|
The project rationale
According to what is suggested in a number of reports developed in transnational research contexts1 and in some declarations of experts and guidance practitioners working in different European countries2, it is necessary to envisage systems giving the possibilities to practitioners working in the LifeLong Learnong systems (LLL) to up-date their ICT competences.
The use of the ICT in their daily practice, especially if applied in front office activities, is strategic for stakeholders in charge with LLL politics. This permits:
- reducing the use of space, time and financial resources (i.e. in many cases information and advice can be substituted by on-line resources, available during the whole day and reducing the work of practitioners);
- nearing services to users according to the Lisbon Strategy recommendations3 (i.e. users that for geographical or physical reasons cannot reach LLL centres);
- modernising services and up-dating practitioners competences4.
At the moment, there are not only strong differences among EU countries but also within the LLL systems in the same country. In most EU countries curricula for practitioners’ training in ICT are non-existent or training provision for ICT is inadequate.
Several studies describe as ICT-based teaching/training and guidance offer many advantages to users5 as distance teaching/training and guidance facilitate learning and guidance for users with different learning styles or the so called “shy” clients who prefer to interact with an ICT-based tool (i.e. a webpage with information or advice) rather than talking to a guidance practitioner or a trainer. In addition, space and time problems are reduced as a user can “reach” the learning or guidance resource at any time and from whatever place.
Nevertheless, during the survey carried out within the associated project respondents as a whole showed quite a high confidence in the use of ICT with their clients. A more and more wide gap is outlining between practitioners and their clients perception of the context in which they live. Clients, especially the youngest ones, use more and more ICT-based tools in their daily life (chat rooms, mobile games, surfing Internet, etc.) while practitioners are still “rooted” to traditional training, teaching and guidance approaches with their clients. The risk is to move away clients from the LLL systems, as these last ones do not reflect any more clients’ perception of the reality.
_________________________
1) Watts, A.G., Virtual Guidance: Visions and Values, National Institute for Careers Education and Counselling, Cambridge, UK, 2001 Offer, M. (2000) The impact on career delivery services of information and communications technology, on line: http://icdl.uncg.edu/pdf/113000-01.pdf Watts, A.G., The Role of Information and Communication Technologies in an integrated Career Information and Guidance System, National Institute for Careers Education and Counselling, Cambridge, UK, 2001. A paper prepared for an OECD review of policies for information, guidance and counselling services. Commissioned jointly by the European Commission and the OECD OECD (2004). Career Guidance and Public Policy. Bridging the gap.
2) See for example results of the survey and the inquiry with experts and guidance practitioners carried out within the framework of the associated project “ICT Skills for Guidance Counsellors”. They are contained in the publication of the research "Using ICT in guidance: Practitioners competences and training" (Italy, 2005, ISBN 88-88059-06-7). URL: www.ictskills.org
3) Further information in: http://europa.eu.int/comm/education/policies/2010/et_2010_en.html
4) The ICT Impact Report. A review of studies of ICT impact on schools in Europe. A report written by European Schoolnet in the framework of the European Commission’s ICT cluster. 11 December 2006.
5) UNESCO (2005). Information and Communication Technologies in schools: a handbook for teachers or how ICT Can Create New, Open Learning Environments
|
| |
