-directed learning as Kelvin's case illustrates above.
Self-directed learning is an option for youth who find themselves trapped in the vicious circle of low skills,
low productivity and low income. 151 The opportunities to learn in a selfdirected fashion are enormous.
Self-directed learning Source: Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva:
Innovative ICT solutions for youth employment 47 Prominent and emerging models of self-directed learning include open universities, open course ware (OCW), open educational resources (OER), and massive open online courses (MOOCS.
empower learners of any age to take learning into their own hands by providing them with good educational options,
What can be assumed is that this type of learning will expand exponentially. This movement marks a transition to a learning paradigm in
which knowledge acquisition is no longer only in the hands of policy-makers, publishing houses or instructors. Youth feel more empowered to decide on the type of education
Coursera is a for-profit social enterprise that facilitates large-scale participation of students who sign up for free online courses with top universities around the world.
since with a number of universities interested in capitalizing on reaching a larger number of students.
Professors affiliated with universities lead courses offered through Coursera, and students have the option of taking them for credit
or just to learn something new. There is a high level of interactivity between students and professors.
Also student can organize face-to-face meetings using the Meetup app. Coursera is growing rapidly. As of September 2013 Coursera has had 17 million enrolments from students in 190 countries. 155 Website:
www. coursera. org/152 Anya Kemenetz, Online courses are taking off: But there's a major downside,(Slate. com, November 2013) www. slate. com/articles/technology/future tense/2013/11/developing countries and moocs online education could hurt national systems. html 153 Tamar Lewin, After setbacks,
online courses are rethought,(New york times, December 10, 2013), www. nytimes. com/2013/12/11/us/after-setbacks-online courses-are-rethought. html?
Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158, Edx159, Second Life160, among others. 7. 1. 3 Collaborative learning There are vast opportunities for youth to engage in collaborative
Collaborative learning relies on positive interdependence with the group, individual accountability for learning and teaching,
and improves learning outcomes. As a model, collaborative learning undergirds many significant ICT initiatives such as the open source model.
In the education sector, students enrolled in MOOCS are found to collaborate through social media and Meetups161 from their own locales across the world.
Collaborative learning events are opportunities for young people to learn ICTS (basic and advanced) as well as entrepreneurial skills.
thus collaborative learning offers networking opportunities that may lead to participants learning about jobs as well.
Peer 2 Peer University is an online space for learning guided by values of openness, community and peer learning.
Badges are granted based on how students work together to learn a particular topic. P2pu houses the following communities:
info. p2pu. org 7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4,
Several reports point to the importance of mentoring in learning and skill development, finding that when youth Digital opportunities:
Students are paired with a mentor/s and given exposure to real-world software development scenarios and the opportunity for employment.
code. google. com/soc 7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools, universities,
With the advance of new learning models described above, youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces. The popularity of these places demonstrates the lasting value of face-to-face interaction,
allows these places to offer a rich environment for learning, collaboration and co-creation. 164 See reports by the European Youth Forum (2008);
especially in terms of the widespread impact of social networking and new locales for learning. 7. 3. 1 Co-working spaces and technology hubs There are a growing number of co-working spaces
an Imagining Exercise on the Future of Learning, JRC Scientific and Technical Reports (2008), doi:
Learning with games is not an entirely new phenomenon; roleplaying has been used for many years in education to impart new knowledge
including for learning. Games attract massive audiences with a diversity of backgrounds and gives rise to multiple opportunities for expanding the scope and uses of game playing.
and learning for use in the classroom or other setting. The game accommodates multiplayer activities
There are fees associated with using the games in classrooms. Website: www. minecraftedu. com/167 Manuel Castells and Gustavo Cardoso, The Network Society,(WASHINGTON DC:
Innovative ICT solutions for youth employment 53 7. 4. 3 Social media Social media are used extensively for learning as well.
and institutions of learning to enrich the learning experience. For example people who enrol in MOOCS take advantage of both online social media tools
and learning is nothing more or less than traversing them. In the same way that you become proficient in a piece of music by playing its notes in order in an expressive way that is
has turned them into a learning tool that can bring people living in remote areas closer to education.
basic education, literacy and numeracy; language learning; hard and soft skills, and; entrepreneurship training. 170 As described elsewhere in this report,
private and public entities have stepped up to offer mobile learning programs in numerous languages across all continents.
and dedication being directed to the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171 Mobile learning is still in its infancy,
while others integrate mobiles into a broader educational experience following the blended learning, self-directed learning, and collaborative learning examples discussed earlier.
it is the proliferation of data-enabled phones (smart phones) that offers the greatest opportunities for mobile learning.
In all cases, mobile devices can help young students access information at their own pace, and in some cases minimize the costs
Educational institutions, from private institutes to public universities, are the traditional purveyor of diplomas and certificates.
The self-directed learner can earn some of these certificates online directly. NGOS and private institutes also rely heavily on the curricula and certificates from these companies to offer face-to-face instruction.
For example, one can take the Microsoft Digital Literacy curriculum from the Microsoft site173 or enrol at one of the thousands of civil society organizations worldwide that offer this training.
Digital Literacy curriculum, www. microsoft. com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/default. mspx. 174 European Computer Driver Licence, www. ecdl. org.
Badges have become an alternative form of accreditation, led by the Mozilla Foundation and its Mozilla Open Badges.
As depicted, the learner is at the centre of the system. The badge itself is an online representation of a skill that has been learned.
Learners collect badges in a backpack where they can be displayed online for potential employers and others to view.
precisely what skills have been learned, a level of granularity that is unavailable in other forms of accreditation. The importance of badges rests on its premise that ICT skills need to be recognized regardless of the place where the learner has acquired them.
For self-directed learners and others badges offer a promising way to demonstrate, acquire and promote their skills.
Digital opportunities: Innovative ICT solutions for youth employment 56 Figure 20: How Open Badges work Source:
1) integrating ICTS into education,(2) supporting non-formal channels of learning,(3) supporting alternative accreditation systems,(4) advancing public-private partnerships,
traditional models of education are not adequately preparing students to meet the demands of a changing job market. 177 The report emphasizes that formal education remains the primary vehicle for improving the supply of skills needed for driving innovation,
and the acquisition of ICT skills, in particular, even when ICTS are available in the classroom.
inadequate student-computer ratios; ICT learning restricted to studying basic computer literacy and not for learning other subjects;
and importantly, the limited capacity of teachers to make more integrated use of ICTS for teaching
Other initiatives provide educators and students with practical resources for use in the classroom. In Asia, some countries have achieved a high degree of integration of ICTS in education
while others are still working to provide digital access and basic literacy to large parts of their populations. 180 In regional surveys, countries such as Korea, Singapore, Japan, China,
187 a comprehensive policy-driven national programme designed to facilitate the construction of new learning environments
and the generation of an adequate context for Uruguay's children to be able to answer to the demands of the information and knowledge-based society. 188 This programme aims to mainstream ICTS in the classroom,
and has been developed in coordination with multiple government agencies. 189 In Estonia the government has taken a more radical approach by launching a national programme to teach students aged 7 to 19 to write code as part of its national digital strategy. 190 Working
Yet, as the earlier chapters show, the places where young people or lifelong learners can develop ICTS skills have transcended the walls of the classroom.
Learning can happen anywhere, be this in hackathons, meetups, MOOCS, codefests, using freely available information online,
and support as they have shown to be fertile sites for innovation and learning. Promoting these kinds of activities requires openness to uncertainty and risk.
industry leaders and ICT innovators. 8. 3 Alternative accreditation and certification methods A key factor in the success of alternative learning pathways is recognizing the skills
and accreditation systems are appropriate. Conventional accreditation and certification systems represent agreed upon standards, often sanctioned by authorities created to guide the work of education granting organizations and institutions.
Such systems are of course important and need to be updated continuously to reflect changes in technology
and investments are designed to attract students into science, technology, engineering and mathematics (STEM) fields. Similar programmes are emerging in developing countries.
In Rwanda for example, the government has launched the National ICT Literacy and Awareness Campaign, a joint initiative of the Ministry of Youth and ICT, Ministry of Local government, the Ministry of Education, the Rwanda Education Board, Rwanda Development Board,
and Cisco Apprenticeship to offer high school graduates three-year apprenticeship opportunities with CISCO. 199 In Jordan the Ministry of Social Development is responsible for a programme designed to provide marginalized youth with training
While students in these programmes in general fare well this type of initiative could be complemented with a job placement element.
and exchange to encourage more South-South and North-South collaborations for learning and trade.
Innovations in learning both ICT and soft skills are plentiful and increasing every month. Existing programmes are improving,
Advances in mobile learning are opening new doors. Moreover, many of the resources are available at little or no cost.
Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.
They represent a non-formal channel for learning, and as such they tend to have more flexibility than formal schools to experiment
and otherwise provide an environment that facilitates learning. While selfdirected youth can take advantage of online programmes on their own,
Competencies and Literacies Necessary to Be a Webmaker.""Mozilla Foundation. http://mzl. la/weblit. Belfield, Clive R.,Henry M. Levin, and Rachel Rosen."
A Learning and Networking Event for NGOS. Workshop Report, Barcelona, June 2007.""Seattle: Technology & Social Change Group, 2007. http://hdl. handle. net/1773/16291.
an Imagining Exercise on the Future of Learning. JRC Scientific and Technical Reports. European commission, Joint Research Centre, Institute for Prospective Technological Studies, 2008. http://ipts. jrc. ec. europa. eu/publications/pub. cfm?
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006. Monitor Group.
Skills, Not Just Diplomas, Managing Education for Results in Eastern europe and Central asia. Washington, D c.:The World bank, 2012.
MENA Knowledge and Learning Quick Notes Series, no. 49. WASHINGTON DC: World bank, 2011. http://documents. worldbank. org/curated/en/2011/12/15572235/striving-betterjobs-challenge-informality-middle-east-north-africa-region.
Flipped classroom An instructional model where students view video lectures and other online resources outside of class,
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a fixed location.
Open educational resources (OER) Freely available documents and media for educational purposes. Open universities Refers to a university that is open to all learners with no admissions requirements.
Opencourseware (OCW) Courses offered by universities made available in digital format, at no cost, and free to adapt under an open licence.
Web literacy Refers to not only being able to read the web but also having the ability to‘write'it (create pages, documents and multimedia assets).
Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare Zimbabwe Email:
Overtext Web Module V3.0 Alpha
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