Mellon University and is useful for assessing health information systems. Five levels are defined along the model†s continuum.
and strengthen capacity through training to use, work with, and develop effective ICTS. It is useful to
imperative to have good application design, training, and implementation. Studies have evaluated EHR systems and reported on various benefits and limitations of these systems (13†15.
classification system with Clinical Terms (Read codes), developed by the College of American Pathologists and the United Kingdom†s Department of health, respectively.
Therefore training (e g. computer literacy, program usage) and human resources development are critical components within systems, and must be addressed
EMR/EHR systems require substantial resources including electricity, a controlled environment, training maintenance and support
The Monitoring and Evaluation Toolkit (29) provides a rich source of information, training and tools to
by, and training of, users in the systems controlling metadata standards Messaging standards Overall, messaging standards have been adopted widely because of their clear utility in communicating
require more complex software and training  High-income countries have transitioned to the point where there is today a higher use of
Human resources for implementation and training are the greatest cost of patient information systems. Free open-source software enables the development of sustainable local human
Version 1. 1. Pittsburgh, PA, Carnegie mellon University, 2002 5. Spewak SH & Hill SC. Enterprise Architecture planning-developing a blueprint for data applications and
•adoption of elearning for health professionals and students •collection, processing and transfer of patient information
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
Innovation based at the University of Hawaii at Manoa in the United states of america. 13 A draft questionnaire was developed
Young entrepreneurs can develop their skills through training in other European countries thanks to multiple mobility programmes
%The European commission advises action regarding education, business transfers and entrepreneurship programmes to encourage people to take the step to an own business
Examples are the Lifelong learning programme, the Seventh Framework Programme for research and development and the Cohesion policy.
easier for SMES to benefit from aid for training, research and development environmental protection and other types of aid
SMES, research centres and universities Once organised, these consortiums can participate in the programme by answering calls for proposals
2. Marie Curie Initial Training Networks (ITN) offers the opportunity to create networks for young re
services i e. universities or research centres. The results of the research activities belong to the SME or
-prises and workers through lifelong learning as well as innovation within organisations. It concerns all regions that are included not in the Convergence objective
4. 4. 3 European Lifelong learning Programme This programme, launched by the European commission, funds projects in the field of vocational
education and training. In this context, SME employees can develop their skills to match the continuous
published by the Education, Audiovisual and Culture Executive agency (EACEA 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 you can contact: EACEA-Leonardo-Da-vinci@ec. europa. eu
Table 3. 3 Number of Phd Graduates †Midwest Region 2008-2010 23 Table 3. 4 Number Of high Potential Start ups per Region 2012 26
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
innovation in our Higher education Institutes, incubation centres, government agencies and authorities, in our communities and in the industries which form the bedrock of this region.
State agencies, 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
this approach a company/innovator/Higher education Institute will work with external partners on new ideas to generate new business opportunities.
and encouraging education on open innovation in second and third level education Support for Entrepreneurs and Innovators
the development of a Regional Investor Forum, the provision of training for SMES on the public
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
This Strategy supports educators, researchers, entrepreneurs, SMES, multinational companies policy & decision makers and business support agencies by promoting research and innovation and
demonstrate the national capacity for education, research and innovation and the attractiveness of Ireland as a place to live
have completed tertiary education 49.4%60 %Table 2. 1 Europe 2020 Headline Targets & Targets set out in the National Reform Programme
& education 7. Tackle grow ing unem ploym ent 2. Address the governance structure & improve the
Higher education Authority <12 10-49 50-249 250 +%Breakdown of Enterprises & Employees 0 %20
The public sector (PAD, health and education combined) employed approximately 36,000 persons, accounting for almost 25%of the total workforce.
Education Construction Accommodation & Food PAD Transportation Agriculture Other Activities Financial Activities Professional Activities IT
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 Region has a high level of educational attainment.
education. This exceeds both the European target of 40%and the national target of 60
%Furthermore, figures from the Higher education Authority indicate that there is a high level of post -graduate 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. Graduate profiles with the highest retention rates are in business and humanities, science, engineering and IT13
Higher education Institutes, public research bodies) and small businesses. Innovation Vouchers are available to assist a company to explore a business
despite having no University 24 in the Region (there are a number of other Higher Level Institutes),
companies and research teams within Higher education Institutes 25 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018
including 135 graduates from many disciplines including Chemistry, Bio -Chemistry, Physics, and Engineering with 200 industry partnerships and
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. They aim to actively create
synergies and critical mass through the establishment of research institutes and centres; engage in strong collaboration
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
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
student cooperatives and 10 Jobbridge scheme placements 4. 0 Introduction The Midwest Region has a strong research
Education Institutes (HEI) and numerous national and international businesses and industries, many of whom have a
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 clusters of institutions.
The vision for regional clusters is that they will function to create dynamic and innovative †regions of knowledge†capable of increasing regional capacity, capability and global
They will offer a high quality and better-integrated set of services to students, businesses and
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
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. The aims of the Consortium are to coordinate and develop specific innovations in the region,
thus achieving a greater impact on students and staff than is possible by any individual institution acting alone.
stakeholders in the Region such as the Education and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the
to the research expertise in Higher education Institutes in order to generate innovate technologies which in turn will lead to job creation.
a University with support from partner colleges to deliver on the research needs of the companies
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
Education Institutes The Enterprise Research Centre in the University of Limerick has worked in collaboration with industry on a number of research initiatives.
In recent years a multidisciplinary research team worked with Galway-based company Aeroneb to develop a programme of research to provide essential solutions for
Through the provision of funding, training & support, infrastructure & accommodation and the development of linkages and networks, EI
of their key roles is to build links between international businesses and third level education
employee training and up-skilling space and information for businesses on the state supports and
Education Institutes and State Agencies in the Region, there is also an extensive network of innovation centres and support providers who assist at all levels from spin out,
NEXUS †a †community supportive†environment for graduates who require support to start their
Collaboration between Industry and Higher education Institutes The Croom Community Enterprise Centre opened in May 2013
units, 3 meeting rooms and 1 training room to cater for the needs of small and medium
Limerick Institute of technology through the Enterprise Ladder Programme to host training programmes and provide space for potential graduate companies of the programme.
The centre provides traditional offi ce rental, personalised reception services, virtual offi ce support, administration support and many other tailored business solutions to 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
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
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 increase education and public awareness in the areas of cluster structure, cluster development and the regional benefits of clustering
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
education, state agencies and the not-for-profit sector. The purpose of the Creative Dublin Alliance is to develop,
Higher education institutions and communities. The yearlong festival built on the success of previous events that have been organised through the work of the
universities, research, finance and technology organisations to stimulate innovation through knowledge transfer Technology Transfer †Technology transfer is based on securing commercial opportunities for
research or education institutes to a wide range of users promotes scientific and technological development and the future expansion of these concepts in this Region is linked closely to the
The Technology Transfer Office in the University of Limerick plays a key role in this area in the Midwest Region
start-ups and innovative companies, students and investors. They perform a valuable role in attracting private sector investment to a region
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
Education Institutes to entrepreneurs and innovators •To secure the development of a Regional Investor Programme for all stages of business
of Government Procurement to provide training to SMES on the public procurement process and to encourage collaboration
•Higher education Institutes •Business Support Agencies •Chambers of Commerce Regional Level •Local authorities
HEIS Figure 6. 1 Bodies/Agencies with a Role in Implementation Regional Planning Guidelines (RPG) Implementation Steering
•Higher education Institutes •Business Support Agencies •Chambers of Commerce Regional Level •Local authorities
HEIS In addition to the working group of the RPG Implementation Steering Committee, there are a number of other agencies and organisations in
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
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
Number of companies engaged in research with HEIS via Innovation Partnerships Number of companies involved in Enterprise Ireland/IDA
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
Number of entrepreneurs provided with mentoring/training by LEOS to enable them to develop business plans for
University of Limerick Technology Transfer Office Vistakon IDA Ireland Nestle Limerick Chamber of commerce Forfã¡s •Presentations to the Midwest RPG Implementation Steering Group
from Joan Calzada Aymerich from the University of Barcelona (Chapter 4), Jake Kendall from the Gates
1. 23 Proportion of ICT-qualified teachers versus proportion of teachers trained to teach subjects
from the government and education sectors), as Chapter 1. Recent information society developments 2 well as growth in online content and particularly
barriers, 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 and mobile -broadband markets Infrastructure deployment providing access to
is limited often to students and teachers and restricted to certain hours (see section 1. 5
online information on education, health, social welfare, finance and labour. In Africa, 31 per cent of countries provided online information
necessary to enable students to use the Internet for educational purposes, and helps enhance education administration through the electronic
exchange of forms, data and other information Internet access in schools also achieves cost efficiencies by automating manual tasks and
an LDC, also features relatively high school connectivity, at 43 per cent, much higher than other LDCS such as Bangladesh (5 per cent
Data on broadband in secondary schools in Bangladesh are not available. Data for Nicaragua, Philippines and Indonesia do not include upper
Russian Federation refer to public schools. In Suriname, there are no private schools in upper secondary. Data for Palestine refer to West bank schools
learner-to-computer ratio in schools Internet connectivity in schools also depends on the development of the national
e-education, it is equally important to look at how the technologies are used for educational purposes by both teachers and students.
In some cases, computers have been introduced in schools without Internet access, which effectively Chart 1. 23: Proportion of ICT-qualified teachers versus proportion of teachers trained to teach subjects
using ICTS, by region, 2009-2012 Note: Data for Philippines refer to primary and lower secondary.
-qualified teachers figures refer to 2008. Data for Azerbaijan, Barbados, Jordan, Saint lucia, Singapore, Trinidad and tobago, Uruguay, Philippines and Sri
Lanka refer to public schools only Source: UIS database, Partnership Questionnaire on WSIS Indicators, 2014 Proportion of teachers trained to teach basic computer skills (or computing
%P ro p o rt io n o f te a c h e rs
of qualified ICT teachers and of teachers that have been trained to use ICTS to teach their
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. ICT-qualified
teachers)( Chart 1. 23. In most of the countries included in the chart, the proportion of ICT
-qualified teachers is below 10 per cent, while a few countries have very high proportions of
ICT-qualified teachers (e g. Thailand, Singapore It should also be noted that definitions of â€oeict -qualified teachers†differ among countries, where
in some cases a formal degree is required and in other cases nationally defined certificates are
opportunities related to employment, education health, governance or peace-building, thus accelerating progress towards the achievement
education, labour, etc. all of which are crucial to monitoring the MDGS, and the future SDGS.
indicators (adult literacy, gross secondary enrolment, and gross tertiary enrolment and is given therefore less weight in the
%9. Adult literacy rate 10. Secondary gross enrolment ratio 11. Tertiary gross enrolment ratio 100
Literacy Bhutan 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Bolivia 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Bosnia and herzegovina 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Burkina faso 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Cape verde 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Estonia 2012 2013 53 Measuring the Information Society Report 2014 Figure 2. 3: IDI spider charts, selected dynamic countries, 2012 and 2013 (continued
Literacy Fiji 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Georgia 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Gambia 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Mali 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Oman 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Qatar 2012 2013 Chapter 2. The ICT Development Index (IDI 54 Looking to the future, the country released its
Literacy Thailand 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy United arab emirates 2012 2013 55 Measuring the Information Society Report 2014 2. 3 Monitoring the digital
but rather levels of literacy and school enrolment. Data change very little over time and
back improved access to ICTS in LDCS are low education and literacy rates, a generally poor infrastructure and limited or lack
of access to electricity (UN-OHLLS, 2013. However, Bhutan and Sudan, both LDCS included in the IDI 2013 that are not
education, government and health services, and empower people by providing a platform for communication, the impacts of which are more
and food security (MDG 1), education (MDG 2 gender equality (MDG 3), health (MDG 4, MDG 5
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, since they are also included in the IDI
and secondary school curricula to meet the challenges of the information society; support the development of multilingualism on the Internet;
past decade and revolutionized many sectors, from education and health to government and culture. The Partnership
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.
its use in education (see Featured Insight 10 in Broadband Commission, 2013a), depend on fixed-broadband uptake in the near future.
Tariff info, consumer education & complaints 10. IT 9. Internet content 8. Broadcasting content 7. Broadcasting (radio and TV transmission
Ministry of Education of Sri lanka and esri Lanka have undertaken several actions to improve digital literacy (Galpaya, 2011
In other areas, such as education, health or public services, even fewer data are available to show developments over time and enable
A good education Political freedoms Protecting forests rivers and oceans Phone and Internet access Equality between men
businesses, as well as the health and education sectors. In all cases, and for other big data for
prior to data anonymization to build a training dataset. This enabled them, for example, to understand variations in mobility, social networks
potential privacy concerns) or of peer reviews that can hone and improve the analyses. Instead consumers of such research have no option but
training and capacity development of their staff as a prerequisite to being able to exploit new big
impact on public health, with the data in question being used to drive decisions about health policy and health education
Weber, N m.,Palmer, C. L. and Chao, T. C. 2012), Current Trends and Future Directions in Data Curation Research and Education
Data on adult literacy rates and gross secondary and tertiary enrolment ratios are collected by the
1. Adult literacy rate According to UIS, the Adult literacy rate is defined as â€oethe percentage of population aged 15 years
and over who can both read and write with understanding a short simple statement on
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-socio -cultural development of society. †5
2. Gross enrolment ratio (secondary and tertiary level According to UIS, the Gross enrolment ratio is the
â€oetotal 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
Adult literacy rate 0. 33 Secondary gross enrolment ratio 0. 33 Tertiary gross enrolment ratio 0. 33
literacy rate, secondary gross enrolment ratio and tertiary gross enrolment ratio The values of the sub-indices were calculated
5 UIS †Education Indicators: Technical Guidelinesâ€, see http://www. uis. unesco. org/ev. php?
discounts (for example, only to students, or to existing customers, etc 8. Local calls refer to those made on the same fixed network (on-net) within the same exchange area
discounts (for example, only to students, or to existing customers, etc 9. With convergence, operators are increasingly providing multiple (bundled) services such as voice telephony, Internet access and
Seconday Tertiary literacy rate Economy 2012 2013 2012 2013 2012 2013 1 Afghanistan 54.0 54.0 3. 7 3. 7 31.7 31.7
Seconday Tertiary 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
higher education said â€oethe organization has a long 70 years) history of success...the need to change is
societal ideas about gender, age, education and other factors, which can be unspoken issues that af
companies and governments to master Digital Transformation, drawing on our understanding of the digital economy and our leadership in business transformation and organization change
3 Field of action II †ICT in Education, Health, Culture and einclusion...68 3. 1 ICT in Education...
68 3. 1. 1 Introduction...68 3. 1. 2 European context...68 3. 1. 3 National context...
SWOT for ICT In Education...125 SWOT for ICT in Health...127 SWOT for ICT in Culture...
4. Education-at least 40%of 30-34†year-olds completing third level education 5. Fighting poverty and social exclusion-at least 20 million fewer people in or at risk of poverty and
Tertiary education in%26.7%22.8%(2013 Reduction of population at risk of poverty or social exclusion in
ï Field of action 2 †ICT in Education, Health, Culture and einclusion †support at a sectorial level that
including agencies from Ministry of Health, Ministry of National Education and Transport Ministry However, due to the evolving nature of the Digital Agenda Strategy of Romania and its pervasive effect on
6. Pillar VI †Enhancing digital literacy, skills and inclusion †bridges the digital divide for all
literacy, skills and inclusion Employment rate R&d Climate change and energy sustainability Fighting poverty and social exclusion
literacy, skills and inclusion services, online Public investment in ICT R&d Energy use of lighting
literacy, skills and inclusion 2. ICT in Education Health, Culture and einclusion Investing in people†s
knowledge and skills in order to promote development & growth 2. 1. Support for the development of ICT
literacy, skills and inclusion VII-ICT enabled benefits for EU society Employment rate Climate change and
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: education health and culture V-Research and innovation 3. ecommerce Research -Development and Innovation
in ICT Improve the existing framework for electronic commerce which provides 3. 1. Support ecommerce for
Education Employment Fighting poverty and social exclusion R&d Population to buy online Population to buy online cross-border
literacy, skills and inclusion 3. 3. Build on the comparative I-A vibrant digital single market
Education Fighting poverty and social exclusion Covered by broadband Covered by broadband above 30 Mbps
National Education, Ministry of Finance and Ministry of Transportat. These cumulative efforts for convergence of short-term and long-term strategies for all the stakeholders involved in the governing act
Training Operative Council for Cyber security (COSC responsible All Ministries offering public services Concluding agreements of international cooperation for
Training for public servants on Open Data concepts The Department for Online Services and Design responsible
ICT in Education Health, Culture and einclusion Provide equipment and relevant infrastructure in schools Ministry of Education
responsible Ministry for Information Society (support ICT in Education %individuals using the internet regularly Target:
75%by 2020 %individuals from the category of those disfavored using the internet Target: 50%by 2020
%of pupils trained with TIC skill Target: 75%by 2020 %education facilities using OER, Web 2. 0 in
education Target: 75%by 2020 %LLL resource e-learning systems Target: To be defined based on Appendix 5
Methodology #of application developed using Big data databases Target: 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 process
and digital skills Ministry of Education responsible Ministry for Information Society (support OER implementation efforts imply, in
terms of ICT ï Providing the frame and the related ICT product ï Digitizing and archiving the
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 Increasing general awareness of the
phenomenon of social exclusion Raising awareness among family 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 â€oelearning 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, especially vulnerable groups to quality and cost effective health
care through integrated delivery and remote healthcare Provision of outpatient care and emergency services in integrated and
inter-operable mode Ministry of Health responsible Ministry for Information Society (support ICT in Health
Develop uniform digital literacy and Internet usage at the regional level Promoting the system of â€oelearning
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 of Labor responsible Ministry for Information Society (support einclusion %individuals using the internet regularly
%of pupils trained with TIC skill Target: 75%by 2020 %education facilities using OER, Web 2. 0 in
education Target: 75%by 2020 #of application developed using Big data databases Target: To be defined based on Appendix 5
Methodology Field of action 3 †ecommerce Research -Development and Improvement of the regulatory framework for the support of the
Education Reform Romania faces a major challenge in raising the quality of its education and training system.
Romania should build up its administrative capacity and align education to labor market requirements Field of action 1
Field of action 2 Energy And Transport Romania has a low degree of competition and efficiency in the
energy and transport industries Government needs to ensure transparency in agency function Field of action 1
ICT in Education, Health Culture and einclusion Field of Action III ecommerce Research †Development and
Provide the frame for OER Stimulate students to get involved Educate on ICT Technologiesensure equitable access to cost-effective
Encourage Life Long Learning Patient-centric service model Web 2. 0 platforms in the learning process
Improve availability of telemedicine equipment Contribute to Europeana Develop specific cultural content Monitoring & evaluation of healthcare
Develop uniform digital literacy Raise awareness on digital literacy Involve public and private entities for
ICT In Education 207,365, 877 EUR 5, 2 %ICT in Health 119,166, 509 EUR 3
ICT In Education X X ICT in Health X ICT in Culture X e-Inclusion X X
This index is calculated as an accumulation of three factors ï online services (estimated in terms of the%of use of online services depending on the 4 degrees
ï the index of human capital (generated depending on the education level noticed on adults and
training and awareness activities, implementation of technical solution to project the cybernetic infrastructure, identity management, outcome management. †2
Educational programs in the forms of compulsory education on the safe use of the Internet and computing
equipment Responsible: Operative Council for Cyber security (COSC Training Operational Appropriate training to people working in cyber security and
promoting widespread professional certifications in the field Responsible: Operative Council for Cyber security (COSC Developing international
-profit, 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
Capacity Building/Training 28 Source: Global Integrity, July 2012 In any case, the national particularities are essential to take into account
Responsible for training curricula: The Department for Online services and Design Training for public servants on Open Data concepts
Enabler Identification of the possibilities of attraction of the necessary funds and concluding partnerships with possible
3 FIELD OF ACTION II †ICT IN EDUCATION, HEALTH, CULTURE AND EINCLUSION 3. 1 ICT IN EDUCATION
3. 1. 1 Introduction Preamble The education landscape is experiencing radical change 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 included into the teaching process of other subjects thus the assessment not being conducted directly
ICT Education Definition ICT is a framework of technologies designed for many purposes. Specifically for the education domain, it
can enhance communication, creation and information management through all its components computers, the Internet, broadcasting technologies and telephony.
improvement in efficiency and effectiveness of education at all levels and in both formal and non-formal
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
appropriate the direct intervention in education, an acceleration factor of digitalization through the role of
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 and for continuous training of citizens, as
well as for facilitating digital inclusion. Such instruments provide flexibility to the learning and specialization process in time,
entailing a new specialization when the economy of a country Page 69 of 170 provides other possibilities and development of entrepreneurial sense related to the professional
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, identified and supervised within the project Knowledge Economy Romania 2. Education by extracurricular activity based on ICT
The resources used within this project are the TIC technologies for the support of extracurricular networking
activities (creation camps, experience exchange, visits of international study and e-Holiday project 3. Continuous professional training-Life Long Learning with the help of ICT
The objective of continuous professional training consists in providing knowledge and skills necessary to adult individuals so they may have the perspective of a work place
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, particularly in terms of development of specific skills such as interpretation, application and reflection on information in
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 Romanian Indicators pertaining to ICT in Education
Based on the Eurostat data for 2015, only 1, 6%of Romanian adults (25-64 years) continue to engage in
education and professional training processes, with a slightly higher participation of female individuals compared to 26%in Iceland, 32%in Denmark, 11%in the Czech republic and 4. 5%in Poland.
%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
Strategic Lines of Development for ICT in Education in Romania Strategic Lines of Development Lines of Actions Description
digital literacy, which will exert an indirect influence on the quality of future human resources If the investment plan will focus on a
education will improve and the phenomenon of the digital division will blur, leading to social inclusion
materials and facilitate students 'access to information Additionally, the implementation of an ICT infrastructure, complemented
Ministry of Education with support from Ministry for Information Society Developing pupilsâ€, studentsâ€, 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: Ministry of Education with support from Ministry for Information Society Provide ICT specific training courses
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
Operational will be useful when engaging facilitating their entry into the work environment Responsible: Ministry of Education
with support from Ministry for Information Society Using ICT (OER and Web 2. 0) in the
Learning process †LLL OER implementation efforts imply, in terms of ICT ï Providing the frame and
pupil/university students by creating, storing and sharing original content generated by them within OER Responsible:
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 a key objective of the European
Union is the implementation of ICT technologies type Web 2. 0 across all member countries.
requires a flexible education system within which ICT skills act as core competences Web 2. 0 platforms are currently
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.
in lifestyle and progress, including the development of modern skills, adaptation of teaching and learning
but also to education, leisure, etc Materialization and digitalization of cultural heritage (libraries, physical archives and audiovisual works
ï Public libraries Support Improved Digital Literacy Since it began in 2009, the â€oebiblionet†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 1 million have expressed interest in participating in free ICT courses
employment, education, health, information and communications, mobility, security, justice and culture designed to combat social exclusion based on criteria such as poverty, geographical location, disability and
and informal education for citizens to develop digital literacy in all levels of education. 8 According to the European Digital Agenda, ICT represent a very important tool for improving the process
of social inclusion because it gives people means of finding a new job, provides information on rights and
digital literacy-e-skills Increasing general awareness of the phenomenon of social exclusion Strategic Raising awareness among family and
trainings. According to the best practices, there are three crucial issues in the development of einclusion initiatives
Develop uniform digital literacy and Internet usage at the regional level Strategic Promoting the system of â€oelearning
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 and programs to
facilitate trainers†adaptability to each community needs (Operational disadvantaged communities especially in terms of income 2. Promoting ICT communities that
have a social mission, such as promoting social issues and aiming at social inclusion and einclusion
delivering trainings for acquiring ICT skills in most areas, so as to assure lasting and uniform regional develop
Ministry of Education with support from Ministry for Information Society Page 87 of 170 4 FIELD OF ACTION III-ECOMMERCE, RESEARCH-DEVELOPMENT AND
competencies of the man power, education and formation institutions, services for innovation support mechanisms for technology transfer, infrastructure for ICT innovation, mobility of the researchers, business
•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,
%Access to internet from institutions of education(%)6%6%7%N/A 7 %Access to internet from other places(%)3%2%3%N/A 3
skilled/unskilled workers (20%),pupils/students (19%)and engineers, physicians, architects professors and economists (15%.%The proportions are almost identical in case of users using fixed
connections, whereas the Internet users using mobile connections come significantly as well from the category of contractors, free-lancers, managers or administrators (13
Unemployed registered1, by level of education Thousands of people 2009 2010 2011 2012 Total Unemployed2 709 627 461 494
University 50 50 39 37 Of which: women 29 29 24 23 1at the end of the year
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 Preschool 666 674 674 581 -private sector 12 12 17 16 Primary and
gymnasium 1720 1691 1629 1744 -private sector 4 5 5 8 High-school 838 867 889 832
Percent of population of learning age included within the learning system Total 78,7 77,6 76,0 76,2
Students structure, by specialization, from superior education, in 2012/2013 academic year Page 120 of 170
Level of participation in the educational process or training of people between 25 †64 years
The lack of a long term strategy for the training of the ICT personnel in the public sector
SWOT FOR ICT IN EDUCATION Strengths Weaknesses Increase in the internet use within the rural
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
The decrease of the scholastic population in the pre-university teaching system Low level of scholastic competencies, including digital
field of education, of ICT utilisation, research development and culture The development of the infrastructure for internet
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 â€oeincrease of
economic competitiveness†(SOP IEC) with the e-learning programmes included in the Sectoral Operational Programme â€oehuman resources development†(SOP HRD
initial and the continuous training of the teachers is performed The difficulty to include the rural areas in the activity of digital
pupils, students, adults being in the process of continuous training persons which are in the situation of social exclusion:
The opportunities which were identified at the ICT level in education will be used partly to propose a
ï Preparation 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
ï Provision of ICT training for development of the digital competencies of medical and administrative personnel
ï Training of libraries†personnel in order for them to become facilitators of the digital competencies
universities, SMM, regulatory forum The introduction of fiscal facilities for the companies which invest in the research, development and
structure of the population as well as the low e-literacy of the older population result in low penetration of Internet
course, the training sheet is requested from the instructor 8. Obtaining the criminal record certificate 9. Payment of fees related to
%graduation rate Source: Directorate for Driving Licenses and Vehicle Registration Concluding contracts Medium Voting 1. Authentication (providing personal
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 4. 1 In case of promotion, the high
school graduation diploma is submitted in original at the faculty chosen 4. 2 In case of failure, you either
repeat the registration process, you opt for a tax paying place, 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 ï preschool -673,641 ï primary and gymnasium †1, 629,406 ï high-school †888,768
Ministry of Public education Ministry of European Funds Romanian Intelligence service National Authority for Public Acquisitions Regulation and Monitoring
Ministry of Education Special Telecommunications Service Ministry of Health Ministry of Transport Ministry of Public Finance Ministry of Agriculture
%of pupils trained with TIC skill. indirect direct direct direct direct direct direct direct indirect direct direct
%education facilities using OER Web 2. 0 in education direct direct direct direct direct direct direct direct indirect direct indirect
%LLL resource e-learning systems direct direct direct indirect indirect indirect direct direct indirect direct indirect
%of pupils trained with TIC skill. indirect indirect indirect direct direct direct indirect indirect indirect direct direct
%education facilities using OER Web 2. 0 in education direct direct direct direct direct direct direct direct indirect direct indirect
#of application developed using Big Data databases indirect indirect direct direct direct indirect indirect indirect indirect indirect indirect
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