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|Title:||The Development of eServices in an Enlarged EU: The Case of eLearning|
|Authors:||ALA-MUTKA Kirsti Maria; GASPAR Pal; JAKSA Renata|
|Citation:||The EDEN 2008 Annual Conference: New Learning Cultures. Conference Proceedings.|
|Publisher:||European Distance and e-Learning Network|
|Type:||Contributions to Conferences|
|Abstract:||This article presents results of the research on the ten New Member States that joined the EU in 2004. The research was carried out by a consortium led by ICEG EC in 2005-2007, in order to assess their current status and developments of eLearning, the most important opportunities and challenges they face, the lessons other member states may learn from them, and the related policy options. National experts from each country gathered the relevant qualitative and quantitative data for analysis, with a view to developing an assessment of each country¿s current state and trajectory, and to determine their main factors. These served as a basis for drawing conclusions for policy and research. Data sources such as international and national survey data, literature, policy documents, and expert interviews were used to capture the most recent situation of each country. In this study, eLearning was defined as encompassing both learning through the use of ICT and learning the necessary competences to make use of ICT in the knowledge society. Hence, the study considered the use of ICT in formal education (schools and higher education), the use of ICT in training and learning at the workplace (professional education), the use of ICT in non-formal education (including re-skilling and training for jobseekers) and the use of ICT in everyday life (digital literacy/digital competence and informal learning ). This article summarizes the results of this research on eLearning, complementing them with European statistical data. First, the context for eLearning in the EU-10 is described. Then, an overview of the status of eLearning in different educational environments in these countries is presented, as described in the national project reports. The article concludes with the challenges and issues for eLearning policies. This article is based on the national and synthesis reports developed in the study.|
|JRC Institute:||Institute for Prospective Technological Studies|
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