Moreover, individual support is provided to pupils in order to respond to special needs. If these needs are detected early,
chance of pupils successfully completing their schooling 6. 1. 6. Promoting full comprehension of English as a third language
encourage the use of English by pupils and teachers both in the classroom and outside
promoting digital literacy and computer skills and increasing regular Internet use amongst the underprivileged 6. 1. 10.
whilst students are required also to present a business plan in order to obtain certain university qualifications 6. 5. 2. Promoting business initiative, cooperatives and self-employed work
Atta Badii is a high-ranking professor at the University of Reading where he is Director of the Intelligent Systems Research Laboratory, at the School of Systems
designation of Distinguished Professor of Systems Engineering and Digital Innovation (UCC and is an International Privacy-By design Ambassador as designated by the Canadian
†Students and citizens interested in statistics and in knowing more about GDP measurement initiatives
platform for changemakers, innovators, educators and students. It enables individuals and communities to build and visualise their shared knowledge and unlock their
students and researchers, civil society organisations, governmental and inter -governmental organisations, multilateral institutions, businesses, statistical offices
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge Vancouver, British columbia, Canada, April 29-May 2, 2012
potential as both formal and informal learning environments As key components of NEMO's work for
learning styles. For example, the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier
learning, developing students'research skills preparing and processing student projects completed in collaboration with museum education officers and enabling the integration
of real museum objects into the theoretical content of the education curriculum. Together all of these activities combine to establish a
students and their local and regional history Results for the museum Through the online presence of the collections
defined lifelong learning as'all learning activities undertaken throughout life with the objective of improving knowledge, skills
education and learning fields, including museums In recent decades, more and more cultural organisations in different European countries
accumulation of social capital Museums and their representatives can play a leading role in this endeavour.
culture-from learning to citizens rights, from welfare to the human footprint on the planet
informal learning and a contributor to Europe's economic development in the future Siebe Weide, Chairman of NEMO
He was awarded also two Fulbright Scholarships at the Pennsylvania State university and at the Smithsonian Institution.
Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning',the Learning Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID
'Jorge Wagensberg is a professor of Theory of Irreversible Processes in the Faculty of physics at Barcelona University.
Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linkã ping University and an associate of Pascal Observatory and the Centre for Research and
recognisingâ thatâ businessâ knowledgeâ isâ aâ relevantâ assetâ forâ graduates.   Theâ Jointâ Technologyâ Initiativesâ areâ anotherâ †lowâ hangingâ fruitâ€.
related media is profoundly redesigning our living and learning The portion of society that commonly first adapts to the â€oenewâ€
institution, a single classroom, and at a specific time is becoming outdated. Education has to shift to learning that occurs
which is what most students are now doing on their own. Today, students acquire knowledge in ways
that are self-directed, and involve both peers and adults. Digital media allow students to learn from each other in informal
situations, making learning in and out of school"increasingly porous,"therefore the educational institutions have a problem
because they compete with learning that takes place in recreational space and is more fluid
Students are being inundated with undigested information, which can easily create paralysis by having so much that it cannot possibly be
If students don't know where to start and what is the point of reference, they may easily get gridlocked.
goals of today†s education has to be to teach students, as Socrates stated, not only what they can know, but also what
a university can turn a freshman student into an educated and refined person. That idea belongs to the past, when in the
educational years to give a student all the possible elements of professionalism, know-how, career, and also a vocation
All the university can provide is an introduction to learning to allow us to discover our possibilities, and our potentials
convey information from the instructor to the students in the traditional classroom setting. This system was based on
linearity, conformity and standardization. Now, since the Information Age took over from the Industrial Age, the
In the digital age the learning environment is completely blown open. The advent of new digital
living and learning. The segment of society that usually first adapts to the â€oenew†is the young,
students are learning much more in these informal environments because they are voluntarily engaging in
technologies and social media allow students to learn from each other in informal settings anywhere and anytime
making learning in and out of school"increasingly porous "Therefore the institutions have a problem, because they
Today students learn in ways that are self-directed, and involve both peers and adults. When you
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is
handled intuitively, with inherent enthusiasm, and with the interplay between peers learning and working intuitively
evaluate such â€oeuncommon†learning, which seems more effective and valuable in many contexts than rote
tools into classrooms. Advocates of social media in the classroom claim that social media tools can ignite students
'curiosity and ingenuity, exposed them to content experts and real-world examples of classroom lessons, help them become
civically engaged, and allow them to collaborate with peers worldwide, while empowering them to direct their own
students to develop technological skills; to be creative; and to critique, analyze, and evaluate multimedia text, as well as
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
environments as the interaction between a teacher, a student and curriculum (the content which a student supposed to be
learning). ) New digital technology and media also allow specifically and personally tailored instruction to a great
numbers of students. The result is a new form of culture where knowledge is seen as fluid
apprenticeship, in which students decide the terms and conditions of their learning rather than following a prescribed
route. This will encourage a higher level of specialization and"justin-case"learning would not be of much
Since students would be aiming toward their personal interests, they would be far more motivated to learn.
physical space for a diverse group of students to interact in the real world while being educated about prejudice
students who took all or part of their instruction online performed better, on average, than those taking the same
When students do meet in the classroom with an instructor, the face-to-face class can now focus on
higher-level skills since the basics are known by all students and were covered already through the e-learning part of the
and learning. However, on top of everything comes the politics related to these issues All these point out the urgent need to develop coherent
may profoundly affect a great number of students. Many of us could think of such a teacher.
educational environment, that style of teaching may be a matter of the past III. CONCLUSION The world is changing.
and the profile of students who are enrolling into the universities is changing at a speed that is
this new generation of ever-changing students is going to be a monumental task for institutions of higher education
of students. These educational approaches must change as universities rethink their traditional roles and their modes of
onto the future of learning that is attainable, scalable and one that flourishes along with the technology
Mr. Milicevic is professor and chair of Recording Arts Department at Loyola Marymount University, Los angeles
classes, students are given the chance to participate in businesslike projects and numerous teachers are trained to pass on entrepreneurial skills.
the foundation aims to develop more competent pupils and students, hopefully starting up their own business one day
The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured
strategic regional cooperation in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital
as a desirable career path upon graduation and when entering the job market. Changing mind -set and aspirations towards entrepreneurship are crucial to achieving this
gives university graduates with promising business ideas the opportunity to start a business supported by corporate mentoring,
Statistics on the number of ICT graduates in the EU are showing that, though their number
and more attractive for non-EU national students and researchers to stay in the EU and to
entry and residence of third-country nationals for the purposes of research, studies, pupil exchange, remunerated and
ï§Increasing the number of higher education graduates ï§Improving the quality and relevance of teaching and researcher training,
graduates with the knowledge and core transferable competences they need to succeed in high-skill occupations
ï§Providing more opportunities for students to gain additional skills through study or training abroad,
ï§Promoting work based learning including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work
ï§Promoting partnerships between public and private institutions in order to ensure appropriate curricula and skills provision
6. Digital literacy, skills and inclusion 7. ICT-enabled benefits for EU society Figure 20 †Digital Scoreboard:
graduates in companies which apply digital applications in order to transfer the know -how to setup entrepreneurial activities in other EU countries (e g. the country of origin
their students in the newest technologies (including e-leadership skills. Keeping the curricula of the universities and colleges up-to-date in a fast-growing technological environment is a
prerequisite for graduates with a good †match†to the evolving needs of the labour market
ACTION 9 †Encourage students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students and/or graduates
to acquire and demonstrate e-leadership skills and found a digital start-up, paying some of
those or co-founding a start-up †and holding a graduate job open for one or two years in case
ï§Promoting entrepreneurship as a desirable career path in the EU by offering students and graduates alternatives to the classic route (i e. working at †traditional†companies
ï§Encourage higher education to invite start-ups and entrepreneurs to career fairs ï§Invite †icon companies†to jointly provide funding schemes for graduates willing to
start-up their own company when graduating ï§Foster collaboration between universities and SMES, for instance through the
steps†of recent graduates or young potential entrepreneurs can boost entrepreneurship. The role of universities and colleges, on the one hand,
willing to hire non-European highly skilled employees and non-European graduates from European universities with advanced degrees in science, technology, engineering or
environment of potential entrepreneurs or young talented graduates who do not necessarily have a full †picture†of the available options
9 Encourage students and graduates to start adigital start-up 10 Europe Entrepreneurial Visa Act 11 Relax the visa requirements applied to highlyskilled individuals
students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students and/or
graduates to acquire and demonstrate e-leadership skills and found a digital start-up paying some of those
or co-founding a start-up †and holding a graduate job open for one or two years in case it doesn†t work out (cfr.
Entrepreneur First in UK 11) Relax the visa requirements applied to highly skilled individuals Provide recommendations to relax the visa requirements applied to highly skilled
pupil exchange, remunerated and unremunerated training, voluntary service and au pairing -COM (2012) 795 final.
Globalizing Learning Economy Bengt-Ã ke Lundvall, March 2009 Th e D es ig n
Innovation capability building is a learning activity that is incremental in nature but it needs the right environ
and a learning organisation encourages thought leadership, prob -lem solving best practice and creative thinking
practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrat
and learnings to cover both the front and back end of the innovation process Communications The purpose and vision of the organisation acts a guide when
secondary student in Ireland watching a BBC special. It was while earning his doctorate degree at Trinity college Dublin
and about 50%of them are graduates of different disciplines with a strong contingent of engineering designers
the accumulation of designer capability which provides the basis for continuously improving product design The following takeaway points from
level since the mid-1990s) and few graduates entrepreneurs undertake even basic courses on design processes
also not producing graduates with adequate practical experience The main conclusions from the interviews were focused around
It takes a †learning by doing†approach whereby coaching enables the business to identify where design can best meet their
advice while adhering to a strict code of practice Design Leadership/Designing Demand Programme Country: UK Funded by:
Connacht Gold engaged with Institute of technology Sligo design students and staff to develop a range for 12-month and 5-year product concepts
the new learning, tools and techniques to their own company situ -ation. Interested companies will then be asked to submit a growth
across Other Degree programmes and Further Education Department of Enterprise Jobs and Innovation /Enterprise Ireland /Design and Craft Council of Ireland
/Laura Lee, Professor of Architecture, Carnegie Mellon University /Christina Melander, Senior Project Manager, Design and Innovation
Our home, learning and working environments are all becoming increasingly digi -tally networked. Digitisation also facilitates the provision
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible
education, developing well-rounded media literacy will help people to respond competently and responsibly to digitisation, and will also impart values for building social
the purposes of learning and research The State is also a major player in the digital space.
learning and other applications, greater use of networking in the home to optimise energy costs, for example, or for
areas for learning, further training, continuing education progression and participation in economic and social life Scientists need to be able to communicate scientific infor
It must also enhance media literacy zz The Federal government will therefore work with the Länder and other stakeholders in the education sector
Government will develop a digital learning strategy that will systematically use, enhance and implement digital
the media literacy of users and ensure they are better equipped to distinguish between legal and illegal activi
Telone Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe
She holds a Master of arts in Sociology, Bachelor of arts in International Development, and Bachelors in Education Heidi Rauch is an entrepreneur who has designed
Nathalia holds a Master of science In public Policy and Management and a Bachelor of arts in Economics The authors wish to thank Susan Schorr, Head, ITU Telecommunication Development Bureau Special
encouraging more graduates to become job creators, not job seekers ITU has a long history in helping young people to become entrepreneurs and launch ICT careers.
which provides access to a myriad of learning systems job matching services, entrepreneurship courses, contests,
5. 2 Digital literacy...30 5. 3 Web literacy...32 5. 4 Complementary skills...34
Digital opportunities: Innovative ICT solutions for youth employment vi Page 6 Entrepreneurship skills and support...35
7. 1 New learning models...44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...
46 7. 1. 3 Collaborative learning...48 7. 2 Partnerships for learning and jobs...49
7. 3 Learning and innovation places...50 7. 3. 1 Co-working spaces and technology hubs...
51 7. 3. 2 Hacker/maker spaces...51 7. 4 Repositories, games and mobile resources...
52 7. 4. 1 Online repositories...52 7. 4. 2 Games...52 7. 4. 3 Social media...
7. 4. 4 Mobile phones †learning on the go...53 7. 5 Certification...54 7. 5. 1badges...
8. 3 Alternative accreditation and certification methods...59 8. 4 Public-private partnerships...60 8. 5 Policies to support youth entrepreneurship...
This transformation is effectively making digital literacy a prerequisite for both wage employment and creating one†s own business.
ICT literacy not only qualifies people for jobs in conventional job sectors, but also opens doors to participate in rapidly growing markets such as
learning are challenged to keep pace with rapid technological changes and many are stuck in old methods
Against this gloomy picture there is an explosion of new learning opportunities that employ novel (and
myriad of new career options are generating new forms of learning. Open courseware, flipped classrooms, mobile learning,
and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world†s youth
Some of the nascent markets and learning programmes will become huge forces that reshape entire industries;
on new models of learning. Chapter 8 discusses the role of government in supporting youth employment
pedagogical strengths and weaknesses of different learning models. Rather, the report aims to provide a
all three subjects measured by the Programme for International Student Assessment (PISA), and 30 to 80
per cent of students performed at the lowest level in all subjects. 34 Employment opportunities do not necessarily increase with higher levels of education.
university graduates. On the other hand, there is high and unmet demand for technicians of all skills levels and for skilled blue-collar workers. †46 The region has high numbers of university graduates in fields highly
desired by employers today, like science, technology, and math. 47 This mismatch is demonstrated in surveys indicating high rates of employer dissatisfaction with the availability of skilled workers, 40 per
Student Assessment (PISA) indicates that the education system in this region is performing adequately at imparting basic skills,
48 Lars Sondergaard and Mamta Murthi, â€oe Skills, Not Just Diplomas, Managing Education for Results in Eastern europe and
students enrol in primary education, the lowest in the world. The picture worsens as the education level
knowledge economy. 74 This industry offers a good salary, career development opportunities for graduates and professionals,
beneficial for people with basic literacies but who may not possess the knowledge to create a rã sumã Ì or
administer professional accreditation certifications; elevate awareness of local and regional activities and; build community and provide opportunities for accessibility professionals to engage with each
youth and young students from some universities are preparing for the expansion of†green jobs to increase our employment and youth employment rates. †115
literacy is not sufficient to pursue the majority of new opportunities described in earlier chapters.
experts have developed new literacy frameworks in order to describe and delineate other types of ICT skills. These go by such names such as digital literacy, information literacy, ICT
literacy, media (or multimedia) literacy, and web literacy, among others. New curricula and training programs have emerged to cover the broader set of skills contained within these new frameworks
This chapter begins with a look at the evolution from computer to digital literacy, the latter widely
recognized as a more comprehensive and relevant inventory of the range of ICT-related skills needed for
success in career and life. Next, the concept of web literacy is explored, exemplifying new thinking around
113 Youthpolicy. org, www. youthpolicy. org/blog/category/rio-2012 /114 Michael Davidson and Kyle Gracey. â€oegreen Jobs for Youth, †2011
5. 2 Digital literacy Most of today†s attention around ICT skills is focused on the concept of digital literacy.
Being digitally literate refers to the ability to effectively and critically navigate, evaluate and create information using a
of the European commission, has undertaken extensive work around digital literacy. In its 2013 report they propose a comprehensive framework that exemplifies the types of competencies many experts note
There are important distinctions between this and other digital literacy frameworks and those focused on computer literacy.
First, digital literacy frameworks are typically more explicit about the breadth of life purposes for which being digitally literate is necessary.
leisure, social, buying and selling, learning, citizenship, well-being and employability. The list above illuminates this tendency with the inclusion of such competences as
In this way digital literacy frameworks adopt a holistic approach, recognizing the deeply embedded nature of technology is all
All of these distinctions have important implications for digital literacy training. It is more challenging to
5. 3 Web literacy While digital literacy may be established the most concept, other efforts have emerged also that reflect
differing philosophies of how the internet should be maintained, as well as different skillsets. The concept of web literacies is worth discussing in this context.
Advanced by the Mozilla Foundation in collaboration with global experts, web literacies refers to â€oenot only being able to read the web
but also having the ability to †write†it. Writing the web †creating pages, documents and multimedia assets †means
skills, competencies and literacies to be able to tinker and make things with and on the web. †122
competencies and literacies necessary to be a Webmaker,"Mozilla Foundation, http://mzl. la/weblit Digital opportunities:
Web skills/Competencies/Literacies grid EXPLORING CREATING CONNECTING PROTECTING BEGINNER Browser basics e g. URLS copy/paste
The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills articulates the key elements needed to ensure people are equipped for lifelong success. Among other
learning and innovation skills, and information, media and technology skills. The latter has been addressed in detail above. The contents of
Learning and innovation skills •creativity and innovation •critical thinking and problem solving •communication and collaboration
A learning and networking event for NGOS. Workshop Report, Barcelona, June 2007,"(Seattle: Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291
In cases where ICT students graduate with the skills to be developers, most of these students lack the
basic business skills needed to get an idea off the ground. They are developers, not CEOS. 136 As a result
It engages learners by using games, exercises, video clips, and case studies to explain and break down complex business
skills †from learning how to research the market to developing an effective sales pitch and
classroom facilitator and hands-on activities conducted by the learners in their communities Website: www. iyfnet. org/build-your-business
students, and Skype in the classroom, a free global community for teachers to connect their
students with others around the world Website: www. microsoft. com/about/corporatecitizenship/en-us/youthspark/youthsparkhub
Young people have an innate appetite for learning-be it, alone, in the school system, or with peers.
A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the
a. Classrooms are not the only form of learning space b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged c. Technology is natural in the lives of the student †as the â€oedigital native††while the teacher †as
the â€oedigital immigrant††may perceive technologies as a new part of the educational landscape d. Internet resources can bypass peer review,
f. Students construct content rather than just consuming it. Students are active authors of content
and innovation These trends reflect changes in the larger phenomena in society and are the subject of this chapter, which
show innovation and a variety of models, methods and channels for learning and teaching. Most of the
the first explores new learning models; the second looks at partnerships for promoting jobs and learning;
the third examines the role of physical places for learning the fourth explores the range of online resources that have proliferated;
and the last section presents new accreditation models that are expanding ways to recognize skills
148 Andrew J Milne,"Chapter 11: Designing Blended learning Space Student Experience, †in Learning Spaces. eds.
Diana G Oblinge (EDUCAUSE, 2006 Digital opportunities: Innovative ICT solutions for youth employment 44 Figure 15:
7. 1 New learning models New technologies are changing how learning and teaching is done, creating new opportunities and
challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning
while students can own the learning process and acquire knowledge at their own pace. New ways of
interacting in the learning environment are also emerging. Three key trends are explored below: blended learning, self-directed learning, and collaborative learning
7. 1. 1 Blended learning Blended learning is the pedagogical integration of digital and face-to-face instruction. Blended learning
encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching
The use of new technologies in learning is more than a mere substitution of the medium of
the classroom time to interact with students. Video lectures and other class-related information are delivered via the
and learning potential, Kelvin could make significant engineering contributions to his country Digital opportunities: Innovative ICT solutions for youth employment
The blended learning process relies on digital environments called Learning Management Systems (LMS LMS enable the creation of a virtual classroom for the students,
complete with lessons plans, discussion fora, grades, quizzes, tests, class calendar and other resources. By having access to the class material
students can learn the concepts at their own pace and use the face-to-face time with the instructor to
The virtual classroom on LMS is also a space for community building and interaction. Many LMSS integrate
Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.
It is no longer a mere transfer of information, where the student only consumes. The innovative aspect of blended learning rests on the new way it encourages students to
learn about the technology while discovering other subjects. Students have the option to present their
work using the technology†for example, instead of writing a paper or report, they can make a video
There are some exciting examples of universities organizing contests with Phd students who present their scientific work using video or other technology. 150
Anglophone, Francophone and Lusophone African students. The AVU has its headquarters in Nairobi, Kenya and a Regional office in Dakar Senegal
One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine
7. 1. 2 Self-directed learning With ICTS and the vast amount of free content available on the internet,
the student (young and old) can choose what and when to learn. The student is no longer bound by curricular programmes,
and can learn in a formal or non-formal manner. There is a transformative element to self-directed learning as Kelvin†s
case illustrates above. Self-directed learning is an option for youth who â€oefind themselves trapped in the
vicious circle of low skills, low productivity and low income. †151 The opportunities to learn in a self
Self-directed learning Source: Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva:
Prominent and emerging models of self-directed learning include open universities, open course ware OCW), open educational resources (OER), and massive open online courses (MOOCS.
empower learners of any age to take learning into their own hands by providing them with good educational options, and
foster connections without boundaries Experts think that MOOCS, OERS, and OCW constitute a disruptive technology in education.
What can be assumed is that this type of learning will expand exponentially. This movement marks a transition to a learning paradigm in
which knowledge acquisition is no longer only in the hands of policy-makers, publishing houses or instructors. Youth feel more empowered to decide on
Coursera is a for-profit social enterprise that facilitates large-scale participation of students who sign up for free online courses with top universities around the world.
capitalizing on reaching a larger number of students. Professors affiliated with universities lead courses offered through Coursera,
and students have the option of taking them for credit or just to learn something new.
There is a high level of interactivity between students and professors. Also, student can organize face-to-face meetings using the Meetup app.
Coursera is growing rapidly. As of September 2013 Coursera has had 17 million enrolments from students in 190 countries. 155
Website: www. coursera. org /152 Anya Kemenetz, â€oeonline courses are taking off: But there†s a major downside, †(Slate. com, November 2013
www. slate. com/articles/technology/future tense/2013/11/developing countries and moocs online education could hurt national systems. html 153 Tamar Lewin, â€oeafter setbacks, online courses are rethought, †(New york times, December 10, 2013
www. nytimes. com/2013/12/11/us/after-setbacks-online courses-are-rethought. html? emc=eta1 154 Anya Kemenetz, â€oeonline courses are taking off:
Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158 Edx159, Second Life160, among others
7. 1. 3 Collaborative learning There are vast opportunities for youth to engage in collaborative (or peer) learning using ICTS
with the group, individual accountability for learning and teaching, and clear processes to lead, follow and
Collaborative learning takes place both in -person and online, with ICTS expanding the range of possibilities
and improves learning outcomes. As a model, collaborative learning undergirds many significant ICT initiatives such as the open source model
In the education sector, students enrolled in MOOCS are found to collaborate through social media and
Social capital and collaborative/peer learning Source: Authors In the context of youth employment, it is important to consider the benefits that participating in
Collaborative learning events are opportunities for young people to learn ICTS (basic and advanced) as well as entrepreneurial skills.
opportunities that may lead to participants learning about jobs as well. The sustainability and success of
Peer 2 Peer University is an online space for learning guided by values of openness
community and peer learning. It offers courses (MOOCS) and an open master programme for anyone who wishes to learn.
Badges are granted based on how students work together to learn a particular topic. P2pu houses the following communities:
7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4, a growing number of jobs require ICT skills of different levels.
reports point to the importance of mentoring in learning and skill development, finding that when youth
Partnerships for learning and work Source: ITU Google summer of code, launched in 2005, is a global programme that has granted over
Students are paired with a mentor/s and given exposure to real-world software development scenarios and the
7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools
universities, and vocational training centres. With the advance of new learning models described above youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces The popularity of these places demonstrates the lasting value of face-to-face interaction, which when
coupled with interactive online tools, allows these places to offer a rich ERROR-Flatefilter: stop reading corrupt stream due to a Dataformatexception
environment for learning collaboration and co-creation 164 See reports by the European Youth Forum (2008;
widespread impact of social networking and new locales for learning 7. 3. 1 Co-working spaces and technology hubs
Imagining Exercise on the Future of Learning, †JRC Scientific and Technical Reports (2008), doi:
Learning with games is not an entirely new phenomenon; roleplaying has been used for many years in education to impart new
including for learning. Games attract massive audiences with a diversity of backgrounds and gives rise to multiple opportunities for expanding the scope
and learning for use in the classroom or other setting. The game accommodates multiplayer activities
games in classrooms Website: www. minecraftedu. com /167 Manuel Castells and Gustavo Cardoso, The Network Society,(WASHINGTON DC:
Social media are used extensively for learning as well. Some of the major sites (e g. Facebook and Twitter became known as platforms for the exchange of personal stories and leisure activities, but more and
and institutions of learning to enrich the learning experience. For example, people who enrol in MOOCS take advantage of both online social media
tools and applications such as Meetup to organize face-to-face study sessions at a local coffeehouse library, or someone†s house.
learning is nothing more or less than traversing them. In the same way that you become proficient in a
7. 4. 4 Mobile phones †learning on the go There are over 5. 2 billion mobile phone subscriptions in developing countries. 169 The ubiquity of mobiles
has turned them into a learning tool that can bring people living in remote areas closer to education
basic education, literacy and numeracy; language learning; hard and soft skills, and; entrepreneurship training. 170 As described
elsewhere in this report, private and public entities have stepped up to offer mobile learning programs in numerous languages across all continents.
the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171
Mobile learning is still in its infancy, with ongoing research being undertaken to understand what works
following the blended learning, self-directed learning, and collaborative learning examples discussed earlier. And while there are many programs that can be accessed via basic or feature phones,
In all cases, mobile devices can help young students access information at their own pace, and in
universities, are the traditional purveyor of diplomas and certificates. Employers assign great weight to such certificates when the credentialing entity is recognized well known
The self-directed learner can earn some of these certificates online directly. NGOS and private institutes also rely heavily on the curricula
For example, one can take the Microsoft Digital Literacy curriculum from the Microsoft site173 or enrol at one of the thousands of civil society organizations worldwide that offer this training
173 Microsoft Digital Literacy curriculum www. microsoft. com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/default. mspx
known as â€oebadges. †Badges have become an alternative form of accreditation, led by the Mozilla Foundation and its Mozilla Open Badges.
As depicted, the learner is at the centre of the system The badge itself is an online representation of a skill that has been learned. â€oebadge issuers††schools and
Learners collect badges in a â€oebackpack†where they can be displayed online for potential employers and others to view
level of granularity that is unavailable in other forms of accreditation. The importance of badges rests on
its premise that ICT skills need to be recognized regardless of the place where the learner has acquired
For self-directed learners and others, badges offer a promising way to demonstrate, acquire and promote their skills
education,(2) supporting non-formal channels of learning,(3) supporting alternative accreditation systems,(4) advancing public-private partnerships,
preparing students to meet the demands of a changing job market. 177 The report emphasizes that formal
acquisition of ICT skills, in particular, even when ICTS are available in the classroom. Many factors account
inadequate student-computer ratios; ICT learning restricted to studying basic computer literacy and not for learning other subjects;
and importantly, the limited capacity of teachers to make more integrated use of ICTS for teaching
Other initiatives provide educators and students with practical resources for use in the classroom In Asia, some countries have achieved a high degree of integration of ICTS in education
while others are still working to provide digital access and basic literacy to large parts of their populations. 180 In regional
surveys, countries such as Korea, Singapore, Japan, China, and Taiwan rank high for their achievements in
new learning environments and the generation of an adequate context for Uruguay†s children to be able
mainstream ICTS in the classroom, and has been developed in coordination with multiple government agencies. 189 In Estonia the government has taken a more radical approach by launching a national programme to
teach students aged 7 to 19 to write code as part of its national digital strategy. 190 Working with industry
chapters show, the places where young people or lifelong learners can develop ICTS skills have
transcended the walls of the classroom. Learning can happen anywhere, be this in hackathons, meetups
MOOCS, codefests, using freely available information online, or participating in contests. These are opportunities governments need to pay attention to
innovation and learning Promoting these kinds of activities requires openness to uncertainty and risk. To date, most activities have
8. 3 Alternative accreditation and certification methods A key factor in the success of alternative learning pathways is recognizing the skills and knowledge people
acquire. This seems to represent a significant stumbling block for those who adhere to the notion that
only traditional certification and accreditation systems are appropriate. Conventional accreditation and certification systems represent agreed upon standards,
often sanctioned by authorities created to guide the work of education granting organizations and institutions.
investments are designed to attract students into science, technology, engineering and mathematics STEM) fields. Similar programmes are emerging in developing countries.
government has launched the â€oenational ICT Literacy and Awareness Campaign, †a joint initiative of the
QA Apprenticeships and Cisco Apprenticeship to offer high school graduates three-year apprenticeship opportunities with CISCO. 199 In Jordan the Ministry of Social Development is responsible for a programme
While students in these programmes in general fare well this type of initiative could be complemented with a job placement element.
more South-South and North-South collaborations for learning and trade •Use government procurement to purchase products and services from entrepreneurs and small
Innovations in learning both ICT and soft skills are plentiful and increasing every month. Existing programmes are improving,
Advances in mobile learning are opening new doors. Moreover many of the resources are available at little or no cost.
Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.
and otherwise provide an environment that facilitates learning. While self -directed youth can take advantage of online programmes on their own,
Literacies Necessary to Be a Webmaker.""Mozilla Foundation. http://mzl. la/weblit Belfield, Clive R.,Henry M. Levin, and Rachel Rosen."
A Learning and Networking Event for NGOS. Workshop Report, Barcelona, June 2007.""Seattle: Technology & Social Change Group
an Imagining Exercise on the Future of Learning. †JRC Scientific and Technical Reports European commission, Joint Research Centre, Institute for Prospective Technological Studies
Designing Blended learning Space Student Experience, †in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006
Skills, Not Just Diplomas, Managing Education for Results in Eastern europe and Central asia. Washington, D c.:The World bank, 2012
MENA Knowledge and Learning Quick Notes Series, no. 49. WASHINGTON DC: World Bank, 2011. http://documents. worldbank. org/curated/en/2011/12/15572235/striving-better
Flipped classroom An instructional model where students view video lectures and other online resources outside of class, with class time devoted to discussion and group work
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a
fixed location Open educational resources OER Freely available documents and media for educational purposes Open universities Refers to a university that is open to all learners with no admissions
requirements Opencourseware (OCW) Courses offered by universities made available in digital format, at no cost, and
Web literacy Refers to not only being able to read the web but also having the ability to †writeâ€
Telone Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe
5. 2 Digital literacy 5. 3 Web literacy 5. 4 Complementary skills 6 Entrepreneurship skills and support
6. 1 Entrepreneurship skills 6. 2 Mentoring and networking 6. 3 Crowdfunding, contests, and other sources of capital
7. 1 New learning models 7. 1. 1 Blended learning 7. 1. 2 Self-directed learning 7. 1. 3 Collaborative learning
7. 2 Partnerships for learning and jobs 7. 3 Learning and innovation places 7. 3. 1 Co-working spaces and technology hubs
7. 3. 2 Hacker/maker spaces 7. 4 Repositories, games and mobile resources 7. 4. 1 Online repositories
7. 4. 2 Games 7. 4. 3 Social media 7. 4. 4 Mobile phones-learning on the go 7. 5 Certification
7. 5. 1 Badges 8 The role of government 8. 1 ICTS in education 8. 2 ICT skill development in non-formal educational settings
8. 3 Alternative accreditation and certification methods 8. 4 Public-private partnerships 8. 5 Policies to support youth entrepreneurship
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