education institutes, private nonprofit institutes and other sources 87%92%89 %6 %4%6 %8%3%5
education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any
collaboration Small Medium/large firms FORFÃ S BERD 2011/2012 ANALYSIS 33 with 17 per cent of small firms collaborating with HEIS and almost a quarter of medium/large
education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any
collaboration Irish-owned Foreign-owned 13 %16 %19 %6 %33 %11 %20%20 %9 %36
education or other institutes in Ireland Higher education or other institutes outside Ireland Engaged in any
collaboration Manufacturing Services 34 Forfã¡s Board members Eoin O†Driscoll (Chairman Chairman, Southwestern Martin Shanahan
Trends in Education and Training Outputs 2013 EGFSN July 2013 Annual Business Survey of Economic Impact 2011
Monitoring Ireland†s Skills Supply †Trends in Education and Training Outputs 2012 EGFSN July 2012
from such factors as education, fossil fuels, demographics, and other â€oelow -hanging fruit. †1 Many of these concerns,
and education, as well as in a host of technology industry areas such as high-speed broadband telecommunications, smart cards
Education Employment activities Financial service activities, except insurance and pension funding Insurance, reinsurance and pension funding, except compulsory social security
Social innovation with regard to education, skills and training Social innovation with regard to environmental issues Social innovation with regard to health, well-being and elder care
Education and Training in Europe European commission Joint Research Centre Institute for Prospective Technological Studies Contact information
The Europe 2020 strategy acknowledges that a fundamental transformation of education and training is needed to address the new skills
in education and training is a key priority in several flagship initiatives of the Europe 2020 strategy
and also in the latest EC Communication on'Opening up education'.'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of
European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment
targets, and more broadly, the role of ICT as a key enabler of innovation and creativity in Education
Education and Training systems in Europe and beyond More information on the SCALE CCR project and links to the related publications can be found on
members of the DG EAC Thematic Working group on ICT and Education for providing valuable insights at various stages of the project
for the further development and sustainable mainstreaming of ICT-enabled innovation in Education and Training in Europe and beyond
Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and impact at system level.
Education is considered to be one of the most important factors for ensuring competitiveness and prosperity in the age of globalisation and nations around the globe are striving to modernise their
Education and Training (E&t) systems to keep pace with the digital economy and society. In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve
Thematic Working group on ICT and Education Deriving from the SCALE CCR multidimensional concept (Bocconi, Kampylis,
recommendations were clustered into the seven areas presenting a holistic agenda for education reform. In the following table, the seven policy action areas are presented with a mean value
the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
national policies for ICT in education and many activities are undertaken to promote the use of
technology in Education and Training systems. Innovating in E&t is also a key priority in several
emphasised to the European commission's recent Communication on'Opening up education'and its supporting documents (European commission, 2013a
contributing to the Europe 2020 strategy to modernize Education and Training across Europe In particular, the main objectives of the SCALE CCR project as a whole were to
the use of ICT, dealing with both formal and informal learning in school settings and in adult education
librarians, IT coordinators and other professionals involved in Education and Training systems 8 x identify and analyse the implementation strategies of a number of effective ICT-ELI in order
mainstreaming of ICT-ELI in Education and Training (E&t) across Europe Built on work undertaken in previous phases of the SCALE CCR project (Bocconi et al.
of the DG EAC Thematic Working group on ICT and Education, who provided valuable insights and
had diverse backgrounds in education and ICT: teachers, trainers, policy-and decision-makers researchers and others.
the following stakeholders in the field of ICT in Education: policy-and educational decision-makers experts;
Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7
expertise in the field of ICT in education x Additionally, the survey was promoted through the Open education Europa portal;
European Civil Society Platform on Lifelong learning; 13 the European Forum on Learning Futures and Innovation;
15 the DG EAC Thematic Working group on ICT and Education; 16 and the SCALE CCR
16 http://ec. europa. eu/education/lifelong learning-policy/doc/exchange/ict en. pdf 17 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html
For instance, the need for more innovative Education and Training has been confirmed by the work of the ICT cluster,
session on â€oemainstreaming E-learning in education and training†in June 2011,19 confirmed that only a few innovative projects manage to reach beyond the early adopters†stage.
Education has become a strategic concern for international organisations, governments, industry communities, families and individuals around the world and agencies for learning innovation
19 http://ec. europa. eu/digital-agenda/en/08-mainstreaming-e-learning-education-and-training 15
6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4
Even in Education and Training systems that follow reformed curricula, it remains a challenge to modernise assessment to support
ICT in Education (European commission, 2013c), less than one third of EU students are taught by teachers for
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
different levels of the education system and the whole ecosystem of education, including industry and other service providers),
-management abilities of stakeholders (i e. education decision-makers, school leaders etc..120 59.2 45. Revising performance appraisal strategies for teachers and schools to allow more
Ministries of Education industry (e g. IT providers) research (e g. research centres), educational practice (e g 122 55.7
Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers
ICT in education (European commission, 2013c insufficient equipment is reported still as a major obstacle for ICT use by teachers and
ICT in Education) lack of infrastructure is not a major inhibitor. There is no relationship between provision of ICT and its use
%)In the process of education, teachers are 29 the most important players. It is recognised that the support to teachers is necessary for successful
provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
research in the field, contributing to the modernisation of Education and Training systems in Europe
European Journal of Education, 48 (1), 113-130 doi: 10.1111/ejed. 12021 Bocconi, S.,Kampylis, P,
Final Report on the Study on Creativity and Innovation in Education in EU Member States
) Rethinking Education: Investing in skills for better socioeconomic outcomes COM (2012) 669 final. Retrieved 05 november 2013, from DG Education and
Training http://ec. europa. eu/education/news/rethinking/com669 en. pdf European commission. 2013a). ) Opening up Education:
Innovative teaching and learning for all through new Technologies and Open educational resources COM (2013) 654 final
Retrieved 05 november 2013 from DG Education and Training http://ec. europa. eu/education/news/doc/openingcom en. pdf
European commission. 2013b). ) Supporting teacher competence development for better learning outcomes. Retrieved 15 november 2013, from DG Education and Training
http://ec. europa. eu/education/school-education/doc/teachercomp en. pdf European commission. 2013c). ) Survey of Schools:
ICT in Education-Benchmarking Access, Use and Attitudes to Technology in Europe's Schools. Luxembourg:
Publications Office of the European union Eurydice. (2011. Key Data on Learning and Innovation through ICT at School in Europe 2011
Retrieved 15 december 2013, from Education, Audiovisual and Culture Executive agency http://eacea. ec. europa. eu/education/eurydice%20/documents/key data series/129en. pdf
Griffin, P.,Mcgaw, B, . & Care, E. Eds.).2012). ) Assessment and teaching of 21st century skills.
New York: Springer Hannon, V. 2009. †Only Connect! â€: A new paradigm for learning innovation in the 21st century
Retrieved 20 november 2012, from Centre for Strategic Education http://www. innovationunit. org/sites/default/files/Only%20connect%20
-develop policy recommendations for mainstreaming systemic innovation in Education and Training You can learn more about the project
with education experts and practitioners and a number of case reports of ongoing ICT-ELI in Europe
decision-maker (e g. school head, chief education officer, university dean, etc technology provider/developer Other 2. Where do you come from
Promoting the involvement of education stakeholders (e g. teachers, parents researchers etc. in the co-development of flexible and research-based curricula
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering
education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation Supporting research-based changes in organisational structures and routines, such
innovation-management abilities of stakeholders (i e. education decision-makers school leaders etc Promoting mixed approaches for scaling up ICT-ELI,
Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider public (e g
Chee-Kit Looi National Institute of Education, Singapore Carlos Medina Institute of Educational technologies, Spain Irene Pateraki etwinning National Support Service, Greece
Catherine K. K. Chan Education Bureau, Hong kong SAR Horn Mun Cheah Ministry of Education, Singapore
Kai Ming Cheng University of Hong kong Seungyeon Han Hanyang Cyber University, South korea Ronghuai Huang Beijing Normal University, China
Dae Joon Hwang Korean Council for University Education, South korea Yu Kameoka Ministry of Education, Culture, Sports, Science and Technology, Japan
Panagiotis Kampylis JRC-IPTS Gwang-Jo Kim, UNESCO Bangkok Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education, Singapore
Jingyan Lu University of Hong kong Naomi Miyake University of Tokyo, Japan Jonghwi Park UNESCO Bangkok
Mang She Education Bureau, Hong kong SAR Seng Thah Soon Ministry of Education, Malaysia 44 Annex 3 †Statistical analyses
Table 12: Content and curricula policy recommendations-frequency distribution %1 2 3 4 5 6 7 Cu
Promoting the involvement of education stakeholders e g. teachers, parents, researchers etc. in the co -development of flexible and research-based curricula
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
of stakeholders (i e. education decision-makers school leaders etc 1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2
Ministries of Education), industry (e g. IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider
Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc in the co-development of flexible and research
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
including the education of teacher trainers) to ensure that in service teachers acquire the key competences required for fostering and
education decision-makers, school leaders etc 5. 42 52 5. 52 27 5. 32 25 5. 56 16
Education), industry (e g. IT providers research (e g. research centres), educational practice (e g. teacher associations) and the
Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and
mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe.
out by JRC-IPTS on behalf of the European commission, DG Education and Culture, based on desk research; case reports from
approach needed for their mainstreaming across Education and Training systems in Europe As the Commission†s in-house science service, the Joint Research Centre†s mission is to provide EU
%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.
-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
and encouraging education on open innovation in second and third level education Support for Entrepreneurs and Innovators
demonstrate the national capacity for education, research and innovation and the attractiveness of Ireland as a place to live
& education 7. Tackle grow ing unem ploym ent 2. Address the governance structure & improve the
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
education. This exceeds both the European target of 40%and the national target of 60
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
Education Institutes (HEI) and numerous national and international businesses and industries, many of whom have a
The Higher education Authority†s (HEA) Report to the Minister for Education and Skills on System
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
Education Institutes The Enterprise Research Centre in the University of Limerick has worked in collaboration with industry on a number of research initiatives.
of their key roles is to build links between international businesses and third level education
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,
Education Institutes and business support agencies such as Enterprise Ireland to ensure that funding is focused on removing the identified barriers to development
•To increase education and public awareness in the areas of cluster structure, cluster development and the regional benefits of clustering
education, state agencies and the not-for-profit sector. The purpose of the Creative Dublin Alliance is to develop,
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
Education Institutes to entrepreneurs and innovators •To secure the development of a Regional Investor Programme for all stages of business
from the government and education sectors), as Chapter 1. Recent information society developments 2 well as growth in online content and particularly
education or lack of electricity, as well as cultural and social barriers 1. 3 The broadband market
online information on education, health, social welfare, finance and labour. In Africa, 31 per cent of countries provided online information
education administration through the electronic exchange of forms, data and other information Internet access in schools also achieves cost
e-education, it is equally important to look at how the technologies are used for educational purposes by both teachers and students.
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.
back improved access to ICTS in LDCS are low education and literacy rates, a generally poor infrastructure and limited or lack
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
past decade and revolutionized many sectors, from education and health to government and culture. The Partnership
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
Weber, N m.,Palmer, C. L. and Chao, T. C. 2012), Current Trends and Future Directions in Data Curation Research and Education
5 UIS †Education Indicators: Technical Guidelinesâ€, see http://www. uis. unesco. org/ev. php?
societal ideas about gender, age, education and other factors, which can be unspoken issues that af
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
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
Education Health, Culture and einclusion Investing in people†s knowledge and skills in order to promote development &
education health and culture V-Research and innovation 3. ecommerce Research -Development and Innovation in ICT
Education Employment Fighting poverty and social exclusion R&d Population to buy online Population to buy online cross-border
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
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
%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:
Educate teachers on ICT technologies Ministry of Education responsible Ministry for Information Society (support Provide ICT specific training courses
Ministry of Education responsible Ministry for Information Society (support OER implementation efforts imply, in terms of ICT
Ministry of Education support Include Web 2. 0 platforms in the learning processes Ministry for Information
Ministry of Education support Stimulate students to become more involved in the learning process Ministry for Information
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
Ministry of Education support Improvement of the availability of the telemedicine equipment Ensuring equitable access to all
%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 â€
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
ICT in Education, Health Culture and einclusion Field of Action III ecommerce Research †Development and
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
ï the index of human capital (generated depending on the education level noticed on adults and
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
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
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
to be followed related to ICT in education may be organized in 3 categories, in conformity to the specificity
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
On national level, a similar exercise was performed for the development on the level of ICT in education of
2. Education by extracurricular activity based on ICT The resources used within this project are the TIC technologies for the support of extracurricular networking
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.
Strategic Lines of Development for ICT in Education in Romania Strategic Lines of Development Lines of Actions Description
education will improve and the phenomenon of the digital division will blur, leading to social inclusion
Ministry of Education with support from Ministry for Information Society Developing pupilsâ€, studentsâ€, and teachers†digital competencies
appropriate education to students teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational
Ministry of Education with support from Ministry for Information Society Provide ICT specific training courses directly related to the improvement
Ministry of Education with support from Ministry for Information Society Using ICT (OER and Web 2. 0) in the
Ministry of Education with support from Ministry for Information Society Include Web 2. 0 platforms in
Ministry of Education with support from Ministry for Information Society Stimulate students to become more
Ministry of Education with support from Ministry for Information Society Encourage the Life Long Learning
Regarding lifelong learning, online learning platforms and the existing materials in digital format will encourage the distance learning
Ministry of Education with support from Ministry for Information Society 3. 2 ICT IN HEALTH
but also to education, leisure, etc Materialization and digitalization of cultural heritage (libraries, physical archives and audiovisual works
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
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
%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
Education level Preschool 666 674 674 581 -private sector 12 12 17 16 Primary and
Students structure, by specialization, from superior education, in 2012/2013 academic year Page 120 of 170
SWOT FOR ICT IN EDUCATION Strengths Weaknesses Increase in the internet use within the rural
field of education, of ICT utilisation, research development and culture The development of the infrastructure for internet
The opportunities which were identified at the ICT level in education will be used partly to propose a
education Primary school/high school/university Primary school 1. Enrolling based on the identity documents of parents and the birth
Ministry of Education Special Telecommunications Service Ministry of Health Ministry of Transport Ministry of Public Finance Ministry of Agriculture
%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
%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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