Author details Johanna I Westbrook, Phd, FACMI, FACHI, Director, Centre for Health Systems and Safety Research Jeffrey Braithwaite, MBA, Phd, FCHSM, Director, Centre
Researchers had to pay to register the patent using their student grants, and CDT was only set up
and even students to introduce robotics through business cases and technical integration services, at reduced costs to new users.
Frederick Terman, an engineering professor at Stanford in 1939, encouraged and backed two gifted students, Bill Hewlett and Dave Packard,
to enter a technological niche in high stability electronic oscillators and frequency counters. As Terman observed:
of November 9, http://www. bu. edu/law/faculty/scholarship/workingpapers/documents/Bessen-Ford-Meurer-no-11-45rev. pdf Botero, J.,Djankov, S
Professor Ajay Bhalla, London, Cass Business school. Interview 2011: Xavier Dalloz, intermediary between France and Silicon valley and ICT innovations reporter (also new tablet launcher.
(ex Netscape), David Cheriton (Stanford computer science Professor), and Jeff Bezos41 (Amazon). In June 1999, a $25 million round of funding was announced,
However, as Phd research students, they were expected to present their work and so a paper was prepared eventually
The Google computers and server were stored in Page's graduate residence. Stanford university seem to have extended considerable tolerance to Page and Brin, turning a blind eye to them acquiring computing resources.
And in the fall of 1996 the project would regularly bring down Stanford's Internet connection. 45 It is hard to imagine a European university providing such a level of support to a couple of renegade Phd students,
Sources Professor Martin Cave, Imperial College Business school. Co-author of Report on The Perils of Dominance:
While working in the research group of Professor Richard Friend, Jeremy Burroughes (now CTO of CDT) discovered that Light Emitting Diodes (LEDS) could be made from polymers as opposed to traditional semiconductors.
Professor Friend, Dr Burroughes and Dr Donald Bradley filed the original patent. Interestingly, the researchers found that that there were no funds available within the university to cover the costs of patenting their discovery;
Burroughes used his student loan to cover the costs. The team found that the polymer,
when Professor Sir Richard Friend (now Cavendish Professor of Physics at the University of Cambridge) started research into organic semiconductors.
As a Cambridge student he worked as a summer intern for Shadow; after graduation he worked as a volunteer.
Rather than pursue the biped, humanoid robot, Walker believed that it was the arm and particularly the hand that had commercial potential rather than the leg.
The KUKA Chair of Robotics at the Georgia Institute of technology held by Professor Henrik Christensen, is a further source of KUKA's future robotics developments.
Thus Robotdalen draws heavily on local universities to provide students who can work with SMES to introduce robots, guided by a team of experienced mentors.
In addition, this provides opportunities for students who are conducting the pilot studies to learn about specific obstacles in implementing new technologies.
Industrial projects-for SME users able to exploit robotics with feasibility studies (using local university students and mentors),
Employer reputation survey considers the students'employability as a key factor in the evaluation of international universities and in 2010 drew on over 5,
and thirty international institutions they consider excellent for the recruitment of graduates. They are asked also to identify from which disciplines they prefer to recruit.
Employers seeking graduates from any discipline are weighted at 0. 1 and those from a parent category (i e.
The Employer reputation survey considers the students'employability as a key factor in the evaluation of international universities and in 2010 drew on over 5,
http://www. topuniversities. com (last accessed 01.02.2012) 33 excellent for the recruitment of graduates. They are asked also to identify from which disciplines they prefer to recruit.
Employers seeking graduates from any discipline are weighted at 0. 1 and those from a parent category (i e.
Oxford Scholarship Online Monographs. EC-JRC. 2005). ) Tools for Composite Indicators Building. Ispra: EC-JRC. 48 Ellison, G,
what professors studying diffusion refer to as fads and fashions where several countries and regions go in a similar direction.
This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched by the Information Society Unit at JRC-IPTS1 in December 2011 and completed in June 2013 on behalf of the Directorate
and discussions about the further development and mainstreaming of ICT-ELI were conducted (list of participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong kong) for organizing the expert workshop in Hong kong,
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven in depth expert interviews
Encourage a shift of ownership of assessment from teachers to learners; Revise examination systems in order to include also assessment of key competences and 21st century skills;
and be active lifelong learners. Policy should: Invest significantly in updating Continuous Professional Development provisions; Support and motivate teachers to develop
Connectedness Teachers and learners need to be empowered to connect with other people and ideas in order to open up
Ensure that all learners have equal and ubiquitous ICT access, in and out of school;
as lifelong learners themselves. Recommendation 3 Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school.
Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt
scales and levels of educational innovation in Europe and beyond. 1. 2 Scope of the report The project‘Up-Scaling Creative Classrooms in Europe'(SCALE CCR), 3 which was launched by the Information Society Unit at IPTS
and participants, including groups of learners and teachers5 at system level, both within and outside formal education settings;
and others. 6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of ICT to modernise learning and teaching practices.
whereas the term Classrooms is considered in its largest sense as including all types of learning environments,
and an online survey with 74 etwinning teachers who took part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the workshops
and one in Hong kong, in January 2013) offering valuable insights and evidence on effective policies 7 http://groups. etwinning. net/web/creative-classroom/welcome 10 and implementation
) 12 8. 1 Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4 Total 149 100.0 The vast majority of the respondents were from 22 European countries
11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome 13 European Civil Society Platform on Lifelong Learning;
13 the European Forum on Learning Futures and Innovation; 14 the European Forum of Technical and Vocational education and Training;
A small subset of the participants came from other dissemination channels such as Linkedin, SCALE CCR webpage and etwinning Creative Classrooms Group.
involving large and diverse groups of learners, teachers and other educational stakeholders, has different enablers
Last but not least, scaling up ICT-ELI does not refer to future classroom scenarios but to what is emerging in today's practices,
'and learners'workload without adding value. Hence, there is a need for flexible curricula that would lessen teachers'workloads
content and pedagogies enabling students not only to acquire knowledge but also to develop key competences and 21st century skills.
to encourage a shift of ownership of assessment from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process.
and motivate teachers to shift the ownership of assessment to learners 68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience assessment is integral part of the learning process (Redecker, 2013.
In this way, self-assessment and reflection against learning goals allow learners to take ownership of their learning, in collaboration with their teachers and peers,
and become self-directed and selfregulated learners. Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences.
because they provide students with information and feedback on how they are progressing, considering their prior achievements according to their learning goals,
This is because they allow students to understand which skills they need to develop further and
integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.
and examination systems in order to allow innovative teaching and learning practices to flourish by N%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment
to support and motivate teachers to be active lifelong learners and acquire the key competences and skills required in the context of ICT-ELI;
more systemic view of teachers'professionalism (compared with teaching competences that refer to their role in classroom),
Only self-confident and competent teachers can educate self-confident and competent students. As shown in the Survey of Schools:
ICT in Education (European commission, 2013c), less than one third of EU students are taught by teachers for
and around 70%of EU students are taught by teachers who invest their own spare time in developing ICT-related skills.
as lifelong learners themselves (80.1%).%)As one of the participants pointed out, such"ICT skills development programmes should be key element of Initial Teacher Training20 and Continuous Professional Development".
as lifelong learners themselves. 136 80.1 15. Enabling teachers to develop their ability to adopt
as lifelong learners themselves. Policy/decision-makers said the most important priority should be to update initial teacher training
as lifelong learners themselves.""21 3. 4 Area 4: Research In a snapshot: ICT-ELI constitute complex'ecosystems'that evolve over time and therefore,
there is a lot of research being done in several fields, both at micro-(classroom/school) and macro-level (national/international).
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc. 129 58.0 26.
and learners and values like equity and inclusion are taken into account. 122 63.1 42. Encouraging learning organisations to build on their strengths,
technological and organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning,
and learners to connect with ideas and people beyond the classroom walls-such as peers, experts and parents-giving the sense of being a part of something larger than oneself.
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI.
Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).
and learners to connect with people and ideas in order to open up and broaden the learning experience by:
Nevertheless, it was shown also that there was no overall relationship between high levels of infrastructure provision and teacher and student use, confidence and attitudes.
%and context and ensure that all learners have equal and ambiguous ICT access in and out of school (80%).
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 120 80.0 58.
policy/decision-makers and others believe that the most important recommendation is to ensure that all learners have equal and ubiquitous ICT access in and out of school,
as lifelong learners themselves. 80.1 136 57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 80.0 120 15.
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
fundamental infrastructure needs have to be fulfilled e g. it must be ensured that all learners to have equal and ubiquitous ICT access, in and out of school.
assessing key competences and giving learners an active role in their own assessment. Student assessment and evaluation are an integral part of the teaching
and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI. 32 10.
Key Elements for Developing Creative Classrooms in Europe. EUR 25446 EN. Luxembourg: Publications Office of the European union.
Key elements for developing Creative Classrooms in Europe. elearning Papers, Special edition 2013,8-20. Boyatzis, R. E. 1998.
Knowledge construction with technology in Japanese classrooms (Coref. In P. Kampylis, N. Law & Y. Punie (Eds.
What Students Know and Can Do retrieved (Volume I 15 november 2013, from OECD Publishing, http://www. oecd. org/pisa/keyfindings/pisa-2012-results-volume-I. pdf Redecker, C. 2013).
European Schoolnet. 35 Annex 1 Online Questionnaire Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe
-define what is meant by Creative Classrooms; -develop policy recommendations for mainstreaming systemic innovation in Education
teacher trainer researcher policy-maker (at EU, national, regional, local level) decision-maker (e g. school head, chief education officer, university dean, etc.
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.*
and/or by students, which provide information to be used as feedback to enhance learning. Formative assessment is ongoing and repetitive (during the learning process)
as lifelong learners themselves. Promoting a blended approach to continuous professional learning and 38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc.
Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).
and learners and values like equity and inclusion are taken into account. Encouraging the development of a'culture of innovation'at system level,
and learners to connect with people and ideas in order to open up and broaden the learning experience by:
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school.
Assessment policy recommendations-frequency distribution(%)1 2 3 4 5 6 7 Cumulative (6 and 7) Encouraging a shift of ownership of assessment from teachers to learners
as lifelong learners themselves..7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1 Enabling teachers to develop their ability to adopt
, learners, parents, IT providers, educational content providers etc. 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0 Encouraging the dissemination of findings from a variety of research
and learners and values like equity and inclusion are taken into account. 1. 6 4. 9 3. 3 7. 4 19.7 32.0 31.1 63.1 Encouraging learning
such as timetables and learner grouping, in order to meet local needs (selforganisation-grass roots innovation)..8 1. 7 5. 0 14.9 25.6 28.1 24.0 52.1 Following the Open Method of Coordination*for identifying common challenges and opportunities,
8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8 Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.
as lifelong learners themselves. 6. 27 (1. 2) 62 6. 34 (0. 9) 29 5. 96 (1. 11) 26 6. 26 (1
as lifelong learners themselves. 6. 27 62 6. 34 29 5. 96 26 6. 26 19 (1. 2)( 0. 9)( 1. 11
and learner grouping, in order to meet local needs (self-organisation-grass roots innovation). 5. 5 52 5. 59 27 5. 16 25 5. 35 17 (1. 45)( 1. 01)( 1. 31)( 1. 27
and learners and values like equity and inclusion are taken into account. 5. 89 53 5. 48 27 5. 04 25 5. 65 17 (1. 5)( 1. 42)( 1. 34)( 1
. 77 (1. 31) 26 6. 08 (0. 97) 24 5. 94 (1. 6) 17 Ensuring that all learners have equal and ubiquitous ICT access
The recommendations were developed in the context of the'Up scaling Creative Classrooms in Europe'(SCALE CCR) project
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 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
Sector Q1 2012, based on FÁS Regional Labour market Bulletin 2012 & CSO Figures 21 Table 3. 3 Number of Phd Graduates Midwest Region
Regional Indicators Report 2013 23 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018 13 LIT Graduate Overview, 2012 & UL Final
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
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.
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.
9 student cooperatives and 10 Jobbridge scheme placements. 4. 0 Introduction The Midwest Region has a strong research
They will offer a high quality and better-integrated set of services to students businesses and communities.
thus achieving a greater impact on students and staff than is possible by any individual institution acting alone.
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;
and provide space for potential graduate companies of the programme. The centre provides traditional offi ce rental, personalised reception services, virtual offi ce support,
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;
They also provide an opportunity for networking between researchers, entrepreneurs, start-ups and innovative companies, students and investors.
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.
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,
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.
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
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 the IDI are available for at least 16 countries. 41 The MDG indicators measuring Goal 2 (literacy rate
and literacy programmes specifically targeted to poor girls and women using appropriate technologies MDG4 Reduce child mortality) Data collected through
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:
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
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:
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,
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
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,
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,
50%by 2020%of pupils trained with TIC skill. Target: 75%by 2020%education facilities using OER, Web 2. 0 in education.
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
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 friends to benefit from support in the development of einclusion measures Facilitate communication between groups targeted for social inclusion Develop uniform digital literacy
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
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.
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
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,
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 relevant infrastructure in schools (Operational) Providing schools with ICT equipment and systems will primarily impact students'level of digital literacy,
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:
pupils and students will gain a competitive advantage that Page 71 of 170 and digital skills.
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.
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,
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
%pupils/students (19%)and engineers, physicians, architects, professors and economists (15%.%The proportions are almost identical in case of users using fixed connections,
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
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
pupils, students, adults being in the process of continuous training, persons which are in the situation of social exclusion:
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:
the high school graduation diploma is submitted in original at the faculty chosen 4. 2 In case of failure,
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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