Ict in Vocational

The use of ICT for learning and teaching in initial Vocational

The use of ICT for learning and teaching in initial

Vocational Education and Training

Final Report to the EU Commission,

DG Education & Culture

November 2005

The use of ICT for learning and teaching in initial

Vocational Education and Training

Final Report to the EU Commission,

DG Education & Culture

November 2005

The use of ICT in iVET – Final Report i

Contents Page

Key findings and main conclusions in English................................................................v

Executive summary in English...................................................................................xi

Rapport de synthèse en français............................................................................xxxv

1. Introduction....................................................................................................... 1

1.1. Objective of the study – questions answered ..................................................... 2

1.2. Data-generating activities and methodology ...................................................... 3

1.3. The structure of the report.............................................................................. 4

2. Conceptual framework of the study ....................................................................... 6

2.1. Three paradigms of teaching and learning within iVET......................................... 6

2.2. The different potential ways of using e-learning in iVET....................................... 8

3. Characteristics of IVET systems in the EU Member States ........................................11

3.1. Types of IVET systems ..................................................................................11

3.2. The dual system...........................................................................................12

3.3. The pure school-based system .......................................................................13

3.4. The workplace-based system .........................................................................13

3.5. Combination of theory and practice in iVET ......................................................14

3.6. Providers of iVET ..........................................................................................15

3.7. Collaboration with external partners: Public-private partnerships, national

and transnational co-operation between iVET institutions ...................................16

4. Strategies and action plans .................................................................................22

4.1. EU initiatives, strategies and action plans.........................................................22

4.2. The existence of national strategies and action plans concerning e-learning

in iVET 25

4.3. Types of national strategies and action plans....................................................26

5. The current use of e-learning in iVET ....................................................................30

5.1. Motivations, objectives and expectations for using e-learning..............................30

5.2. Subjects and branches in which e-learning is being used to the greatest

extent .......................................................................................................39

5.3. The extent to which e-learning is being integrated into iVET ...............................48

5.4. How e-learning is being integrated into teaching and learning in iVET...................58

5.5. E-learning and student assessment .................................................................67

The use of ICT in iVET – Final Report ii

6. New models of education and training stemming from the use of

e-learning.........................................................................................................69

6.1. The com-model: Intensive communication during the extended periods of

on-the-job training .......................................................................................69

6.2. The flex-model: Flexible and individual teaching and learning; reduced

amount of school-based training.....................................................................73

6.3. The sim-model: Bringing school-based teaching and learning closer to

reality .......................................................................................................78

6.4. Overview of the impacts of the new models......................................................83

7. The qualitative impacts of the use of e-learning......................................................85

7.1. Bringing the practical and the theoretical worlds closer

together......................................................................................................85

7.2. Enhancing the level of knowledge, skills and competences..................................87

7.3. Better preparation for working life ..................................................................88

7.4. Increased quality of teaching .........................................................................88

7.5. Efficiency may increase .................................................................................89

7.6. Realistic but safe student assessment..............................................................89

7.7. Increased flexibility ......................................................................................90

7.8. Increased motivation ....................................................................................91

7.9. The changed role of teachers – the students are responsible

for their own learning....................................................................................91

7.10. Individualised learning ........................................................................91

7.11. Preparing students for lifelong learning..................................................92

7.12. Parental involvement may increase .......................................................92

8. Quality assessment and standards concerning e-learning.........................................94

8.1. Quality assessment of e-learning in iVET..........................................................94

8.2. Quality standards for e-learning in iVET ...........................................................98

8.3. Research on quality and e-learning .................................................................99

9. SWOT analysis of the integration and use of e-learning in iVET ............................... 100

9.1. Strengths.................................................................................................. 102

9.2. Weaknesses .............................................................................................. 113

9.3. Opportunities............................................................................................. 122

9.4. Threats ..................................................................................................... 130

9.5. Overview of strengths, weaknesses, opportunities and threats .......................... 133

10. Lessons learned from the good practice case studies: Prerequisites for success

and reasons for failure...................................................................................... 142

10.1. Prerequisites for success ................................................................... 142

10.2. Reasons for failure............................................................................ 145

The use of ICT in iVET – Final Report iii

11. Future scenarios......................................................................................... 148

11.1. Future scenarios............................................................................... 149

11.2. Drivers and barriers in relation to future scenarios ................................ 153

11.3. Ideal world scenarios ........................................................................ 157

12. Recommendations for future action............................................................... 161

12.1. EU level .......................................................................................... 161

12.2. National level................................................................................... 162

12.3. Institutional level ............................................................................. 164

12.4. Areas requiring further research ......................................................... 165

12.5. Areas where e-learning could be used in the future ............................... 166

Annex A: Bibliography

Annex B: Methodology

Annex C: Respondents

Annex D: Interview Guides

Annex E: Terms of Reference

Annex F: Country profiles

Annex G: Case study reports

Annex H: EU initiatives, strategies and action plans

The use of ICT in iVET – Final Report iv

The use of ICT in iVET – Final Report v

Key findings and main conclusions in English

This chapter presents the key findings and main conclusions of the study concerning the current

and possible use of Information and Communication Technology (ICT) in initial Vocational

Education and Training (iVET) carried out by Ramboll Management for the European Commission,

DG Education and Culture in 20041.

Focus and method of the study

The study focuses on the current use of e-learning in the EU. The perspective of the study is

forward-looking as the study focuses on the possible future use of e-learning emphasising its

potentials. The study particularly focuses on the role of e-learning in strengthening the integration

of theory and practice in iVET. The study therefore emphasises the apprehension of whether and in

what way the use of e-learning for teaching and learning can integrate the theoretical and the

practical world.

The study is based on a desk study, an expert workshop, 65 telephone interviews (with experts,

government representatives, stakeholders and managers of iVET institutions) and seven good-

practice case studies. It must be stressed, that as the case studies are good practice examples

they are not representative for Europe. In addition, due to the scope of the study the picture

painted of the general situation in Europe is very broad-brush. Finally, due to the scope of the

study the findings of the study are mainly trends and cannot be considered as representative “hard

facts”.

Characteristic of iVET systems

Based on the desk research, telephone interviews and case studies, the study shows that the dual

system (that combines formal school-based education and workplace training) appears to be the

most common iVET set-up in the EU Member States. The study also shows that iVET is

characterised by a high level of co-operation and close relationship with various external partners

(i.e. enterprises, labour market organisations etc.), which is important for the integration of theory

and practice and the integration of e-learning into teaching and learning.

Strategies and action plans

The analysis of the telephone interviews and case studies suggests that almost all the Member

States emphasise the integration of IT and e-learning in iVET and/or the general education system.

However, the extent to which this is translated into concrete strategies and action plans at the

national level varies. National strategies and action plans of both new and old EU Member States

primarily focus on the following key elements:

1 In this study, Ramboll Management uses the official and very broad EU definition of e-learning: “The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.” Thus it must be stressed that the term ‘e-learning’ is not to be understood solely as applying to blended learning or distance learning. Because this definition is very broad and encompasses the term ‘ICT’, the term ‘e-learning’ alone will be used throughout the study in order to avoid any misunderstanding.

The use of ICT in iVET – Final Report vi

o Infrastructure and equipment

o E-content

o The training of teachers

o Students’ use of e-learning, as well as their IT skills

o Co-operation among the iVET institutions and/or between iVET institutions and local

businesses

The current use of e-learning in iVET The analysis of telephone interviews, case studies and the desk research shows several clear

patterns concerning the reasons for using e-learning in iVET (motivations and objectives) and the

expected results, outputs and impacts. These generally revolve around the following themes: the

flexibility of e-learning, new learning methods, opportunities for furnishing students with real-life

work skills, savings in time and money, the integration of theory and practice and attracting

students.

In general, it is difficult to estimate precisely how far the expectations are being met, since

evaluations regarding this area are very patchy. In addition, most countries have only been

working to implement e-learning in iVET for a few years, and for this reason their experiences of

doing so remain quite limited. On the one hand, the general opinion is that the expectations

remain to be met -or fully met. This opinion is held both among those institutions and countries

that are in the forefront of IT development and those that are just beginning to implement e-

learning in iVET. On the other hand - the analysis shows that many expectations are partly met, or

are on their way to being met, especially among the front-runner and middle group countries, while

respondents from the beginner countries are generally not finding that their expectations are being

met to a significant extent. Accordingly the study shows that the European countries are still

working hard on implementing e-learning in iVET (though on different levels).

Based on the analysis of telephone interviews and case studies, the study shows that e-learning is

primarily being used for supporting teaching and learning at the institution and for blended learning

(combining virtual distance learning with on-site learning at the institution). Pure distance learning

has not been identified in iVET in any of the Member States. E-learning is typically being used as a

medium for communication and simulations, as a general resource and in Learning (Content)

Management Systems.

The study shows that the subjects/branches considered to be characterised by an intensive use of

e-learning are:

o Electricity, gas and water supply

o Financial intermediation and business activities

o Wholesale and retail trade; hotels, restaurants

o Manufacturing

o Transport, storage and communication

The use of ICT in iVET – Final Report vii

The study shows that the subjects/branches considered to be characterised by a moderate use of

e-learning are:

o Agriculture, fishing and quarrying

o Construction

o Public and personal services

There are some general disparities concerning the use of e-learning in the iVET connected with the

various commercial fields. But the study also shows that there are considerable disparities both

between the different sub-categories within each field, and within some of the sub-categories.

The extent to which e-learning is used in iVET

Concerning the extent to which e-learning is used in iVET the findings show that the EU as a whole

is at an early stage of the process of integrating e-learning into its iVET systems. In addition, the

overall picture that emerges from the study shows that the use of e-learning in iVET varies greatly

among the Member States, as some are still at the beginning of their development in this area

while others have been working to implement e-learning in iVET for several years. Accordingly, the

study has categorised the EU Member States into three categories2 (front-runners, the middle

group and beginners) regarding the integration and use of e-learning in accordance with the

information collected through telephone interviews, studies of relevant literature and statistics, and

the case studies.

The categories give an overall picture of the extent of e-learning integration in iVET in the

European countries. However, it should be pointed out that the interviews and case studies show

that there are big differences concerning the integration of e-learning between iVET institutions

within each country, e.g. on a regional and/or institutional level.

The front-runner countries are typically characterised by a high degree of e-readiness, specific

strategies concerning use of e-learning, and many institutions that are co-operating with private

partners or other institutions. The middle group countries typically have a medium degree of e-

readiness, and are still working to develop and implement the use of e-learning in their iVET

institutions and formulate precise strategies and action plans at the national/institutional levels.

They also face serious challenges in relation to the training of teachers. Finally, the beginner

countries are characterised by a low degree of e-readiness, a scarcity of national strategies and

financing in relation to e-learning, great challenges concerning the skills and motivations of both

teachers and students, and by being in the initial stages of integrating e-learning into iVET.

2 The frontrunner category includes Austria, Finland, Sweden, Denmark and the UK. The Middle group consists of Germany, Ireland, France, Netherlands, Belgium and Luxembourg. The beginner category comprises Spain, Portugal, Italy and Greece. Due to the scope of the study, the new Member States have not been categorised into the three groupings. However, the telephone interviews with government representatives from the new Member States show a tendency for the new Member States to be confronted with similar challenges to those facing the old Member States belonging to the middle and beginner groups.

The use of ICT in iVET – Final Report viii

Three new models of education and training

Based on the analysis of the good practice case studies, the study has identified three new models

of education and training in iVET stemming from the use of e-learning: 1) The com-model, which

focuses on intensive communication during the extended periods of on-the-job training, 2) The

flex-model, which focuses on flexible and individual teaching and learning and a reduced amount of

school-based training, and 3) The sim-model, in which school-based teaching and learning are

brought closer to reality through simulation. The analysis demonstrates how the use of e-learning

in the new models can lead to improvements in education and training through bridging theory and

practice. However, this is achieved in different ways, depending on the particular iVET context, as

each model meets different needs and emphasises different aspects of teaching and learning. In

this relation, it is also stressed that in practice aspects from different models can influence learning

and teaching.

As the case studies are good practice examples the new models identified are not representative

for the current use of e-learning in iVET in Europe. Rather, the models identified show the possible

use of e-learning and illustrate the potential of e-learning.

The qualitative impacts of the use of e-learning in iVET

An important finding of the desk study is that there is a clear lack of evaluations of the impacts of

the use of e-learning in iVET. As a consequence, it is difficult to estimate to what extent the

impacts identified in this study apply to iVET in Europe in general. It must be stressed that this

analysis of impacts is not an impact assessment as such. Due to the scope of the study evaluator

considers that the impacts identified represent potential impacts rather than frequent or

representative ones.

Based on the analysis of telephone interviews and good practice case studies Ramboll Management

assesses that e-learing may; bring the practical and the theoretical worlds closer together, enhance

the level of knowledge, skills and competences of students and prepare students for working life.

E-learning may also; increase flexibility, efficiency and quality of teaching, student motivation and

parental involvement. Furthermore, the use of e-learning may; change the role of the teachers,

make the students responsible for their own learning, prepare the students for the lifelong learning

paradigm and generally lead to individualised learning.

Quality assessment and standards

Formal standards for the assessment of the quality in e-learning remain to be developed. Across

the EU, no special arrangements, whether at the national, federal or organisational levels, have

been established to assess the quality of iVET e-learning. Quality issues are generally a matter for

the iVET institutions themselves, and many institutions in Europe are not systematically focusing

on it. If working with quality assessments, institutions are typically focusing on technical aspects

and quantitative indicators for quality – e.g. rate of equipment. The overall picture is that there are

currently no formal quality standards concerning qualitative indicators (e.g. quality of e-content)

being applied in EU concerning the use of e-learning in iVET. However, specific qualitative

indicators for quality in e-learning are slowly beginning to emerge at the research level.

The use of ICT in iVET – Final Report ix

SWOT analysis of the integration and use of e-learning in iVET

The SWOT analysis identifies the major factors affecting the current use of e-learning in iVET in the

EU Member States. The analysis draws on the telephone interviews and the good practice case

studies. It should be pointed out that due to the scope of the study the findings of the SWOT

analysis cannot necessarily be regarded as representative for Europe. In addition, the picture

painted is very broad-brush.

Among the strengths identified are: Active support from the management, a clear strategy at the

institution, and the training of teachers. Among the weaknesses identified are: A lack of IT skills

and training among teachers; a low degree of e-readiness and a sceptical attitude towards e-

learning among students; and inadequate infrastructure, technical support and equipment among

the institutions. Among the opportunities identified are: Increased requirements from the labour

market regarding IT skills and an increased emphasis on e-learning at both national and EU level;

public-private partnerships and co-operation between institutions; and the availability of adequate

e-content. Finally, the analysis showed that the lack of e-content, political focus, funding and a

unified strategy at the national level can be seen as threatening the use of e-learning in iVET.

A lot of the strengths, weaknesses, opportunities and threats identified in the old Member States

have also been identified among the new Member States. In addition, a broad range of these

strengths, weaknesses, opportunities and threats have been identified across all three country

categories and among the good-practice cases. However, the degree to which they exist and the

extent of their importance varies across country categories and in relation to the good practice

examples.

Preconditions for success and reasons for failure

Based on the analysis of the case studies, the study has identified a number of preconditions for

success and reasons for failure in relation to the use of e-learning in iVET. As these success factors

and reasons for failure have been identified in relation to the good practice institutions, they

represent valuable lessons learned regarding the integration and enhancement of the use of e-

learning in iVET as a whole in the EU.

Some of the most important success factors or prerequisites for success in relation to the use of e-

learning in iVET are: Committed and innovative management, ownership among the teachers, IT

and e-learning strategy at the institution, trailblazers and frontrunners among the teachers, a

strong focus on the training of teachers, reliable and effective IT support and availability of

adequate e-content. Some of the most important reasons for failure are: assuming there is no

need for the training of teachers, assuming that the students have the necessary skills,

unstructured use of discussion forums and chat rooms, and lack of access to computers and

internet.

Future scenario

Based on the conclusions from the expert workshop, the study has identified an overall future

scenario in relation to the use of e-learning in iVET characterised of the use of new technologies (M

& M technology – modular and mobile learning), a ‘falling of walls’ e.g. in classrooms and

The use of ICT in iVET – Final Report x

institutions, changes in the roles of teachers, and new learning paradigms (‘Me- and we-learning’).

The future scenario implies that the future use of e-learning will lead to an increased integration of

theory and practice in iVET. In addition, while today the e-learning scene is principally dominated

by frontrunner institutions, the future is likely to see an extensive use of e-learning. Similarly, the

use of the three new models of education and training identified in the study will increase

extensively in the future.

Recommendations

Finally, Ramboll Management has produced a list of recommendations targeted at the EU, national

and institutional levels:

In general, the EU-level recommendations revolve around the facilitation and dissemination of

experiences and good practice. Many iVET institutions could benefit from knowledge sharing with

other European institutions. This applies both to institutions in countries that are still in the initial

and middle phases of adopting e-learning, and to those institutions that are located in the front-

runner countries. The EU therefore has an opportune potential role in facilitating more interactions

among the European IVET institutions.

The national-level recommendations focus on the formulation of specific strategies and action plans

concerning the use of e-learning in iVET and on establishing funding possibilities, both in relation to

institutions working to implement e-learning in their teaching and learning, the development of e-

content, and field research.

The recommendations concerning the institutional level focus on the development and

implementation of IT and e-learning strategies, I-twinning, and the motivation and training of

teachers, e.g through systematic training, the formal recognition of teachers, the increasing of

teachers’ IT skills, and the sharing of knowledge and good experiences among teachers.

Finally, the study describes the following areas requiring further research: quality assessment and

quality standards, content development, incentives to change the attitudes of teachers,

organizational issues, e-learning pedagogies, cost/benefit studies, and the iVET institutions’

physical layout and environment.

The use of ICT in iVET – Final Report xi

Executive summary in English

This summary presents the findings of a study concerning the use of Information and

Communication Technology (ICT) in initial Vocational Education and Training (iVET) which was

carried out by the Danish consultancy Ramboll Management for the European Commission, DG

Education and Culture in 20043.

The overall purpose of the study is to provide the Commission with a detailed report concerning the

current and possible future use of e-learning for learning and teaching in initial vocational

education and training (iVET) in the EU Member States. Accordingly the study covers the countries

that were Member States prior to the EU enlargement that occurred on 1 May 2004 (‘old Member

States’), as well as those that joined the EU in May 2004 (‘new Member States’). The study began

prior to EU enlargement. Consequently, the focus is primarily on the 15 old Member States,

although experiences and perspectives from the new Member States are also included in the data-

generating activities and in the presentation of the findings. In addition, the findings from the

European context are put into perspective by experts from outside the EU.

The study encompasses elements of mapping, analysis, assessment and recommendations, and

addresses a number of themes, e.g. to what extent and in what way e-learning is currently being

used to support learning in iVET, the qualitative impact of the use of e-learning and prerequisites

for success and reasons for failure.

On the one hand the study focuses on the current use of e-learning in the EU. On the other hand

the study focuses on the possible future use of e-learning emphasising its potentials. The study

particularly focuses on the role of e-learning in strengthening the integration of theory and practice

in iVET. The study therefore emphasises the apprehension of whether and in what way the use of

e-learning for teaching and learning can integrate the theoretical and the practical world.

The study is based on a desk study, an expert workshop, 65 interviews with experts, government

representatives, stakeholders (such as representatives from employee and employer organizations,

publishers and other enterprises) managers of iVET institutions, and seven illustrative good-

practice case studies4. It must be stressed, that as the case studies are good practice examples

they are not representative for Europe. In addition, due to the scope of the study the picture

painted of the general situation in Europe is very broad-brush. Finally, due to the scope of the

study the findings of the study are mainly trends and cannot be considered as representative “hard

facts”.

3 In this study, Ramboll Management uses the official and very broad EU definition of e-learning: “The use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration.” Thus it must be stressed that the term ‘e-learning’ is not to be understood solely as applying to blended learning or distance learning. Because this definition is very broad and encompasses the term ‘ICT’, the term ‘e-learning’ alone will be used throughout the study in order to avoid any misunderstanding.

4 The case studies have been conducted at the following institutions: 1) Tourismusschule Wien 21, Austria; 2) Espoo

Institute of Health and Social Care, Finland; 3) Lycée Nicephore Niepce/Lycée Professionnel Julien de

Balleure, France; 4) Deutsche Bahn, Germany; 5) Cabra FÁS Training Centre, Ireland; 6) Tajamar

Technological and Graphic Institute, Spain and 7) Norton Radstock College, United Kingdom

The use of ICT in iVET – Final Report xii

Because of the different structures of the education systems across the Member States, it should

be noted that iVET is a broad term that covers a variety of types of institutions and courses,

making it almost impossible to arrive at a generic definition that is fully applicable in all Member

States. However, in this study the term iVET means any form of initial vocational education and

training, including both technical and vocational teaching, apprenticeship training and vocationally

oriented education which is undertaken after basic education and before further education. iVET

also contributes to the acquisition of a vocational qualification recognised by the competent

authorities in the state in which it is obtained. The typical age of the students undertaking initial

vocational education and training is 16-20 years, though it must be stressed that this varies

between countries. Because of the variation that exists in the iVET systems, the designation of the

iVET students also varies (e.g. pupils, apprentices, students). In this study the term ‘student’ will

be used as a common term that covers all the varieties.

Characteristics of the iVET systems of the EU Member States

The desk research and the analysis of telephone interviews and case studies give an overall picture

of the iVET systems of Europe. The study shows that the dual system appears to be the most

common iVET set-up in the EU Member States. However, a variety of iVET systems are in place

across Europe. It is noteworthy that the various types of iVET systems can be seen within one

country. Along with the dual system, a majority of Member States have adopted pure school-based

systems for those students who have elected not to enter into an apprenticeship contract, or have

not managed to do so. Some Member States have adopted a workplace-based system. The

workplace-based system of iVET is rare among Europe’s old Member States. The iVET systems of

the new Member States have all adopted some kind of dual system involving apprenticeships,

although a number of differences can be observed in the ratio of the time spent in school to the

time spent in the workplace.

The use of ICT in iVET – Final Report xiii

Dual system Pure school-based

system

Workplace-based system

The dual system combines

formal school-based

education with workplace

training. Students attend

courses at school and are

provided with theoretical

and practical learning at

both schools and

workplaces. Students have

usually signed an

apprenticeship contact with

the on-the-job workplace.

There is high integration of

theory and practice within

the dual system.

For students enrolled in the

pure school-based system,

both theoretical and practical

learning is provided at the

school. By participating in

learning simulations,

workshops and laboratories,

the students acquire practical

learning. Even though theory

and practice in the pure

school-based system is not as

highly integrated as in the

dual system, the level of

integration is still significant.

The workplace-based system

has several similarities with

the dual system but puts a

stronger emphasis on

workplace-based training. In

the workplace-based system

the students mainly undergo

on-the-job training in

companies, while

simultaneously following

courses offered by employers

and also attending some

courses at iVET institutions.

The integration of theory and

practice depends on the

companies offering the iVET,

but is generally high.

The analysis of desk research, telephone interviews and case studies show that in the dual system

students are provided theoretical and practical learning in both schools and workplaces. The dual

system generally involves considerable integration of theory and practice. There are differences in

some of the other characteristics among the dual systems in Europe, such as course lengths. This

applies also to how the periods of school-based teaching and learning combine with the working

periods.

The analysis of desk research, telephone interviews and case studies shows that the institutions

offering iVET in both old and new Member States are in most cases public vocational schools. In

some countries, vocational schools are owned or financed by the state but run by private

entrepreneurs.

The analysis of telephone interviews and case studies shows that iVET is characterised by a high

level of co-operation and close relationship with various external partners (i.e. enterprises, labour

market organisations etc.), which is important for the integration of theory and practice in iVET. It

is also important for its integration of e-learning in teaching and learning. The study has identified

various forms of collaboration among iVET institutions and private sector partners (workplaces,

labour market and other external partners, e.g. publishers). The study has also identified how iVET

institutions are involved in both national and transnational collaboration with other iVET

institutions. These modes of co-operation with external partners are evident among each of the

three categories of country (front-runners, the middle group and beginners). Although the analysis

The use of ICT in iVET – Final Report xiv

is partly based on the telephone interviews, it mostly draws on the case studies. As the case

studies are good practice cases, the findings are not necessarily representative for Europe.

The main types of public/private partnership are:

• Development of e-content and digital learning material

• Lending of equipment

• Funding and sponsorships

• Training of teachers

• Development of specific projects

The national co-operation with other iVET institutions mainly involves:

• Sharing of experiences and mutual learning

• Sharing infrastructure and infrastructure expenses

• Development of e-content

• Raising of awareness


The transnational co-operation with iVET institutions in other EU Member States primarily involves:

• Exchanging experiences and mutual learning

• Working together on e-learning projects (developing and integrating e-learning in teaching

and learning)

Strategies and action plans concerning e-learning in iVET

On the basis of desk research the study describes the EU-level strategies, action plans and

initiatives that are concerned with e-learning. It gives an overview of the following:

• The Lisbon objectives

• The work on the Stockholm conclusions

• The work on the Barcelona objectives

• The e-learning initiative ‘e-learning - Designing Tomorrow’s Education’

• The Bruges-Copenhagen process on enhanced European co-operation in vocational

education and training

The study also provides an overview of the national strategies concerning e-learning in iVET.

The analysis of national strategies is based on the telephone interviews and case studies.

Accordingly, it is not based on a thorough desk study of national strategies but rather on the

respondents’ points of view, since the purpose is to provide an overview instead of an exact

mapping. This means, that the findings should be regarded as overall trends rather than hard facts.

The study shows that almost all the Member States are emphasising the integration of IT and e-

learning in iVET and/or the education system in general. However, the extent to which this is being

translated into strategy varies. The de facto political attention and priority being given to the use of

e-learning in teaching and learning in iVET among the Member States also varies. It is clear to the

The use of ICT in iVET – Final Report xv

evaluator that e-learning is a major priority of the governments of some countries (e.g. Finland,

Austria and UK), while other countries emphasise e-learning to a lower degree. Most of the new

Member States have strategies concerning IT and e-learning in teaching and learning, although

most are general and do not specifically focus on iVET. Furthermore, the study reveals that

substantial differences exist in the national strategies, initiatives and levels of government funding.

For instance, the study indicates the existence of extensive national funding in Finland, Austria and

Sweden, whereas in some other countries, such as Spain, the respondents consider that the

national funding is rather limited.

Some countries (e.g. Austria and Finland) have developed highly specific strategies concerning e-

learning in iVET/VET institutions. However, a number of countries, e.g. Luxembourg, Sweden and

Germany, only have broad, overall strategies concerning e-learning in their education systems,

including iVET.

It is clear to the evaluator that the lack of a national strategy does not necessarily imply a lack of

national initiatives or that these countries are not focusing on the integration of e-learning into

iVET. According to our respondents, the development of IT and e-learning in iVET institutions is

closely connected with broader issues such as the evolution of the information society, the lifelong

learning paradigm, and the general development of secondary education. Therefore some countries

have incorporated the issue of e-learning into more generalised national strategies. On the other

hand, some of the respondents consider that having broad and general national strategies instead

of more concrete and specific ones means that it is much more up to the iVET institutions

themselves how, and to what extent, they make use of e-learning. As a consequence, immense

variations are apparent among a given country’s institutions.

The study also shows that the national focus areas concerning IT and e-learning in iVET vary

between countries. Some Member States have rather basic strategies that primarily focus on

infrastructure and equipment. On the other hand, some Member States, such as Finland and

Austria, have far more advanced strategies that target a range of aspects concerning IT and e-

learning with the aim of promoting an extended use of e-learning in iVET. The latter pattern is

typically seen in countries where the teachers and students have already grown familiar with the

use of e-learning in learning and teaching. Additionally, such strategies are typically seen in

countries having a strong general government focus on IT.

The national strategies and action plans of both the new and the old EU Member States primarily

focus on the following key elements:

• Infrastructure and equipment

• E-content

• The training of teachers

• Students’ use of e-learning, as well as their IT skills

• Co-operation among the iVET institutions and/or between iVET institutions and local

businesses

The use of ICT in iVET – Final Report xvi

The study shows that the focus on infrastructure is apparent in all categories of country (front-

runners, the middle group and beginners). However, it is typically seen in countries that are not

among the leaders concerning the use of IT and e-learning. In some strategies, infrastructure is

the main focus (e.g. in Greece), while other strategies combine the emphasis on infrastructure with

one or more of the other focus areas mentioned. The focus on e-content is seen both among those

countries that are advanced in their use of e-learning and those of the middle group. A national

focus on the training of teachers exists among front-runner countries, the middle group and

beginner countries. Strategies that directly focus on increasing both the students’ use of e-learning

and their general IT skills are also evident in all countries. Strategies concerning co-operation

between the iVET institutions and/or between iVET institutions and the local businesses are only

seen among a few middle group and front-runner countries.

The current use of e-learning in iVET

On the basis of the telephone interviews and the case studies, the study provides an overview of

the current use of e-learning in teaching and learning in iVET in the EU Member States.

The analysis of telephone interviews and case studies shows that motivations, objectives (i.e. the

reasons for integrating and using e-learning) and expectations connected with the use of e-learning

in iVET are numerous. They are also specific to each individual iVET institution. However, the

analysis show several clear tendencies concerning the reasons (motivations and objectives) for

using e-learning in iVET and the expectations concerning results, outputs and impacts. These

generally revolve around the following themes: the flexibility of e-learning, new learning methods,

opportunities for furnishing students with real-life work skills, savings in time and money, the

integration of theory and practice and attracting students.

It should be pointed out that the analysis of the fulfilment of expectations is based on the data

from the telephone interviews and the case studies and not on impact assessments or statistics.

The analysis can therefore not necessarily be considered as representative for Europe. Accordingly,

the study suggests trends regarding the extent to which the expectations are being met.

In general, it is difficult to estimate precisely how far the expectations are being met, since

evaluations regarding this area are very patchy. In addition, most countries have only been

working to implement e-learning in iVET for a few years, and for this reason their experiences of

doing so remain quite limited. However, there is a clear tendency in the analysis of the fulfilment of

expectations expressed by the respondents in the telephone interviews and case studies.

On the one hand, the general opinion is that the expectations remain to be met -or fully met. This

opinion is held both among those institutions and countries that are in the forefront of IT

development and those that are just beginning to implement e-learning in iVET.

On the other hand - in general, the analysis shows that many expectations are being partly met, or

are on their way to being met, especially among the front-runner and middle group countries, while

respondents from the beginner countries are generally not finding that their expectations are being

met to a significant extent. Accordingly the study shows that the European countries are still

The use of ICT in iVET – Final Report xvii

working hard on implementing e-learning in iVET (though on different levels), and it can generally

be concluded that “There is still much room for improvement”, as a government representative

from Luxembourg puts it.

In addition, the analysis shows that the respondents are generally positive towards the use of e-

learning in iVET, and are convinced that integrating e-learning into teaching and learning

represents the way forward.

The study shows that there are some disparities concerning the use of e-learning in the iVET

connected with the various branches. But the study also shows that there are considerable

disparities both between the different sub-categories within each branch, and within some of the

sub-categories. The study shows that the use of e-learning in iVET appears to depend on the

general attitude within the branches in question: where IT is embedded in the real-life work

processes as a matter of course, the use of e-learning in teaching and learning is considered to be

highest. But there also seem to be exceptions to this. It should be pointed out that the analysis is

based on the telephone interviews and case studies, and not on cross-national statistics for each

subject/branch category. The analysis should therefore not be considered as representative for the

specific branch/subject in a European context, but regarded as an initial pointer of the general

differences that exist between the subjects/branches related to iVET.

The analysis of the telephone interviews and case studies shows that the subjects/branches

considered to be characterised by an intensive use of e-learning in teaching and learning are:

• Electricity, gas and water supply

• Financial intermediation and business activities

• Wholesale and retail trade; hotels, restaurants

• Manufacturing

• Transport, storage and communication

The analysis shows that the subjects/branches considered to be characterised by a moderate use

of e-learning in teaching and learning are:

• Agriculture, fishing and quarrying

• Construction

• Public and personal services

On the basis of the telephone interviews and case studies the study provides an overall picture of

the ways in which e-learning is currently being used in teaching and learning in iVET in the Member

States. It should be pointed out that due to the scope of the study the findings of the analysis

cannot necessarily be regarded as representative for Europe. In addition, the picture painted is

very broad-brush. The analysis shows that e-learning is being integrated into teaching and learning

in iVET in various ways. E-learning is primarily used to support the teaching and learning taking

place at the educational institutions, as well as for blended learning (combining virtual distance

learning with on-site learning at the institution). Pure distance learning has not been identified in

iVET in the EU Member States. Specifically, e-learning is used for:

• Communication

• Simulation

• As a general resource

• Learning (Content) Management Systems

In addition, the study shows that e-learning and IT are increasingly being used for student

assessment (in most cases in the form of multiple-choice questionnaires), especially among the

front-runner countries. However, it is clear that this remains an area to be further developed in

most iVET institutions.

The extent to which e-learning is integrated into iVET: Front-runners, middle group

countries and beginners

The study indicates that the EU as a whole is at an early stage of the process of integrating e-

learning into its iVET systems. In addition, the study shows that the use of e-learning in iVET varies

greatly among the Member States, as some are still at the beginning of their development in this

area while others have been working to implement e-learning in iVET for several years.

Accordingly, the study has categorised the EU Member States into three categories5 (front-runners,

the middle group and beginners) regarding the integration and use of e-learning in accordance with

the data collected through telephone interviews, studies of relevant literature and statistics, and

the case studies. These categories are:

1. Frontrunner

Austria , Finland, Sweden, Denmark and the UK

2. Themiddlegroup

Germany, Ireland, France, Netherlands, Belgium

and Luxembourg

3. BeginnerSpain

Portugal Italy

Greece

1. Front-runners Austria , Finland, Sweden, Denmark and the UK

2. The middle groupGermany, Ireland, France,

Netherlands, Belgiumand Luxembourg

3. Beginner

SpainPortugal

ItalyGreece

Fig. 1: Categorisation of countries in terms of their use of e-learning

The use of ICT in iVET – Final Report xviii

5 The frontrunner category includes Austria, Finland, Sweden, Denmark and the UK. The Middle group consists of Germany, Ireland, France, Netherlands, Belgium and Luxembourg. The beginner category comprises Spain, Portugal, Italy and Greece. Due to the scope of the study, the new Member States have not been categorised into the three groupings. However, the telephone interviews with government representatives from the new Member States show a tendency for the new Member States to be confronted with similar challenges to those facing the old Member States belonging to the middle and beginner groups.

The use of ICT in iVET – Final Report xix

The categories give an overall picture of the extent of e-learning integration in iVET in the




The study shows that the main characteristics of these categories are as follows:

Front-runner countries

• Have a high technology penetration in their societies

• Have a high degree of e-readiness compared to other EU Member States

• Tend to have specific strategies concerning use of e-learning in iVET at both

national and institutional levels

• Teachers and students have a generally positive attitude towards e-learning and

relatively advanced IT competences

• At most institutions, e-learning has become integrated into the daily teaching and

learning and is used by students and teachers

• Many institutions are working with innovative ways of using new technology

• Many institutions are co-operating with private partners and/or other European

institutions

Middle group countries

• Have a medium degree of e-readiness compared to other EU Member States

• Are still working to formulate precise strategies and action plans at the national

and institutional level concerning the use of e-learning in iVET

• Are still facing serious challenges, e.g. concerning the training of teachers

(primarily in pedagogical skills, as many teachers already have IT skills)

• Are still working to develop and implement e-learning in iVET institutions

The use of ICT in iVET – Final Report xx

Beginner countries

• Have a relatively low penetration of technology in their societies

• Have a low degree of e-readiness compared to other EU Member States

• Are characterised by a lack of national strategies and financing in relation to

e-learning

• Are still in the initial stages of integrating e-learning into teaching and learning

• Face great challenges concerning teacher skills (both IT skills and pedagogical skills

vis-à-vis e-learning)

• Face challenges concerning student motivation and skills in relation to the use of e-

learning

• Lack necessary equipment and infrastructure at their iVET institutions

New models of education and training stemming from the use of e-learning

Based on the analysis of the good practice case studies, the study has identified three new models

of education and training in iVET stemming from the use of e-learning. As the case studies are

good practice examples the new models identified are not representative for the current use of e-

learning in iVET in Europe. Rather, the models identified show the possible use of e-learning and

illustrate the potential of e-learning.

The study shows that the use of e-learning can lead to improvements in the education and training

offered in iVET through the bridging of theory and practice. All of the new models identified are

bringing these two worlds closer together thanks to the use of e-learning. However, this is being

achieved in different ways that are dependent on the particular iVET context. Accordingly, the

various new models are appropriate for different iVET settings, since they meet different needs and

emphasise different aspects of teaching and learning.

The study has identified the following three new models of education and training:

• The com-model: Intensive communication during extended periods of on-the-job training

• The flex-model: Flexible and individual teaching and learning; reduced amount of school-

based training.

• The sim-model: Bringing school-based teaching and learning closer to reality, especially

through the use of simulations

In relation to the three models, the study shows that in practice learning and aspects from different

models can influence teaching. The models’ characteristics are as follows:

The use of ICT in iVET – Final Report xxi

The com-model

• Is appropriate for iVET systems that emphasise learning by doing but at the same

time stress the acquisition of theoretical knowledge and a high degree of integration

of theory and practice.

• Has been identified in iVET settings that are responding to the desire of both

workplaces and students for a greater amount of on-the-job training. The new

model has been developed in order to meet this demand.

• Uses e-learning to increase the amount of on-the-job training in iVET

• Is based on blended learning using web-based distance teaching and learning in

combination with on-site teaching and learning at the institution plus on-the-job

training. The web-based component of the course is delivered during the on-the-job

training periods.

• Emphasises intensive communication between students and teachers during the on-

the-job training period. The use of both a discussion forum and a learning platform

makes it possible to increase the period of on-the-job training while still ensuring

frequent contact between student and teacher as well as among fellow students.

The students can discuss their experiences and ask their teacher questions right

away instead of having to wait until the next session of school.

• Emphasises the students’ responsibility for their own learning process. Drawing up a

personal study plan that states the student’s learning objectives can help to ensure

this.

The use of ICT in iVET – Final Report xxii

The flex-model

• Is appropriate for iVET settings in which there is a desire to reduce the period of

school-based teaching and learning while acknowledging the need both for school-

based teaching and learning and a high level of integration of theory and practice.

It is therefore appropriate for iVET settings where students are working in parallel

with their studies, and for iVET systems that stress flexible teaching and learning.

• Has been identified in iVET settings that are responding to the desire of both

workplaces and students for a reduction in the amount of time that the students

need to be released from work in order to undergo school-based teaching and

learning. Another demand that is being felt is for the creation of courses that are

directly relevant to individual work-based situations.

• In order to reduce the amount of school-based teaching and learning required in

iVET, uses e-learning to individualise the process and increase its flexibility. As a

consequence, students can be released from work for shorter periods than with

traditional on-site iVET courses.

• Emphasises a high degree of flexibility in teaching and learning. Due to the high

extent of virtual learning, it is possible to reduce the amount of on-site teaching

and learning and increase flexibility. The model also stresses individualised learning

and teaching, which is made possible by the high degree of flexibility.

• Is based on blended learning using distance learning combined with on-site

teaching and learning at the institution. The web-based part of the course takes

place while the students are working or doing their on-the-job training. The

theoretical content is delivered to the students via the learning platform. Therefore

the students primarily learn the theoretical component through distance learning.

Practically-oriented learning also takes place virtually, since students can download

simulations and animations for testing their theoretical knowledge prior to their on-

site sessions.

• Stresses the students’ responsibility for their own learning

The use of ICT in iVET – Final Report xxiii

Sim-model

• Is appropriate for those iVET systems that emphasise school-based teaching and

learning the most. The model is also appropriate for iVET settings where teaching

and learning mainly takes place at the iVET institutions. This might for instance be

due to the structure of the iVET system (emphasising school-based teaching and

learning), or to the isolated geographic location of the iVET institution in question

and the consequent limited scope for on-the-job training.

• Has been identified in iVET settings where on-the-job training is limited for some

reason.

• Uses e-learning to compensate for the limited extent of on-the-job training. In this

way, e-learning is used in order to strengthen the practical dimension of school-

based teaching and learning, to bring school-based teaching and learning closer to

reality, and to bring the theoretical and practical worlds closer together.

• Makes particular use of simulations to bring school-based teaching and learning

closer to reality. E-learning is also used for tests and examinations in order to make

them more realistic and practically-oriented.

The evaluator considers that the chief impacts of the use of e-learning in the three new models

are:

• Support for the integration of theory and practice

• Improvement of learning results and equipping the students with better competences

• Preparation of the students for the labour market

• Making students responsible for their own learning

• Increased flexibility in the learning process and improved student motivation

• Catering to the individual needs of the students (individualised learning)

As the analysis is based on the good practice examples the models cannot be expected to have the

same positive impacts in general iVET settings. Accordingly, the analysis demonstrates the

potential of the new models.

Impacts of the use of e-learning in iVET



impacts identified in this study apply to iVET in Europe in general. It must be stressed that this

analysis of impacts is not an impact assessment as such. In addition, due to the scope of the study

evaluator considers that the impacts identified mostly represent potential impacts rather than

frequent or representative ones.

The use of ICT in iVET – Final Report xxiv

A number of the main impacts identified are also evident in the new models of education and

training. However, the study also points to other impacts, most of which are seen in both the old

and the new Member States.

Based on the analysis of telephone interviews and good practice case studies Ramboll Management

assesses that the use of e-learning in iVET may:

• Bring the worlds of theory and practice closer together

• Enhance the level of knowledge, skills and competences

• Prepare students for working life better

• Increase the quality of teaching

• Increase the scope for efficiency

• Ensure realistic but safe student assessment

• Increase flexibility

• Increase motivation

• Change the role of the teachers and make the students responsible for their own learning

• Lead to individualised learning

• Prepare the students for lifelong learning

• Increase the scope for parental involvement

Quality assessment and e-learning standards

On the basis of desk research, case studies and telephone interviews the study shows that formal

standards for the assessment of the quality in e-learning remain to be developed. Across the EU,

no special arrangements, whether at the national, federal or organisational levels, have been

established to assess the quality of iVET e-learning, and only a few managers at European iVET

institutions have any knowledge of particular standards for the measurement of quality in e-

learning. The study also shows that quality issues are generally a matter for the iVET institutions

themselves, and that even though there is a very positive attitude towards assessment of the

quality of e-learning among iVET managers and teachers, many institutions in Europe are not

systematically focusing on it. If working with quality assessments and standards, institutions are

typically only focusing on technical aspects and quantitative indicators for quality – e.g. rate of

equipment. Thus, the overall picture is that there are currently no formal quality standards

concering qualitative indicators (e.g. quality of e-content) being applied in the countries of Europe

concerning the use of e-learning in iVET. However, the study shows that specific qualitative

indicators for quality in e-learning are slowly beginning to emerge at the research level, with

several European research projects focusing specifically on qualitative indicators for the quality in

e-learning.

Strengths, weaknesses, opportunities and threats concerning the use of e-learning in

iVET

The SWOT analysis identifies the major factors affecting the current use of e-learning in iVET in the

EU Member States. The analysis draws on the telephone interviews and the good practice case

studies in order to compare the overall and the good-practice situations, as the experiences gained

The use of ICT in iVET – Final Report xxv

by good practice institutions are useful to take into consideration during the integration of e-

learning into iVET. It should be pointed out that due to the scope of the study the findings of the

SWOT analysis cannot necessarily be regarded as representative for Europe. In addition, the

picture painted is very broad-brush.

A lot of the strengths, weaknesses, opportunities and threats identified in the old Member States

also apply to the new Member States. Additionally, many of the factors identified are found among

all three country categories. Finally, a broad range of the strengths, weaknesses, opportunities and

threats identified is also apparent among the good practice cases.

However, the degree to which they exist and the extent of their importance varies across country

categories and in relation to the good practice examples. For instance, some of the weaknesses

and threats identified are already at least partially overcome among the front-runner countries and

good practice cases, by contrast with the beginner countries. So although they have been identified

in various contexts, the significance of the weaknesses and threats that exist in relation to the

current use of e-learning in iVET across the different country categories varies.

The following main strengths, weaknesses, opportunities and threats concerning the integration

and use of e-learning in iVET have been identified:

The use of ICT in iVET – Final Report xxvi

Table 1: SWOT matrix: Strengths, weaknesses, opportunities and threats in relation to the use of e-learning in

iVET

Strengths

• Active support from management

• Clear IT and e-learning strategy at

the institution

• Trailblazers and front-runners

among the teachers: The teachers’

positive attitude and involvement

• High level of IT competences among

the teachers plus prevalence of

relevant training

• Great interest and demand for e-

learning among students and

parents

• E-learning is improving the quality of

teaching and students’ qualifications

• High degree of flexibility and

individualisation

• Increased cost-effectiveness

• Adequate infrastructure and

equipment

• Effective technical support

Weaknesses

• Lack of support from management

• Sceptical attitude among teachers

• Lack of IT competences among

teachers and low degree of training

of teachers

• Sceptical or indifferent culture and

low degree of e-readiness in society

• Low degree of e-readiness and

sceptical attitude towards e-learning

among students

• Inadequate infrastructure and

equipment at institutions

• High vulnerability to technical

problems and high maintenance

costs

• Lack of technical support

• Lack of access to computers at the

workplace

Opportunities

• Momentum towards the information

society

• Increased requirements from the

labour market concerning IT skills

• National focus on e-learning:

strategies, action plans and funding

• Emphasis on e-learning at EU level:

initiatives, projects and funding

• Public/private partnerships regarding

e-learning

• Co-operation between iVET

institutions regarding e-learning

• Increased competition among iVET

institutions

• Availability of adequate e-content

Threats

• Lack of e-content

• Lack of political focus and unified

strategy at the national level

• Lack of funding

The use of ICT in iVET – Final Report xxvii

Prerequisites for success and reasons for failure

Based on the analysis of the case studies, the study has identified a number of preconditions for

success and reasons for failure in relation to the use of e-learning in iVET. As these success factors

and reasons for failure have been identified in relation to the good practice institutions, they

represent valuable lessons learned regarding the integration and enhancement of the use of e-

learning in iVET as a whole in the EU.

In the process of integrating and using e-learning, the good practice institutions have experienced

these reasons for failure, some of which have already been overcome while others still remain to a

certain degree as challenges. The success factors are those that have helped to integrate e-

learning, and that in some cases have helped to overcome the barriers and weaknesses. As these

factors have been identified in relation to good practice institutions, they represent valuable

lessons that have been learned regarding the integration and enhancement of the general use of e-

learning in iVET in the EU, and provide an understanding of the possible success factors and the

possible reasons for failure.

The following success factors have been identified:

• Committed and innovative management

• Ownership among the teachers

• IT- and e-learning strategy at the institution

• Trailblazers and front-runners among the teachers

• A strong focus on the training of teachers

• Reliable and effective IT support


• Student motivation, high level of IT skills and adequate equipment at home

The following reasons for failure have been identified:

• Assuming there is no need for the training of teachers

• Assuming that students have the skills needed

• Unstructured use of discussion forums and chat rooms

• Lack of access to computers and the internet

Future scenarios

Based on the conclusions from the expert workshop, the study has identified an overall future

scenario in relation to the use of e-learning in iVET containing four key elements. These elements

can be summarised as follows:

• M & M technologies (modular and mobile learning)

• Falling walls (e.g. in classrooms and institutions)

• Teacher identity (in the roles of teachers)

• Me- and we-learning (new learning paradigms)

The future scenario containing the four elements will lead to an increased integration of theory and

practice in iVET, which in turn will lead to curriculum change.

It must be stressed that some aspects of the future scenarios are to a certain degree already

apparent in iVET today. However, the future scenarios imply that the use of e-learning for teaching

and learning in iVET will increase significantly. As a result, the aspects already being seen today

will be more prevalent in the years to come.

Correspondingly, the future scenarios imply that the use of the three new models developed in this

study will increase extensively in the future as the price of technical equipment and infrastructure

gradually declines and better technical solutions become available through technological advance.

So while today the e-learning scene is principally dominated by the front-runner institutions, the

future is likely to see the general use of these three models of education and training in iVET, all of

them based on an extensive use of e-learning.

The future scenario is illustrated below.

Change of curricula

Future teaching And

Learning in iVET

M & M technology

Falls of the walls

Me - and we - learning Teacher identity

Curriculum change

Future teaching and

learning in iVET

M & M technology

Falling walls


Fig. 2: Future scenario for the use of e-learning in teaching and learning in iVET

The use of ICT in iVET – Final Report xxviii

The use of ICT in iVET – Final Report xxix

M & M technologies

• ‘M & M technologies’ use modular learning and mobile learning in teaching and

learning in iVET. Modular learning involves the use of brief learning objects

(streaming video, video on demand). Mobile learning involves the use of mobile

technology such as cell phones, PDAs and other mobile devices.

• The manner in which e-learning is applied in this scenario definitely supports the

integration of theory and practice. The use of e-learning provides students with

new sources of knowledge, increases access to information and involves new ways

of learning. Streaming video provides the staff with information about how

competently the students are doing their work, regardless of where each student

is. Simulations provide the students with the opportunity to practise what they

have just seen on video.

• M & M has considerable potential in e-learning with regard to the transmission of

indirect experiences. For instance, by using streaming video the students have

access to experienced individuals who can provide the students with the indirect

experience they need. On the other hand, experience cannot be acquired solely by

the use of e-learning. Face-to-face learning and hands-on experience is needed in

order to achieve the right qualifications.

Falling walls

• A fall of classroom walls due to the use of e-learning. Virtual learning and teaching

are gaining ground, which means that school-based teaching and learning are no

longer restricted to physically occurring in iVET institutions.

• A fall of the walls separating the iVET institution and enterprises – i.e. school-

based and workplace-based teaching and learning. Due to the use of e-learning,

school-based learning can occur in the workplace. Students do not have to be

released to be physically present for school-based learning and teaching. This

opens up the potential for lifelong learning as it becomes easier to attend courses.

In addition, it holds great potential for early school leavers as education becomes

accessible to them.

• A fall of the walls separating the iVET institution from the home, and the institution

and its teachers from the enterprises and their trainers. Extensive use of

discussion forums, chat rooms etc. and increased communication respectively

among: fellow students; students, teaching institutions and enterprises; and the

teaching institution and home. Such increased communication will lead to greater

integration of theory and practice. In addition, it will give teachers a better

knowledge of the practical world, as they will be kept continuously up-to-date

concerning new developments in the branch in question.

The use of ICT in iVET – Final Report xxx

• A fall of the walls separating teachers working in different iVET institutions: The

use of e-learning gives the teachers the opportunity to work together across

institutions, and also across regions.

Teachers’ role and identity

• The use of e-learning is associated with the emergence of a new pedagogical

approach that stresses teamwork and problem-based learning in which students

are required to solve concrete problems.

• This leads to a new role and identity for the teachers. Instead of being a lecturer,

the teacher will be a learning facilitator or knowledge manager who helps the

students to find the answers themselves instead of supplying the solutions.

• The use of e-learning is in itself changing the roles and professional identity of

teachers due to the fact that e-learning and e-teaching often occur virtually

instead of in the traditional classroom setting. The teacher therefore becomes an

e-mentor or e-tutor.

Me- and we-learning

• The use of e-learning in teaching and learning in iVET leads to ‘me-learning’. Due

to the use of e-learning, teaching and learning in iVET becomes more flexible and

individualised.

• Learning and teaching become customised as they seek to meet the specific needs

and demands of each student. The starting point is the individual student, and as a

result learning is characterised as ‘me-learning’ because it focuses on the

individual student - the ‘me-student’. Since the students have different interests

and requirements, the students are co-designers of their own education and

learning process. Furthermore, this scenario stresses individualised learning that

caters to the actual needs of the students because they have different learning

capabilities.

• The use of e-learning in teaching and learning in iVET leads to individualised

learning, but at the same time this scenario emphasises collaborative learning

(‘we-learning’). In e-learning, teaching and learning is based on teamwork and e-

peer to peer learning. Both me-learning and we-learning focus on learning to learn

and learning to think. This is critical, as it prepares the students for lifelong

learning.

The use of ICT in iVET – Final Report xxxi

The study has identified the following drivers for the increased future use of e-learning in iVET:

• Supportive management and ownership

• Development of pedagogical thinking

• Teacher attitudes and competences

• Students’ requirements

• Adequate infrastructure and technology

• Availability of e-content

• Prevalence of partnerships

• EU initiatives

The study has identified the following barriers for the increased future use of e-learning in iVET:

• Culture

• Lack of research, evaluation and standards

• Conservative management

• Teacher scepticism and lack of IT competences

• Lack of e-content and technology

• Lack of co-operation

• Lack of strategy and funding

The study also posits three ideal world scenarios regarding the future use of e-learning in learning

and teaching in iVET. The starting assumption was that the barriers mentioned above will have

been overcome.

The use of ICT in iVET – Final Report xxxii

Ideal world scenario 1: Ambient intelligence

• Learning and teaching in iVET make successful use of a myriad of technologies (e.g.

satellites and mobile technology) arising from the solution of technological problems

and the availability of numerous technological solutions for learning and teaching at

reasonable prices.

• Students have access to global learning networks, and teachers all over the world

can be consulted in response to the specific needs of the students. Accordingly,

thanks to these worldwide communities of learning, teaching and practice, the

scenario of these new learning environments is characterised by customized

learning that meets the individual needs of each student.

• Students create their own learning programmes. The only problem that students

face is the issue of which of the wide range of available opportunities they will

choose. In addition, learning and teaching in iVET is characterised by the fact that it

occurs in the ‘experience economy’. The students are provided with unique learning

and teaching experiences through iVET.

• The scenario is characterised by so-called informalisation, meaning that learning

takes place in more informal networks compared to the physical iVET institutions in

which iVET takes place nowadays. In addition, due to the immense technological

possibilities, the scenario leads to an intensification of teaching and learning

because of ambient intelligence - i.e. ambient learning and teaching possibilities.

Ideal world scenario 2: Access to virtual, trans-European courses and

guidance

• The cornerstone is enhanced access to guidance for students, including new modes

of guidance. The scenario is concerned with the opportunity of securing a job in

another EU Member State. The departure point is the situation of those students

who wish to become qualified to obtain a job in another EU Member State.

• In order to obtain the required qualifications and experiences, the student himself

finds the information he requires concerning virtual courses on the Internet, and

subsequently enrols. Students from all over Europe who wish to obtain a job in the

country in question undertake these web-based courses. There are no language

barriers, since the material is available in all languages and communication between

students and teachers is translated in real time.

• The students have to submit virtual exercises. In addition, the courses include

advanced simulations in order to provide them with more concrete experiences.

The use of ICT in iVET – Final Report xxxiii

Ideal world scenario 3: Cost-efficient teaching and learning

• Technology is indeed facilitating learning and teaching in iVET. This means that in

this scenario there are no longer any physical iVET institutions or campuses, as

learning and teaching are exclusively virtual. Learning takes place in the workplace

environment.

• As a consequence, there is only a limited need for staff in the virtual iVET settings –

i.e. only a small group of staff undertaking administration and technical support.

This scenario therefore implies the potential for reducing the cost of teaching and

learning.

• Learning and teaching is less formal compared to today, due to the virtual structure

of iVET. In addition, learning is customised to suit the specific needs of each student.

In spite of the virtual setting, the scenario stresses the importance of social values

and social life by seeking to bring people together virtually.

Recommendations

On the basis of its analysis of the use of e-learning in iVET and the conclusions arrived at in the

study, Ramboll Management has produced the following recommendations. These

recommendations are targeted at the respective levels involved in iVET:

• EU level

• National level

• Institutional level

EU level:



other European institutions. This applies both to institutions in countries that are still in the initial

and middle phases of adopting e-learning, and to those institutions that are located in the front-

runner countries. The EU therefore has an opportune potential role in facilitating more interactions

among the European IVET institutions.

National level:

The national-level recommendations focus on the formulation of specific strategies and action plans

concerning the use of e-learning in iVET and on establishing funding possibilities, both in relation to

institutions working to implement e-learning in their teaching and learning, the development of e-

content, and field research.

Institutional level:

The recommendations concerning the institutional level focus on the development and

implementation of IT and e-learning strategies, I-twinning, and the motivation and training of

teachers, e.g through systematic training, the formal recognition of teachers, the increasing of

teachers’ IT skills, and the sharing of knowledge and good experiences among teachers.

The use of ICT in iVET – Final Report xxxiv

Finally, the study describes the following areas requiring further research: quality assessment

standards, content development, incentives to change the attitudes of teachers, organisational

issues, e-learning pedagogies, cost/benefit studies, and the iVET institutions’ physical layout and

environment.

The use of ICT in iVET – Final Report xxxv

Rapport de synthèse en français

Ce rapport présente les résultats clés d’une étude portant sur l’usage des Technologies de

l'Information et de la Communication (TIC) dans l’Education et la Formation Professionnelles

Initiales (EFPI), réalisée par Ramboll Management pour le compte de la Commission Européenne,

“DG de l’éducation et de la culture 2004”.

Le but de l’étude est de fournir à la Commission un rapport détaillé concernant l'usage actuel et

futur de l’e-Learning6 pour l'apprentissage et l'enseignement en EFPI dans les États membres de

l’union européenne. En conséquence l’étude couvre les pays qui étaient états membres avant

l’élargissement européen du 1er mai 2004 (‘anciens États membres’), et également les pays qui

ont rejoint l’union européenne en mai 2004 (‘nouveaux États membres’). L’étude a commencé

avant l’élargissement européen. Par conséquent, l’attention est portée principalement sur les 15

anciens États membres, bien qu’expériences et perspectives des nouveaux États membres soient

incluses dans les activités de production de données et dans la présentation des résultats. De plus,

les découvertes du contexte Européen ont été mises en perspective par des experts extérieurs à

l’UE.

L’étude englobe des éléments de représentations graphiques, d’analyses, d’évaluations et de

recommandations. Elle aborde un certain nombre de thèmes, par exemple dans quelle mesure et

de quelle manière l'e-Learning est actuellement utilisé pour soutenir l’apprentissage en Education

et Formation Professionnelles Initiales (EFPI), l’impact qualitatif de l’usage de l’e-Learning, les

conditions préalables de succès et les raisons d’éventuels échecs.

D’un côté, l’étude se focalise sur l’usage actuel de l’e-Learning dans l’UE. De l’autre l’étude se

concentre sur l’utilisation future éventuelle de l’e-Learning accordant une importance particulière

au potentiel de l’e-Learning. L’étude prête particulièrement attention au rôle de l’e-Learning dans le

renforcement pour l’intégration de la théorie et de la pratique en EFPI. Par conséquent, l’étude

attache de l’importance à la possibilité et ce, dans quelle mesure, l’e-Learning dans l’enseignement

et l’apprentissage peut intégrer le monde théorique et le monde pratique.

L’enquête est basée sur une étude documentaire, un colloque d’experts, 65 entretiens avec des

experts, des représentants du gouvernement, des dépositaires (p.ex. des représentants des

organisations de salariés et d’employeurs), des responsables d’institution EFPI et sept études de

cas illustratives de bonne pratique7. Il faut souligner que les études de cas sont des exemples de

pratiques exemplaires. Ils ne sont pas représentatifs pour l’Europe. De plus, à cause de l’envergure

de l’étude, le tableau témoignant de la situation générale en Europe est très schématique. En

6 Traduction approximative d’e-Learning : l’apprentissage en ligne. Dans le cadre de l’étude, Ramboll Management utilise la définition officielle et très large de “e-Learning” : “Utilisation des nouvelles technologies en multimédia et de l’Internet pour améliorer la qualité de l’apprentissage en facilitant l’accès à des ressources et des services, ainsi que les échanges et la collaboration à distance.” Ainsi, il convient de souligner que le terme de ”e-Learning” ne comprend pas uniquement l’apprentissage mixte (c’est à dire le mélange d’apprentissage à distance et en classe) ou l’apprentissage à distance. Puisque cette définition est très large et implique la notion de “TIC”, seul le terme de “e-Learning” sera utilisé dans cette étude afin d’éviter d’éventuels malentendus. 7 Les études de cas ont été conduites dans les institutions suivantes : 1) Tourismusschule Vienne 21, L’Autriche; 2) Espoo Institute of Health and Social Care, la Finlande; 3) Lycée Nicephore Niepce/Lycée Professionnel Julien de Balleure, la France; 4) Deutsche Bahn, l’Allemagne; 5) Cabra FÁS Training Centre, l’Ireland; 6) Tajamar Technological and Graphic Institute, l’Espagne et 7) Norton Radstock College, le Royaume-Uni.

The use of ICT in iVET – Final Report xxxvi

conséquence de quoi, des résultats de l’étude se dégagent des tendances ne pouvant être

considérées comme des « faits irréfutables » et représentatifs.

En raison de la diversité des structures des systèmes éducatifs à travers les États membres, il faut

mettre en évidence que l’EFPI est un terme qui englobe une grande variété de type d’institutions et

de cours. Il est quasiment impossible d’arriver à une définition générique, qui serait parfaitement

applicable à tous les États membres. Cependant, dans cette étude, le terme EFPI recouvre toutes

les formes d’éducation et de formation professionnelle initiales, aussi bien l’enseignement

technique et professionnel, la formation d’apprentissage entreprise après une formation de base et

avant un enseignement approfondi. EFPI contribue aussi à l’acquisition d’une qualification

d’éducation reconnue par les autorités compétentes dans l’État dans laquelle, l’EFPI est obtenue.

L’âge typique des étudiants entreprenant l’éducation et formation professionnelle en ligne est de

16-20 ans, quoiqu’il faille souligner que cela varie selon les pays. En raison de la variation qui

existe dans les systèmes en EFPI, la désignation des étudiants d’EFPI varie également (par

exemple élèves, apprentis, étudiants). Dans cette étude, le terme ‘étudiant’ sera utilisé, comme

terme générique.

Caractéristique des systèmes d’EFPI des États membres de l’UE.

De l’étude documentaire, de l’analyse des entretiens téléphoniques et des études de cas se dégage

un portrait des systèmes d’EFPI en Europe. L’enquête montre que le double système apparaît être

l’installation d’EFPI la plus répandue dans les États membres de l’UE. Cependant d’autres systèmes

en EFPI peuvent se rencontrer en Europe. Il convient de noter que différents types de système

d’EFPI peuvent être présent dans un des pays. En plus du double système, une majorité des États

membres ont adopté des systèmes purement scolaires pour des étudiants ayant choisi de ne pas

entrer dans un contrat de stage, ou n’ayant pas été capables de le faire. Certains États membres

ont adopté un système de stage en entreprise. Ce système d’EFPI basé sur l’attachement à un lieu

de travail est rare parmi les anciens États membres de l’UE. Les systèmes d’EFPI des nouveaux

États membres ont tous adopté une sorte de double système incluant l’apprentissage, quoique des

différences puissent être observées à propos du temps passé à l’école et du temps passé en stage.

The use of ICT in iVET – Final Report xxxvii

Double système Système purement scolaire Système de stage en

entreprise

Le double système combine

la formation scolaire

formelle avec un stage

professionnel. Les étudiants

suivent des cours à l’école et

l’apprentissage théorique et

pratique est enseignés non

seulement à l’école mais

aussi sur le lieu de travail.

Les étudiants ont

ordinairement signé un

contrat de stage avec un

lieu de travail.

Il y a un haut niveau

d’intégration de la théorie et

de la pratique dans ce

double système.

Pour les étudiants inscrit dans

le système purement scolaire,

l’apprentissage théorique aussi

bien que l’apprentissage

pratique sont enseignés à

l’école.

En participant à des

apprentissages de simulations,

à des stages et à des

laboratoires, les étudiants

acquièrent un savoir pratique.

Même si la théorie et la

pratique, dans le système

purement scolaire, ne sont pas

très intégrées, le niveau

d’intégration entre elles reste

toujours significatif.

Le système de stage en

entreprise a plusieurs

similarités avec le double

système tout en accentuant de

façon importante la formation

dans l’entreprise. Les étudiants

participent principalement à un

stage professionnel.

Simultanément ils suivent des

cours offerts par les

employeurs et également

quelques cours donnés dans

des institutions d’EFPI.

L’intégration de la théorie et

de la pratique dépend des

entreprises proposant le

programme EFPI, mais

l’intégration est en général

importante.

L’analyse de l’étude documentaire, des entretiens téléphoniques et des études de cas montre que

dans le double système, les étudiants reçoivent une formation théorique et pratique aussi bien à

l’école, que sur le lieu de travail. En général le double système implique une intégration

considérable de la théorie et de la pratique. En ce qui concerne d’autres caractéristiques, par

exemple la durée des cours, il y a des différences parmi les structures du double système en

Europe. On constate également une différence dans l’alternance entre les périodes d’éducation et

de formation scolaires et le temps de travail.

L’analyse de l’étude documentaire, des entretiens téléphoniques et des études de cas montre que

les institutions offrant l’EFPI aussi bien dans les anciens que dans les nouveaux États membres

sont pour la plupart cas des écoles de formation publiques. Dans quelques pays, les écoles de

formation appartiennent à l’État ou sont financées par l’État, mais elles sont gérées par des

entrepreneurs privés.

L’analyse des entretiens téléphoniques et des études de cas montre que l’EFPI est caractérisé par

un haut niveau de coopération et de relation de proximité entre divers partenaires externes (des

entreprises, des organisations du marché du travail, etc.), ce qui est important pour l’intégration

de la théorie et de la pratique en EFPI. C’est également essentiel pour l’intégration de l’e-Learning

dans l’enseignement et l’apprentissage. L’étude a identifié plusieurs sortes de collaborations parmi

les institutions EFPI et les partenaires privés (lieu de travail, marché du travail et autres

The use of ICT in iVET – Final Report xxxviii

partenaires externes, p.ex. des éditeurs). L’étude a également mis en évidence comment les

institutions EFPI sont impliquées dans des collaborations nationales et transnationales avec

d’autres institutions EFPI. Ces modes de coopération avec des partenaires externes existent pour

chacune des trois catégories de pays (pionniers, le groupe intermédiaire et débutants). Bien que

l’analyse soit partiellement basée sur des entretiens téléphoniques, elle est surtout fondée sur les

études de cas. Comme les études de cas sont des cas de bonne pratique, les résultats ne sont pas

forcément représentatifs pour l’Europe.

Les types principaux de partenariat public-privé sont :

• Développement d’e-Contenu8 et des matériaux d’apprentissages en TI

• Prêt de matériel

• Financement et mécénat

• Formation des enseignants

• Développement de projets spécifiques

La collaboration nationale avec d’autres institutions d’EFPI implique principalement :

• Le partage mutuel d’expériences et d’apprentissage

• Le partage des infrastructures et de leur coût

• Le développement de l’e-Contenu

• Une prise de conscience

• La formation des enseignants

La collaboration transnationale avec les institutions d’EFPI dans d’autres États membres inclus

surtout :

• Le partage mutuel d’expériences et d’apprentissage

• Le travail en commun sur des projets en e-Learning (développement et intégration de l’e-

Learning dans l’enseignement et l’apprentissage)

Stratégies et plans d’actions concernant l’e-Learning en EFPI

Étant basée sur l’étude documentaire, l’enquête décrit les stratégies au niveau de l’UE, les plans

d’actions et les initiatives qui sont concernés par l’e-Learning. Cela donne une vue générale des

sujets suivants :

• Les objectifs de Lisbonne

• Le travail sur les conclusions de Stockholm

• Le travail sur les objectifs de Barcelone

• L’initiative de l’e-Learning : « e-Learning – Penser l’éducation de demain »

• Le processus de Bruges Copenhague sur l’amélioration de la coopération européenne dans

l’éducation et la formation professionnelle

L’étude fournit également une vue générale sur les stratégies nationales concernant l’e-Learning en

EFPI.

8 Traduction approximative d’e-Contenu : un contenu en ligne.

The use of ICT in iVET – Final Report xxxix

L’analyse des stratégies nationales est basée sur les entretiens téléphoniques et les études de cas.

Par conséquent, elle n’est pas basée sur une étude documentaire complète mais plutôt sur les

points de vue des personnes interrogées, puisque le but est de fournir une vue générale des

tendances plutôt qu’une présentation des faits exacts.

L’étude montre que la plupart des États membres attachent de l’importance à l’intégration de la

Technologie de l’Information (TI) et de l’e-Learning dans l’EFPI et/ou dans le système de formation

en général. Cependant, l’importance varie selon les diverses stratégies. L’attention et la priorité

politiques de facto portant sur l’utilisation de l’e-Learning dans l’enseignement et dans

l’apprentissage en EFPI parmi les États membres varient aussi. Il est évident pour l’évaluateur que

l’e-Learning est une priorité majeure pour les gouvernements de certains pays (comme la Finlande,

l'Autriche et l’Angleterre), tandis que d’autres pays y attachent moins d’importance. La plupart des

nouveaux États membres ont des stratégies concernant la TI et l’e-Learning dans l’enseignement

et dans l’apprentissage, même si la plupart des stratégies sont générales et ne visent pas

précisément l’EFPI. De plus, l’étude révèle que des différences substantielles existent au sein des

stratégies nationales, des initiatives et des niveaux de financement gouvernementaux. Par

exemple, l’étude indique l’existence de financements nationaux extensifs en Finlande, Autriche et

Suède, pendant que dans d’autres pays, comme l’Espagne, les personnes interrogées estiment que

le financement national est assez limité.

Certains pays (p.ex. l’Autriche et la Finlande) ont développé des stratégies hautement spécifiques

concernant l’e-Learning dans les institutions d’EFPI/EFP. Toutefois, d’autres pays, p.ex. le

Luxembourg, la Suède et l’Allemagne, n’ont que de vastes stratégies globales concernant l’e-

Learning dans leurs systèmes d’éducations, incluant l’EFPI.

Il est certain pour l’évaluateur que l’absence d’une stratégie nationale n’implique pas

nécessairement un manque d’initiatives nationales ou que ces pays ne mettent pas l’accent sur

l’intégration de l’e-Learning en EFPI. Selon les personnes interrogées, le développement de la

technologie de l’information et de l’e-Learning dans les institutions d’EFPI est étroitement lié à de

vastes sujets comme l’évolution de la société d’information, le paradigme d’éducation tout au long

de la vie, et le développement général de l’éducation et la formation secondaire. C’est pourquoi,

certains pays ont incorporé le sujet de l’e-Learning dans des stratégies nationales plus générales.

D’un autre côté certaines personnes interrogées considèrent qu’ayant des stratégies vastes et

globales au lieu de stratégies plus concrètes et spécifiques cela signifie que ce sont les institutions

d’EFPI elles-mêmes qui décident comment, et jusqu'à quel degré, ils se servent de l’e-Learning. Par

conséquent, il est possible de trouver dans un pays des variations énormes parmi les institutions.

L’étude montre aussi que les centres d’intérêt nationaux concernant la technologie de l’information

et l’e-Learning en EFPI varient selon les pays. D’un côté, certains États membres ont plutôt des

stratégies basiques qui visent l’infrastructure et l’équipement. De l’autre côté, certains États

membres, comme la Finlande et l’Autriche, ont des stratégies beaucoup plus avancées qui visent

une suite d’aspects concernant la technologie de l’information et l’e-Learning ayant pour but

d’encourager une utilisation étendue de l’e-Learning en EFPI. Le dernier cas est typiquement

observé dans des pays où les enseignants et les étudiants sont déjà familiarisés avec l’utilisation de

The use of ICT in iVET – Final Report xl

l’e-Learning dans l’apprentissage et l’enseignement. De plus, de telles stratégies existent

typiquement dans des pays ayant, en général, une attention gouvernementale forte sur la TI.

Les stratégies et les plans d’actions nationaux des nouveaux et des anciens États membres

soulignent particulièrement les éléments clés suivants :

• Infrastructure et équipement

• E-Contenu

• La formation des enseignants

• Usage de l’e-Learning, aussi bien que des savoir-faire en technologie de l’information par

les étudiants

• Coopération parmi les institutions EFPI et/ou entre les institutions EFPI et des entreprises

locales

L’étude montre que l’attention portée sur l’infrastructure est présente dans toutes les catégories

des pays (pionniers, groupe intermédiaire et débutants). Pourtant, cette attention est plus

particulièrement vive dans les pays qui ne sont pas parmi les meneurs concernant l’utilisation de la

technologie de l’information et de l’e-Learning.

Dans certaines stratégies, l’attention principale est portée sur l’infrastructure (p.ex. en Grèce),

tandis que d’autres stratégies combinent l’importance de l’infrastructure avec un ou plusieurs

autres points d’attention déjà cités. L’attention sur l'e-Contenu est constatée aussi bien dans les

pays qui sont avancés dans leur utilisation de l’e-Learning que dans les pays du groupe

intermédiaire. Une valorisation nationale de la formation des enseignants existe parmi les pays

pionniers, le groupe intermédiaire et les pays débutants. Les stratégies, mettant l’accent

directement non seulement sur l’augmentation de l’usage de l’e-Learning parmi les étudiants mais

aussi sur leur savoir-faire dans la technologie de l’information en général, sont présentes dans tous

les pays. Les stratégies, impliquant la coopération entre les institutions d’EFPI et/ou entre les

institutions d’EFPI et les entreprises locales, sont uniquement observées parmi les pays pionniers

et quelques pays du groupe intermédiaire.

L’usage actuel de l’e-Learning en EFPI

Sur la base des entretiens téléphoniques et des études de cas, l’enquête fourni une vue générale

sur l’utilisation actuelle de l’e-Learning dans l’apprentissage et l’enseignement en EFPI dans les

États membres de l’UE.

L’analyse des entretiens téléphoniques et des études de cas montre que les motivations, les

objectifs (c'est-à-dire les raisons d’intégrer et d’utiliser l’e-Learning) et les attentes associés à

l’utilisation de l’e-Learning en EFPI sont nombreuses. Ils sont aussi spécifiques à chaque institution

d’EFPI. Cependant, l’analyse désigne plusieurs tendances claires concernant les raisons

(motivations et objectifs) pour utiliser l’e-Learning en EFPI et les attentes concernant les résultats,

les rendements et les impacts. Elles évoluent généralement autour des thèmes suivants : La

flexibilité de l’e-Learning, les nouveaux modes d’apprentissage, la possibilité d’offrir aux étudiants

The use of ICT in iVET – Final Report xli

un savoir-faire concret, un moyen pour économiser le temps et l’argent, l’intégration de la théorie

et de la pratique et les moyens d’attirer des étudiants.

Il faut noter que l’analyse de l’accomplissement des attentes est basée sur des données provenant

des entretiens téléphoniques et des études de cas et non d’évaluations d’impact ou de statistiques.

L’analyse ne peut donc pas être considérée comme représentative pour l’Europe. En conséquence,

l’étude suggère des tendances concernant jusqu’à quel degré les attentes ont été comblées.

En général, il est difficile d’estimer précisément jusqu’à quel degré les attentes ont été comblées,

puisque les évaluations relatives à ce sujet sont très inégales. De plus, la majorité des pays ont

seulement travaillé depuis quelques années pour mettre en pratique l’e-Learning en EFPI, et pour

cette raison leurs expériences restent encore assez limitées. Cependant, il y a une tendance claire

dans l’analyse des entretiens téléphoniques et des études de cas.

D’un côté, pour l’opinion générale les attentes restent à être comblées – ou comblées entièrement.

Cette opinion est véhiculée aussi bien parmi les institutions et les pays qui sont pionniers au point

de vue du développement de la technologie de l’information que parmi les pays qui commencent

juste à intégrer l’e-Learning en EFPI.

De l’autre côté – en général, l’analyse montre que beaucoup d’attentes sont partiellement

comblées, ou en train de l’être, surtout parmi les pays faisant partie des pionniers et du groupe

intermédiaire, pendant que les personnes interrogées des pays débutants ne trouvent pas,

généralement, que leurs attentes ont été comblées à un degré signifiant. Par conséquent, l’étude

montre que les pays européens travaillent toujours intensément pour mettre en pratique l’e-

Learning en EFPI (à des niveaux différents), et en général on peut constater que “ il y a toujours

une possibilité d’amélioration”, comme le constate un représentant gouvernemental du

Luxembourg.

En conclusion, l’analyse montre qu’en général les personnes interrogées sont positives à propos de

l’usage de l’e-Learning en EFPI et sont convaincues que l’intégration de l’e-Learning dans

l’enseignement et l’apprentissage représentent un pas en avant.

L’étude indique qu’il y a certaines disparités concernant l’utilisation de l’e-Learning en EFPI relative

à des branches distinctes. Pourtant l’enquête montre aussi qu’il y a des disparités considérables

parmi les différentes sous catégories dans chaque branche, et au sein de certaines sous catégories.

L’étude relève que l’usage de l’e-Learning en EFPI paraît dépendre de l’attitude générale dans la

branche en question : dans le cas où la TI serait naturellement ancrée dans les processus de

travail, l’usage de l’e-Learning dans l’enseignement et l’apprentissage est plus important. Toutefois

il y a aussi des exceptions. Il faut souligner que l’analyse est basée sur des entretiens

téléphoniques et des études de cas, et non pas sur des statistiques transnationales relatives aux

différentes catégories de sujets/branches. En conséquence, l’analyse ne devrait pas être considérée

comme représentative pour les branches/sujets spécifiques dans le contexte européen, mais plutôt

aperçue comme un indice initial des différences générales qui existent entre les sujets/branches

relatifs à l’EFPI.

The use of ICT in iVET – Final Report xlii

L’analyse des entretiens téléphoniques et des études de cas établit que les sujets/branches estimés

être caractérisés par une utilisation intensive de l’e-Learning dans l’enseignement et

l’apprentissage sont les suivants :

• Approvisionnement en électricité, en gaz et en eau

• Intermédiation financière et activités commerciales

• Vente en gros et au détail ; hôtels, restaurants

• Fabrication

• Transport, gestion des stocks et communication

L’analyse montre que les sujets/branches estimés être caractérisés par une utilisation modérée de

l’e-Learning dans l’enseignement et l’apprentissage sont les suivants :

• Agriculture, poissonnerie et exploitation de carrières

• Construction

• Services publics et métiers de service aux personnes

Étant basée sur les entretiens téléphoniques et les études de cas, l’étude fourni une vue générale

des méthodes actuelles d’utilisation de l’e-Learning dans l’enseignement et l’apprentissage en EFPI

dans les États membres. Il faut souligner qu’à cause de l’envergure de l’étude, les résultats de

l’analyse ne doivent pas être considérés comme représentatifs pour l’Europe. De plus, le portrait

peint est très schématique. L’analyse établit que l’e-Learning est intégré dans l’enseignement et

l’apprentissage en EFPI de manières différentes. L’e-Learning est principalement utilisé pour

soutenir l’enseignement et l’apprentissage dans les institutions éducatives, aussi bien que dans

l’apprentissage mixte (combinant l’apprentissage virtuel à distance avec l’apprentissage sur site

dans l’institution). L’apprentissage à distance uniquement n’est pas identifié en EFPI dans les États

membres de l’UE. L’e-Learning est utilisé particulièrement pour :

• La communication

• La simulation

• Comme une ressource générale

• L’apprentissage des systèmes de management

En somme, l’étude montre que l’e-Learning et la TI sont utilisés de plus en plus pour les

évaluations des étudiants (dans la plus parts des cas sous forme de questionnaire), principalement

parmi les pays pionniers. Toutefois, il est certain que ceci reste un domaine à développer

davantage dans la plupart des institutions de l’EFPI.

Le degré auquel l’e-Learning est intégré en EFPI : les pionniers, les pays du groupe

intermédiaire et les débutants.

L’enquête indique que l’UE en général est dans une phase novice du processus d’intégration de l’e-

Learning dans les systèmes d’EFPI. De plus, l’étude montre que l’usage de l’e-Learning en EFPI

varie énormément parmi les États membres, puisque certains sont au début de leur développement

dans ce domaine, tandis que d’autres ont travaillé depuis des années pour mettre en place l’e-

Learning en EFPI. Par conséquent, l’enquêteur a pu diviser les États membres de l’UE en trois

catégories9 (les pionniers, le groupe intermédiaire et les débutants) relatifs à l’intégration et

l’utilisation de l’e-Learning et conformément aux données collectées (les entretiens téléphoniques,

l’étude de la littérature pertinente et de statistiques, et les études de cas). Ces catégories sont

illustrées dans le schéma ci-dessous :

1. Frontrunner


2. Le groupe intermédiaire L’Allemagne, l’Irlande, la France, les Pays-Bas, la Belgique et le Luxembourg

3. Les débutantsL’Espagne, la Portugal, l’Italie et la Grèce

1. Les pionniers L’Autriche, la Finlande, la Suède, le Danemark et le Royaume-Uni

Schéma 1: La catégorisation des pays en fonction de leur usage de l’e-Learning

Les catégories donnent une vision d’ensemble de l’ampleur de l’intégration de l’e-Learning en EFPI

dans les pays européens. Cependant, il est nécessaire de souligner que les entretiens

téléphoniques et les études de cas montrent qu’il y a des grandes différences concernant

l’intégration de l’e-Learning parmi les institutions d’EFPI dans chaque pays, par exemple à un

niveau régional ou institutionnel.

L’étude montre que les caractéristiques principales de ces catégories sont les suivantes :

Les pays pionniers

• Ont un taux élevé de pénétration technologique dans leurs sociétés

• Ont un haut niveau d’e-Readiness10 comparé aux autres États membres de l’UE

• Paraissent avoir des stratégies spécifiques concernant l’utilisation de l’e-Learning en

EFPI sur le plan national aussi bien que sur le plan institutionnel

• Les enseignants et les étudiants ont généralement une attitude positive envers l’e-

Learning et des compétences relativement avancées dans le domaine de la TI

• Dans la majorité des institutions, l’e-Learning est intégré à l’enseignement et à

l’apprentissage quotidiens et est utilisé par les étudiants et par les enseignants

9 La catégorie de pionniers inclus l’Autriche, la Finlande, la Suède, le Danemark et le Royaume-Uni. Le groupe intermédiaire se compose de l’Allemagne, l’Irlande, la France, les Pays-Bas, la Belgique et le Luxembourg. La

catégorie des débutants comprend l’Espagne, la Portugal, l’Italie et la Grèce.

A cause de l’envergure de l’étude, les nouveaux États membres n’ont pas été catégorisés dans les trois groupes. Quoique les entretiens téléphoniques avec les représentants gouvernementaux des nouveaux États membres

montrent que les nouveaux États membres ont une tendance à être confrontés à des défis semblables aux défis des anciens États membres appartenant aux groupes intermédiaire et débutant. 10 C’est-à-dire la maîtrise d’un contenu rédactionnel en ligne.

The use of ICT in iVET – Final Report xliii

The use of ICT in iVET – Final Report xliv

• Un grand nombre d’institutions utilisent de manière innovante les nouvelles

technologies

• Un grand nombre d’institutions coopèrent avec des partenaires privés et/ou avec

d’autres institutions européennes

Les pays du groupe intermédiaire

• Ont un niveau moyen d’e-Readiness comparé aux autres États membres de l’UE

• Sont toujours en train de formuler des stratégies et des plans d’actions précis

sur un plan national et institutionnel concernant l’usage de l’e-Learning en EFPI

• Rencontrent encore des défis importants, p.ex. la formation des enseignants

(principalement en ce qui concerne le savoir-faire pédagogique, puisque

beaucoup d’enseignants ont déjà les savoir-faire nécessaires en TI)

• Travaillent toujours pour développer et mettre en pratique l’e-Learning dans les

institutions d’EFPI

Les pays débutants

• Ont une pénétration technologique relativement faible dans leurs sociétés

• Ont un degré faible d’e-Readiness comparé aux autres États membres de l’UE

• Sont caractérisés par un manque de stratégies et de financements nationaux par

rapport à l’e-Learning

• Sont encore aux stades initiaux d’intégration de l’e-Learning dans l’enseignement et

l’apprentissage

• Se retrouvent face à de grands défis concernant les savoir-faire des enseignants

(aussi bien les savoir-faire en TI que les savoir-faire pédagogiques en e-Learning)

• Se retrouvent face à des défis concernant la motivation et le savoir-faire des

étudiants en ce qui concerne l’utilisation de l’e-Learning

• Manquent d’équipements et d’infrastructure nécessaires à leurs institutions EFPI

Nouveaux modèles d’éducation et de formation provenant de l’utilisation de l’e-Learning

Etant basé sur une analyse des études de cas pratiques exemplaires, l’enquête a permis d’identifier

trois nouveaux modèles d’éducation et de formation en EFPI provenant de l’utilisation de l’e-

Learning. Etant donné que les études de cas ne sont que de bons exemples pratiques, les

The use of ICT in iVET – Final Report xlv

nouveaux modèles identifiés ne sont pas représentatifs de l’usage courant de l’e-Learning dans

l’EFPI en Europe. Par contre, les modèles identifiés expriment l’usage possible de l’e-Learning et

illustrent le potentiel de l’e-Learning.

L’enquête montre que l’usage de l’e-Learning peut aboutir à des améliorations de l’éducation et de

la formation offertes en EFPI en liant la théorie et la pratique. Tous les nouveaux modèles identifiés

relient ces deux aspects grâce à l’usage de l’e-Learning. Néanmoins, ce fait a été réalisé par

différents moyens dépendants des contextes particuliers des EFPI. Par conséquent, les nouveaux

modèles distincts sont adéquats dans différents contextes d’EFPI, puisque chacun accomplit

différents besoins et souligne différents aspects de l’enseignement et de l’apprentissage.

L’enquête a permis d’identifier les trois nouveaux modèles d’éducation et de formation :

• Le modèle communicatif : Communication intensive durant des périodes prolongées de

stage

• Le modèle flexible : Enseignement et apprentissage flexibles et individualisés ; quantité

réduite de formation scolaire.

• Le modèle de simulations : Liant davantage la réalité à la formation et l’apprentissage

scolaire, en particulier par l’usage des simulations

En relation avec ces trois modèles, l’étude a montré que l’apprentissage pratique et les aspects des

différents modèles peuvent influencer l’enseignement. Les caractéristiques des modèles sont les

suivants :

The use of ICT in iVET – Final Report xlvi

Le modèle communicatif

• Est adapté pour les structures d’EFPI qui mettent l’accent sur l’apprentissage

pratique et, en même temps, sur l’acquisition de connaissance théorique et sur un

degré élevé d’intégration de la théorie et de la pratique.

• A été identifié dans des contextes d’EFPI où les entreprises et les étudiants ont

souhaité, mutuellement, une plus grande place à la formation sur le lieu de travail.

Ce nouveau modèle a été développé pour satisfaire cette demande particulière.

• Utilise l’e-Learning pour augmenter la place de la formation sur le lieu de travail en

EFPI.

• Est basé sur l’apprentissage mixte en utilisant l’enseignement et l’apprentissage à

distance via l’Internet combinés avec l’enseignement sur site et des stages en

entreprise. L’élément du cours en ligne est conduit pendant les périodes de stage

professionnel.

• Met l’accent sur la communication intensive entre les étudiants et les enseignants

durant la période de stage professionnel. La pratique des ‘forums de discussion’

mais aussi des ‘séquences d’apprentissage’ favorise l’augmentation de la période de

stage professionnel tout en permettant un contact fréquent entre l’étudiant et

l’enseignant et aussi bien entre les camarades d’étude. Les étudiants peuvent

discuter de leurs expériences et s’adresser directement à leur enseignant au lieu

d’attendre la prochaine session scolaire.

• Responsabilise les étudiants vis-à-vis de leur propre processus d’apprentissage.

Ceci peut être partiellement assuré, par le développement d’un plan d’études,

personnalisé décrivant les objectifs d’apprentissage de l’étudiant.

The use of ICT in iVET – Final Report xlvii

Le modèle flexible

• Est adapté pour les structures d’EFPI dans lesquelles existe le désir de réduire la

période d’enseignement et d’apprentissage scolaires, tout en reconnaissant le

besoin d’enseignement et d’apprentissage scolaires privilégiant un haut niveau

d’intégration entre la théorie et la pratique. Ce modèle est adapté pour les

structures d’EFPI où les étudiants travaillent parallèlement à leurs études, et pour

les contextes d’EFPI qui mettent l’accent sur un enseignement et un apprentissage

flexibles.

• A été identifié dans des contextes d’EFPI où les entreprises et les étudiants ont

souhaité, mutuellement, la réduction de la quantité d’heures que les étudiants

doivent consacrer à un enseignement et un apprentissage scolaires par rapport au

temps de travail global. Une autre demande à laquelle ce modèle a donné suite est

la création de cours en adéquation directe avec une situation de travail individuelle.

• Dans le but de réduire la quantité d’enseignement et d’apprentissage scolaires

exigés en EFPI, ce modèle utilise l’e-Learning pour individualiser le processus et

augmenter sa flexibilité. Par conséquent, les étudiants peuvent s’absenter de leur

travail pour des périodes plus courtes plus facilement que dans le cas des cours

d’EFPI traditionnels sur site.

• Souligne le degré élevé de flexibilité dans l’enseignement et l’apprentissage. Etant

donné l’usage important d’apprentissage virtuel, il est possible de réduire la

quantité d’enseignement et d’apprentissage sur site et d’augmenter la flexibilité. Le

modèle souligne aussi un apprentissage et un enseignement individualisés qui sont

rendus possibles à cause d’un degré élevé de flexibilité.

• Est basé sur un apprentissage mixte en utilisant l’apprentissage à distance combiné

avec un enseignement sur site et un apprentissage au sein de l’institution. La partie

du cours basée en ligne a lieu pendant que les étudiants travaillent ou pendant leur

stage professionnel. Le contenu théorique est communiqué aux étudiants via les

séquences d’apprentissage. Par conséquent, les étudiants apprennent

principalement l’élément théorique par l’apprentissage à distance. L’apprentissage

pratique peut aussi être présenté virtuellement, étant donné que les étudiants

peuvent télécharger des simulations et des animations afin de tester leur

connaissance théorique antérieure aux sessions sur site.

• Souligne la responsabilité des étudiants vis-à-vis de leur propre apprentissage.

The use of ICT in iVET – Final Report xlviii

Le modèle de simulations

• Est adapté pour les structures d’EFPI qui mettent l’accent davantage sur

l’enseignement et l’apprentissage scolaires. Ce modèle est aussi adapté pour les

contextes d’EFPI où l’enseignement et l’apprentissage se déroulent surtout dans des

institutions d’EFPI. En raison de la structure même d’EFPI (soulignant

l’enseignement et l’apprentissage scolaires) ou à cause d’une implantation

géographique isolée des locaux de l’institution d’EFPI en question et par conséquent

une limitation du stage professionnel.

• A été identifié dans les structures d’EFPI dans lesquelles le stage professionnel est

limité pour des raisons diverses.

• Utilise l’e-Learning pour compenser la durée limitée de stage professionnel. Dans ce

sens, l’e-Learning est employé pour renforcer la dimension pratique de

l’enseignement et l’apprentissage scolaires, pour amener plus près de la réalité

l’enseignement et l’apprentissage scolaires, et pour approcher réciproquement les

mondes pratique et théorique.

• Utilise l’aspect particulier des simulations pour rapprocher l’enseignement et

l’apprentissage scolaires de la réalité. L’e-Learning est aussi utilisé pour les tests et

les examens dans le but de les rendre plus réalistes et orientés vers la pratique.

L’estimateur considère que les impacts principaux de l’usage de l’e-Learning dans les trois

nouveaux modèles sont les suivants :

• Appui pour l’intégration entre la théorie et la pratique

• Amélioration des résultats d’apprentissage en apportant aux étudiants de meilleures

compétences.

• Préparation des étudiants au marché du travail

• Responsabilisation des étudiants vis-à-vis de leur propre apprentissage

• Augmentation de la flexibilité dans le processus d’apprentissage et de la motivation des

étudiants

• Adaptation aux besoins individuels des étudiants (apprentissage individualisé)

Etant donné que l’analyse est fondée sur des exemples pratiques exemplaires, les modèles n’ont

pas forcément les mêmes impacts positifs dans les structures d’EFPI en général. En fait l’analyse

démontre plutôt le côté potentiel des nouveaux modèles.

Les impacts de l’usage de l’e-Learning en EFPI

Un constat majeur de cette étude documentaire est qu’il y a un manque important dans les

évaluations des impacts de l’usage de l’e-Learning en EFPI. Par conséquent, il est difficile d’estimer

The use of ICT in iVET – Final Report xlix

à quel point les impacts identifiés dans cette enquête sont valables pour l’EFPI sur un plan

européen.

Il faut souligner que cette analyse des impacts n’est pas une véritable évaluation d’impact. De plus,

en raison de l’envergure de l’étude, l’évaluateur considère que les impacts identifiés représentent

des impacts plutôt potentiels que fréquents ou représentatifs.

Le nombre d’impacts principaux identifiés est aussi évident dans les nouveaux modèles de

l’éducation et de la formation. Toutefois, l’enquête souligne aussi d’autres impacts, la plupart

relevés aussi bien dans les anciens que dans les nouveaux Etats membres de l’Europe.

En s’appuyant sur l’analyse des entretiens téléphoniques et les études de cas exemplaires, Ramboll

Management évalue que l’usage de l’e-Learning en EFPI peut :

• Rapprocher davantage les mondes théorique et pratique

• Accroître le niveau de connaissance, de savoir-faire et de compétences

• Préparer mieux les étudiants au monde du travail

• Augmenter la qualité de l’enseignement

• Augmenter le rayon d’action

• Assurer une évaluation des étudiants fiable et réaliste

• Augmenter la flexibilité

• Augmenter la motivation

• Changer le rôle des enseignants et responsabiliser les étudiants vis-à-vis de leur propre

apprentissage

• Diriger vers un apprentissage individualisé

• Préparer les étudiants à la formation continue permanente

• Augmenter l’envergure d’implication parentale

Evaluation de qualité et standards en e-Learning

Sur la base de l’étude documentaire, des études de cas et d’entretiens téléphoniques, l’enquête

montre qu’il reste à développer des standards formels et de qualité pour l’évaluation en e-Learning.

Il n’existe aucun accord particulier au travers de l’UE, ni au niveau national, ni au niveau fédéral, ni

au niveau organisationnel, afin d’établir une évaluation de qualité de l’e-Learning en EFPI, et seuls

quelques responsables de structures européennes d’EFPI sont au courant des standards spécifiques

pour mesurer la qualité dans l’e-Learning. De plus l’enquête montre que les sujets de qualité sont

généralement gérés dans les institutions EFPI particulières, et que même s’il y a une attitude

positive à l’égard de l’évaluation de la qualité de l’e-Learning parmi les responsables et enseignants

d’EFPI, un grand nombre d’institutions en Europe ne mettent pas, d’une manière systématique,

l’accent sur cet aspect. Les institutions ne considèrent, typiquement, que les aspects techniques et

les indicateurs quantitatifs de qualité – p.ex. le taux d’équipement - lorsqu’elles emploient des

évaluations et des standards de qualité. Ainsi, un constat serait qu’actuellement il n’y a pas de

standards formels au sujet des indicateurs qualitatifs (p.ex. sur la qualité du contenu en ligne)

concernant l’usage de l’e-Learning en EFPI en vigueur et appliqués dans les pays européens.

Toutefois, l’enquête montre que des indicateurs qualitatifs et spécifiques pour mesurer la qualité

The use of ICT in iVET – Final Report l

dans l’e-Learning émergent progressivement au niveau de la recherche. En effet plusieurs projets

de recherche européens traitent particulièrement des indicateurs qualitatifs pour plus de qualité

dans l’e-Learning.

Forces, faiblesses, opportunités et menaces concernant l’usage de l’e-Learning dans les

structures d’EFPI

L’analyse FFOM (forces, faiblesses, opportunités et menaces) a permis d’identifier les facteurs

majeurs relatifs à l’usage actuel de l’e-Learning en EFPI dans les Etats membres de l’UE. Etant

donné que les expériences accumulées dans des institutions étudiées sont d’une valeur utile pour

les considérations d’intégration générale de l’e-Learning en EFPI, l’analyse est conduite à partir des

entretiens téléphoniques et des études de cas exemplaires afin de comparer des situations

générales et typiques. En raison de l’envergure de l’étude, il faut noter que les résultats provenant

de l’analyse FFOM ne sont que relativement représentatifs pour l’Europe. En effet, l’analyse n’en

retrace que les grandes lignes.

Une grande partie des forces, faiblesses, opportunités et menaces identifiées dans les anciens Etats

membres s’applique aussi aux nouveaux Etats membres. De plus, beaucoup de facteurs ont été

identifiés pour les trois catégories de pays. Finalement, une gamme importante de forces,

faiblesses, opportunités et menaces identifiées est aussi apparente dans les études de cas

exemplaires.

Néanmoins, le degré de leur présence et de leur importance varie selon les catégories des pays et

selon les études de cas. Par exemple, quelques faiblesses et menaces identifiées ont été

surmontées, au moins partiellement, par le groupe des pays confirmés et par les institutions des

études de cas exemplaires, en opposition du groupe des pays débutants. D’après cette étude sur

l’usage actuel de l’e-Learning en EFPI, l’importance de faiblesses et de menaces varie selon les

catégories de pays même si elles ont été identifiées dans les divers contextes.

Concernant l’intégration et l’usage de l’e-Learning en EFPI, les forces, faiblesses, opportunités et

menaces identifiées sont les suivantes :

The use of ICT in iVET – Final Report li

Tableau 1 : FFOM matrice : Forces, faiblesses, opportunités et menaces concernant l’usage de l’e-Learning

en EFPI

Forces • Soutien actif de la part de

l’encadrement.

• Stratégie claire en matière de TI et de

e-Learning dans l’institution.

• Pionniers et personnes de niveau

confirmé parmi les enseignants :

Attitude et engagement positifs des

enseignants.

• Haut niveau de compétences en TI.

Formation plus adéquate et répandue

parmi les enseignants.

• Intérêt et demande étendus pour l’e-

Learning parmi les étudiants et les

parents.

• L’e-Learning améliore la qualité de

l’enseignement et les qualifications

des étudiants.

• Degré élevé de flexibilité et

d’individualisation .

• Augmentation de la rentabilité.


adéquats.

• Support technique efficace.

Faiblesses • Manque de support de gestion.

• Attitude sceptique parmi les

enseignants.

• Manque de compétences en TI

parmi les enseignants et faible

degré de formation des

enseignants.

• Culture sceptique ou indifférente et

faible degré de maîtrise d’un

contenu rédactionnel en ligne dans

la société.

• Faible degré de maîtrise d’un

contenu rédactionnel en ligne et

attitude sceptique envers l’e-

Learning parmi les étudiants.


inadéquats dans les institutions.

• Vulnérabilité élevée face aux

problèmes techniques et frais

importants de maintenance.

• Manque de support technique.

• Manque d’accès aux ordinateurs

sur le lieu de travail.

Opportunités • Elan vers la société d’information.

• Exigence augmentée pour des

qualifications en TI de la part du

marché du travail.

• Focalisation nationale sur l’e-Learning

: stratégies, plans d’action et fonds.

• Accent sur l’e-Learning au niveau de

l’UE : initiatives, projets et fonds.

• Partenariat public/privé quant au e-

Learning.

• Coopération entre les institutions

d’EFPI quant au e-Learning .

• Compétition accrue parmi les

institutions d’EFPI.

• Accès à un contenu en ligne adéquat.

Menaces • Manque de contenu en ligne.

• Manque de focalisation politique et

de stratégie unifiée au niveau

national.

• Manque de fond.

The use of ICT in iVET – Final Report lii

Conditions préalables d’un succès et raisons d’un échec

En s’appuyant sur une analyse des études de cas, l’enquête a permis d’identifier un nombre de

conditions préalables aux succès et aux échecs quant à l’usage de l’e-Learning en EFPI. Etant

donné que ces facteurs de succès et raisons d’éventuels échecs ont été identifiés dans des

institutions de pratiques exemplaires, ils représentent des leçons expérimentées précieuses quant à

l’intégration et l’augmentation de l’usage de l’e-Learning en EFPI en général dans tout l’UE.

Dans le processus d’intégration et de l’usage de l’e-Learning, les institutions de pratiques

exemplaires ont expérimenté les raisons de l’échec, quelques-unes ont déjà été surmontées tandis

que d’autres resteront à un certain degré des défis à relever dans l’avenir. Les facteurs de succès

sont les éléments qui ont contribué à bien intégrer l’e-Learning, et dans certains cas, à bien

surmonter les barrières et les faiblesses. Etant donné que ces facteurs ont été identifiés dans des

institutions de pratiques exemplaires, ils représentent des leçons expérimentées précieuses quant à

l’intégration et l’augmentation de l’usage de l’e-Learning en EFPI dans l’UE en général, et donne

une compréhension pour les facteurs de succès possibles et les raisons d’éventuels échecs

possibles.

Les facteurs de succès suivants ont été identifiés :

• Encadrement engagé et innovateur

• Prise de participation des enseignants

• Stratégie en matière de TI et de e-Learning dans l’institution

• Pionniers et personnes confirmées dans la matière parmi les enseignants

• Une focalisation importante sur la formation des enseignants

• Support TI fiable et efficace

• Contenu en ligne accessible et adéquat

• Motivation des étudiants, niveau élevé en TI et équipement adéquat à la maison

Les raisons d’éventuels échecs suivantes ont été identifiées :

• Juger inutile la formation des enseignants

• Prendre comme acquis que les étudiants possèdent les savoir-faire nécessaires

• Usage déstructuré des forums de discussion et de dialogue

• Manque d’accès aux ordinateurs et à internet

Les scénarios futurs

Etant basé sur les conclusions de l’atelier d’experts, l’enquête a permis d’identifier, dans un

scénario futur général, un usage de l’e-Learning en EFPI comptant quatre éléments clés. Ces

éléments peuvent être résumés ainsi :

• Technologies M & M (apprentissage modulaire et mobile)

• Murs tombants (p.ex. dans les salles de classe et les institutions)

• Identité de l’enseignant (dans les rôles des enseignants)

• Moi- et Nous-apprentissage (nouveaux paradigmes d’apprentissage)

Le scénario futur contenant les quatre éléments entraînera une augmentation de théorie et de

pratique en EFPI, ce qui par la suite causera un changement du programme d’étude.

Il faut noter que quelques aspects du scénario futur sont, à un certain degré, déjà présents en EFPI

à ce jour. Néanmoins, le scénario futur implique que l’usage de l’e-Learning dans l’enseignement et

l’apprentissage en EFPI augmentera d’une manière significative. En résultat, les aspects déjà

présents à ce jour seront plus en vigueur dans les années à venir.

Le scénario futur implique également que l’usage des trois nouveaux modèles développés dans

cette étude augmentera d’une manière extensive dans le futur au fur et à mesure que le prix de

l’équipement technique et de l’infrastructure baissera graduellement et que de meilleures solutions

techniques seront accessibles avec le progrès technologique. Même si, à ce jour, la scène actuelle

de l’e-Learning est dominée principalement par des institutions de pionniers, le futur pourra

amener un usage généralisé de ces trois modèles d’éducation et de formation en EFPI, tous fondés

sur un usage extensif de l’e-Learning.

Le scénario futur est illustré ci-dessous :

Change of curricula

Future teaching And

Learning in iVET

M & M technology

Falls of the walls


Changement de programme d’étude

Enseignement et apprentissage futurs en EFPI

Technologie M &M

Murs tombants

Moi- et nous- apprentissage

Identité d’enseignant

Schéma 2 : Scénario futur pour l’usage de l’e-Learning dans l’enseignement et l’apprentissage en EFPI

The use of ICT in iVET – Final Report liii

The use of ICT in iVET – Final Report liv

Technologies M & M

• Les ‘technologies M & M’ utilisent l’apprentissage modulaire et mobile dans

l’enseignement et l’apprentissage en EFPI. L’apprentissage modulaire implique

l’usage des objets d’apprentissage brefs (vidéo en streaming11, vidéo à la

demande). L’apprentissage mobile implique l’usage de la technologie mobile

comme les téléphones portables, ordinateurs de poche et autres dispositifs

mobiles.

• La façon d’appliquer l’e-Learning relative à ce scénario, favorise certainement

l’intégration de la théorie et de la pratique. L’usage de l’e-Learning donne aux

étudiants de nouvelles sources de connaissance, augmente l’accès à l’information

et induit des méthodes innovatrices d’apprentissage. La vidéo en streaming offre

au personnel enseignant des informations à propos de l’avancements du travail

des étudiants, en dépit de leur dispersion géographique. Les simulations procurent

aux étudiants l’opportunité de pratiquer ce qu’ils ont vu à l’instant sur une vidéo.

• Les ‘technologies M & M’ possèdent une potentialité considérable dans l’e-Learning

en ce qui concerne la transmission d’expériences indirectes. Par exemple, en

utilisant vidéo en streaming, les étudiants ont accès aux personnes expérimentées

qui peuvent procurer aux étudiants l’expérience indirecte dont ils ont besoin. D’un

autre côté, l’expérience ne peut pas être acquise uniquement par l’usage de l’e-

Learning. Apprentissage face-à-face et expérience manuelle sont nécessaires pour

acquérir des qualifications véritables.

Murs tombants

• La démolition des murs des salles de classe à cause de l’usage de l’e-Learning.

L’apprentissage et l’enseignement virtuels progressent, ce qui fait que

l’enseignement et l’apprentissage scolaires ne sont plus restreints à un

emplacement physique dans les institutions d’EFPI.

• La démolition des murs qui séparent les institutions d’EFPI et les entreprises –

p.ex. enseignement et apprentissage scolaires ou au sein du lieu de travail. En

raison de l’usage de l’e-Learning, l’apprentissage scolaire peut être abordé sur le

lieu de travail. Les étudiants ne doivent pas être écartés de leur lieu de travail afin

d’être présents physiquement pour l’apprentissage et l’enseignement scolaires.

Puisque cela devient plus facile de suivre des cours, un apprentissage tout au long

de la vie devient plus envisageable. De plus, il s’agit là d’une opportunité pour les

personnes peu scolarisées préalablement étant donné que l’éducation leur devient

plus accessible.

• La démolition des murs qui séparent l’institution d’EFPI de la maison, et

11 C’est-à-dire la diffusion de films vidéos sur Internet en flux contenu.

The use of ICT in iVET – Final Report lv

l’institution et ses enseignants des entreprises et de leurs formateurs. L’utilisation

extensive des forums de discussion, de dialogue déstructurée, etc. et une

communication plus importante entre respectivement : les camarades d’études ;

les étudiants, les institutions d’enseignement et les entreprises ; et l’institution

d’enseignement et la maison. Une telle communication accrue entraînera une plus

grande intégration de la théorie et de la pratique. De plus, elle donnera aux

enseignants une connaissance plus approfondie du monde pratique, du fait qu’ils

seront tenus au courant au jour le jour des nouveaux développements dans leur

branche respective.

• La démolition des murs qui séparent les enseignants travaillant dans différentes

institutions d’EFPI : L’usage de l’e-Learning procure aux enseignants une

opportunité de travailler ensemble à travers les institutions, et aussi à travers les

régions.

Rôle et identité des enseignants

• L’usage de l’e-Learning est associé à l’émergence d’une nouvelle approche

pédagogique qui souligne le travail en groupe et l’apprentissage problématique

dans lequel on demande aux étudiants de résoudre des problèmes concrets.

• Ce qui entraîne un nouveau rôle et une nouvelle identité des enseignants. Au lieu

d’être un conférencier, l’enseignant sera un aide ou un gérant de connaissance qui

aide les étudiants à trouver les réponses eux-mêmes au lieu de procurer les

solutions.

• En fait, l’usage de l’e-Learning change d’une manière inévitable les rôles et

l’identité professionnelle des enseignants par le seul fait qu’e-Learning et e-

Enseignement12 souvent sont présentés d’une manière virtuelle au lieu de

l’enseignement traditionnel dans les salles de classe. Par conséquent l’enseignant

devient un e-Educateur ou un e-Tuteur13.

Moi- et nous-apprentissage

• L’usage de l’e-Learning dans l’enseignement et l’apprentissage en EFPI génèrent

un Moi-apprentissage. Grâce à l’usage de l’e-Learning, l’enseignement et

l’apprentissage en EFPI deviennent plus flexibles et individualisés.

• L’apprentissage et l’enseignement deviennent personnalisés en cherchant à

répondre aux besoins spécifiques de chaque étudiant. Le point de départ est

12 C’est-à-dire enseignement en ligne. 13 Ce qui signifie un éducateur ou un tuteur spécialisé en enseignement en ligne.

The use of ICT in iVET – Final Report lvi

l’étudiant individuel et en résultat, l’apprentissage est caractérisé comme ‘Moi-

apprentissage’, parce qu’il met l’accent sur l’étudiant individuel – le ‘Moi-étudiant’.

Etant donné que les étudiants ont différents intérêts et conditions, ils deviennent

co-designers de leur propre éducation et processus d’apprentissage. De plus, ce

scénario souligne un apprentissage individualisé qui sert les besoins actuels des

étudiants parce qu’ils ont différentes capacités face à l’apprentissage.

• L’utilisation de l’e-Learning dans l’enseignement et l’apprentissage en EFPI

entraîne un apprentissage individualisé, mais en même temps ce scénario porte

aussi sur l’apprentissage collaborateur (‘Nous-apprentissage’). Dans l’e-Learning,

l’enseignement et l’apprentissage sont fondés sur le travail en groupe et

l’apprentissage entre e-Condisciples14. Le Moi-apprentissage et le Nous-

apprentissage mettent l’accent sur apprentissage pour savoir apprendre et

apprentissage pour savoir réfléchir. Ces aspects sont cruciaux, puisqu’ils préparent

les étudiants à une formation continue permanente.

L’enquête a permis d’identifier les incitateurs suivants pour un usage futur accru de l’e-Learning en

EFPI :

• Encadrement et actionnariat motivés

• Développement des réflexions pédagogiques

• Attitudes et compétences des enseignants

• Exigences des étudiants

• Infrastructure et technologie adéquates

• Accès au e-Contenu

• Prédominance du partenariat

• Initiatives de l’UE

L’enquête a permis d’identifier les barrières suivantes à un usage futur accru de l’e-Learning en

EFPI :

• Culture

• Manque de recherche, d’évaluation et de standards

• Gestion conservatrice

• Scepticisme et manque de compétences en TI parmi les enseignants

• Manque d’e-Contenu et technologie

• Manque de coopération

• Manque de stratégie et de fonds

L’étude propose aussi trois scénarios idéaux mondiaux quant à l’usage futur de l’e-Learning dans

l’apprentissage et l’enseignement en EFPI. La supposition de départ étant que les barrières

mentionnées ci-dessus soient surmontées.

14 C’est-à-dire entre les étudiants participant à un apprentissage en ligne.

The use of ICT in iVET – Final Report lvii

Scénario idéal mondial 1 : Intelligence ambiante

• Apprentissage et enseignement en EFPI sont un gage de succès d’une myriade de

technologies (p.ex. satellites et technologie mobile) résultant d’une solution de

problèmes techniques et l’accessibilité à plusieurs solutions pour l’apprentissage et

l’enseignement à des prix raisonnables.

• Les étudiants auraient accès à des réseaux globaux d’apprentissage et les

enseignants de tous les coins du monde pourraient être consultés pour les besoins

spécifiques des étudiants. En conséquence, en raison de ces communautés à

l’échelle planétaire d’apprentissage, l’enseignement et la pratique, le scénario de

ces nouveaux environnements d’apprentissage serait caractérisé par l’apprentissage

personnalisé qui va à la rencontre des besoins individuels de chaque étudiant.

• Les étudiants créent leurs propres programmes d’apprentissage. Le seul problème,

que les étudiants doivent affronter, est de définir le thème qu’ils souhaitent aborder

parmi la grande quantité d’information leur étant accessible. De plus,

l’apprentissage et l’enseignement en EFPI sont caractérisés par le fait qu’ils

débutent par une ‘économie d’expérience’. Les étudiants reçoivent un apprentissage

et un enseignement uniques à travers l’EFPI.

• Le scénario est caractérisé par une dite informelisation, signifiant que

l’apprentissage est conçu dans des réseaux informels comparés aux institutions

physiques d’EFPI dans lesquelles l’EFPI est enseigné à ce jour. De plus, en raison de

possibilités techniques immenses, le scénario entraînera une intensification de

l’enseignement et de l’apprentissage due à l’intelligence ambiante - p.ex.

possibilités d’apprentissage et d’enseignement ambiants.

The use of ICT in iVET – Final Report lviii

Scénario idéal mondial 2 : Accès au virtuel, cours et conseils trans-européens

• La pierre angulaire est l’augmentation de l’accès aux conseils pour les étudiants,

incluant de nouveaux modèles de conseil. Le scénario est retenu en raison de

l’opportunité de pouvoir garantir un travail dans un autre Etat membre de l’UE. Le

point de départ est la situation des étudiants qui souhaitent se qualifier afin

d’obtenir un travail dans un autre Etat membre de l’UE.

• Dans le but d’obtenir les qualifications et les expériences nécessaires, c’est

l’étudiant lui-même qui doit trouver l’information dont il a besoin concernant les

cours virtuels adéquats sur Internet. Les étudiants de toute l’Europe, qui souhaitent

obtenir un travail dans un pays en question, prennent les mêmes cours sur

l’Internet. Il n’y a pas de barrière de langue, vu que le matériel est accessible dans

toutes les langues et la communication entre les étudiants et les enseignants

traduite en temps réel.

• Les étudiants doivent se soumettre aux exercices virtuels. De plus, les cours

incluent des simulations avancées dans le but de leur proposer des expériences plus

concrètes.

Scénario idéal mondial 3 : Enseignement et apprentissage rentables

• La technologie rend plus facile l’apprentissage et l’enseignement en EFPI. Ce qui

signifie dans ce scénario qu’il n’y a plus d’institution et de campus d’EFPI physiques,

étant donné que l’apprentissage et l’enseignement sont exclusivement virtuels.

L’apprentissage aura lieu dans l’environnement du lieu de travail.

• Par conséquent, il y a uniquement un besoin limité de personnel s’occupant de

l’administration et des aspects techniques. Ce scénario implique, également, la

possibilité de réduire les coûts d’enseignement et d’apprentissage.

• L’apprentissage et l’enseignement sont moins formels comparés à ce jour, en raison

de la structure virtuelle de l’EFPI. De plus, l’apprentissage est personnalisé pour

correspondre aux besoins spécifiques de chaque étudiant. En dépit du contexte

virtuel, le scénario souligne l’importance des valeurs sociales et de la vie sociale en

cherchant à rapprocher les personnes d’une manière virtuelle.

Recommandations

Sur la base de son analyse sur l’e-Learning en EFPI et des conclusions de cette enquête, Ramboll

Management a conçu les recommandations suivantes. Ces recommandations sont divisées dans

des niveaux respectifs d’implication en EFPI :

• Niveau de l’UE

• Niveau national

The use of ICT in iVET – Final Report lix

• Niveau institutionnel

Au niveau de l’UE :

En général, les recommandations au niveau de l’UE portent sur la facilitation et la dissémination

d’expériences et de pratiques exemplaires. Un grand nombre d’institutions d’EFPI pourraient

bénéficier d’un partage de connaissances avec d’autres institutions européennes. Ceci s’applique

aux institutions des pays qui sont toujours dans les phases initiales ou intermédiaires de

l’adaptation à l’e-Learning, mais aussi aux institutions localisées dans les pays pionniers. Ainsi l’UE

pourra, potentiellement, jouer un rôle décisif en facilitant davantage d’interactions entre les

institutions d’EFPI européennes.

Au niveau national :

Les recommandations au niveau national portent sur la formulation des stratégies et de plans

d’action spécifiques dans l’utilisation de l’e-Learning en EFPI et sur la création de possibilités à

recevoir des fonds. Ces deux points sont en relation avec les institutions travaillant à mettre en

œuvre l’e-Learning dans leur enseignement et apprentissage, et dans le développement de contenu

en ligne et de recherche de terrain.

Au niveau institutionnel :

Les recommandations au niveau institutionnel portent sur le développement et la mise en oeuvre

des stratégies de la TI et de l’e-Learning, I-Jumelage15, et dans la motivation et la formation des

enseignants, p.ex. à travers une formation systématique, la reconnaissance formelle des

enseignants, l’augmentation des compétences en TI des enseignants et le partage des

connaissances et des bonnes expériences parmi les enseignants.

Finalement, l’enquête décrit les domaines de recherche suivants à approfondir davantage :

Les standards en évaluation de qualité, le développement du contenu, les motivations pour

changer les attitudes des enseignants, les thèmes organisationnels, les pédagogies de l’e-Learning,

les études de coût-bénéfice, l’apparence physique et l’environnement des institutions d’EFPI.

15 I-Jumelage signifie un jumelage entre deux associations pour réaliser un projet de coopération et faciliter l’appropriation des outils de communication.

The use of ICT in iVET – Final Report lx

The use of ICT in iVET – Final Report 1

1. Introduction

This Final Report is the third and final deliverable for the project “The use of ICT for learning and

teaching in initial Vocational Education and Training”, contract no. 2003-3236/001-001 EDU

ELEARN.

The overall purpose of the study is to provide the Commission with a detailed report concerning the

current and possible future use of e-learning for learning and teaching in initial vocational

education and training (iVET) in the EU Member States. Accordingly the study covers the countries

that were Member States prior to the EU enlargement that occurred on 1 May 2004 (‘old Member

States’), as well as those that joined the EU in May 2004 (‘new Member States’). The study began

prior to EU enlargement. Consequently, the focus is primarily on the 15 old Member States,

although experiences and perspectives from the new Member States are also included in the data-

generating activities and in the presentations of the findings. In addition, the findings from the

European context are put into perspective by experts from outside the EU.

Because of the different structures of the education systems across the Member States, it should

be noted that iVET is a broad term that covers a variety of types of institutions and courses,

making it almost impossible to arrive at a generic definition that is fully applicable in all Member

States. However, in this study the term iVET covers the following:

• iVET means any form of initial vocational education and training, including both technical

and vocational teaching, apprenticeship training and vocationally oriented education which

is undertaken after basic education and before further education.

• iVET also contributes to the acquisition of a vocational qualification recognised by the

competent authorities in the state in which it is obtained.

• The typical age of the students undertaking iVET is 16-20 years, though it must be stressed

that this varies between countries. Because of the variation that exists in the iVET systems,

the designation of the iVET students also varies (e.g. pupils, apprentices, students). In this

study the term ‘student’ will be used as a common term that covers all the varieties.

In this study, Ramboll Management uses the very broad official EU definition of e-learning:

“The use of new multimedia technologies and the Internet to improve the quality of learning by

facilitating access to resources and services as well as remote exchanges and collaboration.”

It must accordingly be stressed that the term ‘e-learning’ does not just cover blended learning or

distance learning, but is an umbrella term for the use of technology to enhance learning in various

ways, both at an institution and in distance learning / blended learning solutions. As the definition

given above is very broad and also encompasses the term ‘ICT’, the term ‘e-learning’ will be used

throughout this study in order to avoid misunderstandings16. For a further explanation of what is

16 One exception to this occurs in the section describing EU initiatives, strategies and action plans, where in order to be consistent with the usage of the terms used in strategies etc., they are described in the same terms as those being used in the strategies.


meant by e-learning, please refer to the section on the different potential ways of using e-learning

in iVET. Finally, it should be mentioned that some respondents tended to use the term ICT instead

of e-learning during their interviews, which is reflected in some of the quotations. When conducting

the interviews, it became clear to the evaluator that many of the respondents interpreted the term

‘e-learning’ more narrowly than does the definition being applied in this study. They interpreted it

as referring only to distance learning, and therefore used the term ICT for what this study calls e-

learning.

This chapter describes the purpose and objective of the study. Next, the data-generating activities

and methodology are presented, and finally the structure of the report is outlined.

1.1. Objective of the study – questions answered

The study focuses on the current use of e-learning in the EU. On the other hand the study also

focuses on the possible future use of e-learning emphasising its potentials. The study encompasses

elements of mapping, analysis, assessment and recommendations, and addresses a number of

themes. The study questions and themes contained in the report are:

• To what extent is e-learning being used in initial Vocational Education and Training (iVET)?

• How is e-learning being used in iVET (pure e-learning and/or blended forms, etc.)? How is

e-learning being organised?

• What are the main problems and barriers impeding the wider and/or more intensive use of

e-learning in iVET?

• What are the main experiences in the use of e-learning as perceived by

participants/trainers?

• What is the qualitative impact of the use of e-learning on the results/outcome of learning?

How is quality in e-learning assessed, and what issues are seen as affecting quality? Are

any particular standards emerging?

• The impact of e-learning on such issues as student assessment and certification.

• What are the main motivations for the use of e-learning in iVET? What are the main

expectations of trainers and participants? To what extent are their expectations being met?

• For what subjects and branches is e-learning being used?

• Demonstrates to what extent and in what way e-learning is currently being used to support

learning in iVET. The study will describe the overall situation and trends in the various

countries.

• Emphasises an understanding of the use of e-learning for learning in iVET, in particular

through the identification, analysis and description of possible success factors and reasons

for failure.

• Analyses the use of e-learning in different iVET systems in the European context, for

example its use in the dual iVET system.

• Identifies and analyses the new models for education and training that are enabled by

advances in e-learning, for example collaborative models, social interaction and context-

related knowledge.


• Provides a contextualised analysis of iVET settings and circumstances for which these new

models are appropriate, and identifies cases of good practice in which these models have

been successfully implemented in iVET.

• Analyses how the use of e-learning brings the worlds of theory and practice closer together

for the learner.

The study particularly focuses on the role of e-learning in strengthening the integration of theory

and practice in iVET. The study therefore emphasises the apprehension of whether and in what way

the use of e-learning for teaching and learning can bridge the gap between the theory and practice.

1.2. Data-generating activities and methodology

The analysis and results of the study are based on:

• A desk study of reports, articles, books, websites, strategies, and other documentation

• Exploratory telephone interviews with selected experts

• Telephone interviews with government representatives and other national representatives

from each of the 25 Member States

• Telephone interviews with stakeholders (e.g. representatives from employee and employer

organizations) from each of the 15 ‘old’ Member States

• Telephone interviews with iVET managers from each of the 15 ‘old’ Member States

• Telephone interview with selected expert from outside the EU

• Seven good-practice case studies carried out through on-site visits involving interviews

with management, technical staff, teachers, students and selected stakeholders. The

selected examples are regarded as good-practice cases because they have succeeded in

overcoming significant barriers. As a result, they have integrated e-learning into their

teaching and learning to a high degree. They are also regarded as good-practice cases

because they are successfully bridging the gap between theory and practice in their use of

e-learning in teaching and learning. The case study institutions selected were:

o Tourismusschule Wien 21, Austria

o Espoo Institute of Health and Social Care, Finland

o Lycée Nicephore Niepce/Lycée Professionnel Julien de Balleure, France

o Deutsche Bahn, Germany

o Cabra FÁS Training Centre, Ireland

o Tajamar Technological and Graphic Institute, Spain.

o Norton Radstock College, United Kingdom

• An expert workshop

The telephone interviews conducted numbers 65 in all.

It must be stressed that as the case studies are good practice examples they are not

representative for Europe. In addition, due to the scope of the study the picture painted of the

general situation in Europe is very broad-brush. Finally, due to the scope of the study the findings

of the study are mainly trends and cannot be considered as representative “hard facts”.


A thorough presentation of the methodology and the various data-generating activities is presented

in Annex B.

The analyses in the study are based on data connected with the sources mentioned above. Where

the evaluator draws conclusions not directly based on the statements and opinions obtained from

the telephone interview and case study respondents, this is clearly noted.

1.3. The structure of the report

In accordance with the specifications contained in the Terms of Reference (see Annex E), Ramboll

Management has structured the current report into 12 chapters.

At the beginning of the report the key findings and main conclusions of the study are presented,

where after the report are summarised in English and French. Chapter 1 describes the objectives

and scope of the study, the data-generating activities and the structure of the report. Chapters 2-

11 provide a description and analysis of the current situation concerning the use of e-learning in

iVET in EU Member States, plus a description of some possible future scenarios involving the use of

e-learning in iVET. Chapter 12 present the recommendations for future actions.

Chapter 2 presents the conceptual framework of the study.

Chapter 3 describes the characteristics of the iVET systems in the EU Member States and gives an

overview of the emerging iVET systems. In addition, the chapter presents various forms of co-

operation and partnerships concerning e-learning in iVET that exist in the EU Member States. The

chapter is based on desk study telephone interviews and good-practice case studies.

Chapter 4 present the strategies, action plans and initiatives at EU level concerning ICT and e-

learning (see annex H for a thorough description). The chapter then presents an overview of the

national strategies concerning ICT and e-learning found in the EU Member States. The chapter is

based on the desk study, telephone interviews and the good-practice case studies.

Chapter 5 describes and analyses the current use of e-learning in iVET in the EU Member States.

First, the motivations, objectives and expectations concerning the use of e-learning are described.

Second, the extent to which e-learning is integrated into iVET is described. Third, the chapter

describes the subjects and branches in which e-learning is used the most in iVET. Finally, the

chapter describes the different ways that e-learning is being integrated and used in teaching and

learning in iVET in the EU Member States. The chapter defines three categories of country in

relation to the use of e-learning. The relevant data were obtained from the desk study, telephone

interviews and good-practice case studies.

Chapter 6 presents three new models of education and training stemming from the use of e-

learning. In addition, the chapter analyses the impacts of e-learning in each of the new models.

The chapter is based on the good-practice case studies.


Chapter 7 analyses the general impacts of the current use of e-learning in iVET. The analysis is

based on telephone interviews and the good-practice case studies.

Chapter 8 provides an overview of the current situation concerning quality assessment and e-

learning in iVET. The relevant data has been derived from the desk study, telephone interviews and

good-practice case studies.

Chapter 9 presents the SWOT analysis of the current use of e-learning in iVET. The chapter

identifies and analyses strengths, weaknesses, opportunities and threats in relation to the

integration and use of e-learning in teaching and learning in iVET in the EU Member States. The

analysis is based on telephone interviews and the good-practice case studies.

Chapter 10 presents the identification, analysis and description of possible success factors and

possible reasons for failure concerning the integration and use of e-learning in iVET. The chapter is

based on the good-practice case studies.

Chapter 11 presents future scenarios for the use of e-learning in iVET. In addition, the chapter

describes drivers and barriers in relation to these scenarios. The chapter is based on the

conclusions that emerged out of the expert workshop.

Chapter 12 contains Ramboll Management’s recommendations for future actions to be taken at

the EU level, the national level and the institutional level.


2. Conceptual framework of the study

In this chapter, the conceptual framework is presented. In doing so, we present our understanding

of the key concepts relevant to this study.

As the study focuses on the role of e-learning in the integration of theory and practice in iVET, this

chapter establishes a conceptual framework for the relationship that exists between them. In

addition, the chapter defines the term ‘e-learning’ and describes various ways in which it can

potentially be applied.

2.1. Three paradigms of teaching and learning within iVET

Initial vocational education and training (iVET) is characterised by its very close connection with

the workplace. Theoretical and practical teaching and learning are combined in iVET to an extent

that very few other areas of education can match.

Students in iVET learn actual skills in the practical world, and learn about and reflect on these skills

in a theoretical world. It is important to stress that in iVET, both theory and practice belong equally

to school-based and workplace-based teaching and learning. In other words, neither theory nor

practice is limited to a specific physical setting in the shape of an educational institution or a

workplace.

Traditionally, three paradigms have prevailed for understanding the connection between the

theoretical and the practical world in iVET17.

The first paradigm stresses the importance and benefits of learning solely in the practical world,

as this is regarded as being the one and only way to learn practical skills. Its emphasis is entirely

on the practical aspects of learning. The students will learn everything they need to directly

through ‘learning by doing’ via school-based teaching and learning plus on-the-job training.

In this view, only a limited connection exists between the practical and theoretical worlds, if the

latter is considered at all. Accordingly, the theoretical world is parenthetical (i.e. marginal or

tangential), as illustrated on the next page.

17 The three paradigms are inspired by the works of Steen Wackerhausen, e.g. “The scholastic paradigm and apprenticeship” in the Journal of Nordic Educational Research 3-97 (1997), Scandinavian University Press.

First paradigm emphasising learning in the practical world: the theoretical world is regarded as parenthetical

Practical world

Theoretical world( )

Fig. 3: First paradigm emphasising learning in the practical world: the theoretical world is regarded as parenthetical

The second paradigm emphasises the importance of learning in both the practical and theoretical

worlds, but these are still viewed as separate worlds. Its emphasis is on transferring knowledge

from the theoretical into the practical world. Within this paradigm it is not merely considered as

something positive when the students apply theoretical knowledge in practice; students, teachers

and potential employers are in fact obliged to take this dimension into account, and support the

students in their efforts to apply theoretical reflections in a real or simulated praxis. The principle

of this paradigm is illustrated below.

Second paradigm emphasising the transfer of knowledge from the theoretical into the practical world

.

Practical world

Theoretical world

Transfer of knowledge

Fig. 4: Second paradigm emphasising the transfer of knowledge from the theoretical into the practical world

The third paradigm stresses the integration of the theoretical and practical worlds. In this view,

learners need to develop skills in both worlds and to exchange both knowledge and experience

between the two worlds. Accordingly, the learner must learn about a given subject in theory as well

as in practice, allowing the student to fuse his theoretical knowledge with practical experience. The

model therefore emphasises that the learner should be able to put into practice what has been

taught at a theoretical level, and make both practical and theoretical observations. In order to

succeed in learning it is important that the two different learning processes should interact in such

a way that they appear integrated to the learner. This is illustrated below.


Third paradigm in which the practical and the theoretical world are viewed as integrated

Practical world

Theoretical world

Fig. 5: Third paradigm in which the practical and the theoretical world are viewed as integrated

The three paradigmatic models presented above are potential models for teaching and learning in

iVET.

The study indicates that the third paradigmatic model is the most prevalent model in the EU, if the

others can be identified at all.

In spite of the trend towards the prevalence of the third paradigmatic model, it must be stressed

that substantial differences have been identified within this model – in other words, between the

various iVET settings existing in the EU. This is explained in detail in Chapter 3. However, the third

paradigmatic model is the starting point for our analysis, taking into account the various

differences.

The interaction between the two worlds depends primarily on the pedagogical approach and the co-

ordination and sequencing of theory and practice. However, the use of e-learning can increase the

smooth integration of theory and practice which is the focus of this study. On the basis of the third

paradigm, the study assesses how the use of e-learning integrates the theoretical and practical

worlds of teaching and learning in various iVET settings.

The potential uses of e-learning in bringing the practical and theoretical worlds closer together are

further elaborated in the next section.

2.2. The different potential ways of using e-learning in iVET

In this study Ramboll Management uses the very broad official EU definition of e-learning:

“The use of new multimedia technologies and the Internet to improve the quality of learning by

facilitating access to resources and services as well as remote exchanges and collaboration.”


The definition encompasses several forms of e-learning. We focus on the following forms of e-

learning in this study:

Fig. 6: Forms of e-learning

As the figure shows, we see the term e-learning as an umbrella concept for the use of technology

in various ways to enhance learning – both on campus and in distance learning / blended learning

solutions.

In the following we will present the different potential forms of e-learning which are the framework

of this study, as well as IT. (For a thorough description of the four types of e-learning, please see

Chapter 5).

IT E - learning

E - learning for communication

means E - learning insimulation

E-learning as ageneral ressource L(C)MS

IT E - learning

E - learning for communication

means E - learning insimulation

E-learning as ageneral ressource L(C)MS

E - learning

E - learning as a mode of commu-

nication E-learning in

simulationE-learning as a

general resource L(C)MS

2.2.1. The use of e-learning as a means of communication

E-learning is used to support communication between students, teachers, tutors, mentors or

master craftsmen or among a group of peers. The common features of these applications inter alia

allow the actors to do the following:

• conduct synchronous (e.g. chat forum) and/or asynchronous communication (e.g. threaded

discussions)

• share common resources (documents or rich media resources)

• reach agreement concerning the co-ordination of work processes and procedures such as

determining who does what, how and when.

2.2.2. E-learning used for simulation

Where e-learning is used to simulate real world phenomena, the role of e-learning as a bridge

between the theoretical and practical worlds is evident. 3-D simulations can help to clarify,

visualise and put into perspective both practical and theoretical issues.



Students use simulations to prepare themselves prior to engaging in practical experiences, to

reflect on and repeat specific activities after these experiences, and to simulate practice when

actual real-life practice is not possible.

2.2.3. E-learning used as a general resource

E-learning as a general resource can be regarded as the use of computers and internet-based

resources and services. Via computer- or web-based training, students for instance learn through

interactive e-learning units and rich media sources, using speech, video or interactive sequences or

instructions. With this kind of e-learning assessment is often automated, in most cases in the form

of multiple-choice questionnaires.

E-learning as a general resource can also be seen in the availability of school intranets or learning

portals for students who log in to such systems when at work or from home, for instance to use

electronically-supported learning resource centres or ‘e-libraries’.

2.2.4. Learning Management (Content) Systems

A Learning Management System (LMS) is software that deploys, manages, tracks and reports on

interactions between learner and content and between the learner and the teacher.

A Learning Management Content System (LCMS) combines the learner administration capabilities

of an LMS with content creation and storage capabilities. In fact, an LCMS is a data repository that

allows multiple developers and subject matter experts to share content and its components over a

network.

2.2.5. IT

Even though this study is centred on the use of e-learning in iVET, to some extent it also focuses

on the use of IT, such as in iVET – in other words, on the use of the technology which is the vehicle

for the learning process. For instance, to students in most technical fields a large number of

computerized appliances are available. In the high-tech sectors in particular, such as IT and

telecommunications, car manufacturing, aviation, electronics, biotechnology or the medical sector,

different kinds of technology or IT themselves comprise the vehicle for the learning process.


3. Characteristics of IVET systems in the EU Member States

This chapter provides an overview of the iVET systems that exist in the EU Member States. The

overview focuses on the iVET systems of those countries that belonged to the EU before 1 May

2004. Examples of the characteristics of the iVET systems of the new Member States will be

included as the chapter unfolds, in order to provide general information on these iVET systems.

3.1. Types of IVET systems

The section is based on the desk study, telephone interviews and case studies. The analysis gives

an overall picture of the various iVET systems in Europe.

In general terms there are three main models of iVET system to be found among the EU countries:

• The dual system

• The pure school-based system

• The workplace-based system

It is noteworthy that the various types of iVET systems can be seen within one country.

The main characteristics of the three systems are presented below18:

Dual system Pure school-based

system

Workplace-based system

The dual system combines

formal school-based

education with workplace

training. Students attend

courses at school and are

provided with theoretical

and practical learning at

both schools and

workplaces. Students have

usually signed an

apprenticeship contact with

the on-the-job workplace.

There is high integration of

theory and practice within

the dual system.

For students enrolled in the

pure school-based system,

both theoretical and practical

learning is provided at the

school. By participating in

learning simulations,

workshops and laboratories,

the students acquire practical

learning. Even though theory

and practice in the pure

school-based system is not as

highly integrated as in the

dual system, the level of

integration is still significant.

The workplace-based system

has several similarities with

the dual system but puts a

stronger emphasis on

workplace-based training. In

the workplace-based system

the students mainly undergo

on-the-job training in

companies, while

simultaneously following

courses offered by employers

and also attending some

courses at iVET institutions.

The integration of theory and

practice depends on the

companies offering the iVET,

but is generally high.

18 It should be noted that the three paradigms of iVET teaching and learning presented in the previous chapter are potentially

represented in all three of the iVET systems described above.


3.2. The dual system


an overall picture of the dual system in Europe.

Dual systems are in place somewhere in iVET in all the old Member States. The dual system

combines formal school-based education and on-the-job workplace training. Usually iVET students

in the dual system sign an apprenticeship contact with a company.

Differences in the dual systems across Europe

The ratio of the time students spend attending school-based education on the one hand compared

to that spent on on-the-job workplace training on the other hand differs significantly across the

iVET systems of Europe. Countries such as Austria, Germany, United Kingdom, Denmark and the

Netherlands put their emphasis on workplace training in the dual system, and in these countries

the students often spend considerably more than half the time in iVET on training in workplace

settings.

In the rest of the old Member States, the data from the expert interviews and desk study indicates

that the amount of time students spend on workplace training in iVET is more or less equivalent to

the amount of time spent on attending classes in school.

In addition, there are differences regarding such things as course length in the dual system in

Europe. This also applies to the way that periods of school-based teaching and learning combine

with periods of work.

Differences regarding workplace training periods

Equally, our data shows that significant differences exist in the dual system across Europe

concerning the point at which students begin their first period of on-the-job workplace training

during their iVET course. In most of the old Member States, the formal school-based education and

workplace training are designed to take place more or less concurrently if we disregard preparatory

and introductory periods when the students first enrol in their iVET course. But it should be pointed

out that some countries do separate these stages in iVET, e.g. in Spain, where at some iVET

institutions the students’ workplace training takes place in last phase of their iVET.

In some old Member States the school-based education and the workplace-based education in the

dual system can be seen as two separate education programmes.

The iVET systems of the new Member States have all adopted some kind of dual system with

apprenticeships, although a number of differences can be observed concerning the time spent at

school and the time spent in the workplace. However, the findings of the study indicate that some

countries are experiencing a lack of co-operation between schools and workplaces. For example,

this occurs in Cyprus.


3.3. The pure school-based system


an overall picture of the pure-based system in Europe.

As the dual system appears to be the most common iVET set-up, there is a range of optional iVET

systems in place across Europe.

Along with the dual system, a majority of Member States, e.g. Luxembourg, Scandinavia, United

Kingdom, Germany, Austria, Belgium, the Netherlands, France, Italy and Greece, have all adopted

pure school-based systems for those students who have not elected to enter into an apprenticeship

contract or managed to do so. E.g. in Ireland pure school-based education forms part of the first

programme of one iVET strand before the students embark on apprenticeships in the dual system.

In some of the pure school-based iVET systems, education and training is provided entirely within

the institutional setting, e.g. in the form of laboratories or workshops where practical workplace

settings are simulated, while in other systems workplace-based training is made available; in the

case of the Austrian tourism industry, the students practice during the summer holidays.

A pure school-based system exists in all the new Member States. In addition, some countries’ iVET

systems can to a great extent be said to be generally school-based, even when the dual system is

taken into consideration. For example, this is the case in Estonia, where most components of the

existing iVET strands, including the newly established apprenticeships, emphasise school-based

iVET to a high degree.

3.4. The workplace-based system


an overall picture of the workplace-based system in Europe.

The workplace-based system has several similarities to the dual system, but its considerable

emphasis on the prevalence of workplace-based training differentiates it from the typical set-up of

the dual system.

The workplace-based iVET system is rarely seen in the EU’s old Member States. The findings of the

study indicate that in countries where the workplace-based iVET system does occur, the workplaces

offering this kind of iVET are usually companies with many employees. In addition, these

companies generally have a substantial demand for specialised employees with particular

vocational skills and competencies that are appropriate for their particular production needs.

Such set-ups can by seen in Germany, where companies like Siemens, Mercedes and Deutsche

Bahn welcome and enrol students in strands of iVET that aim to launch them on a particular

learning pathway which mean that at graduation they are qualified as competent personnel who

are capable of continuing their employment at the company in question.


The interviews indicate that the iVET system in Germany opens up the way for these set-ups in its

workplace-based system, since in this area the German state has established overall framework

regulations that allow companies to direct and focus education and training at their individual

company needs while simultaneously complying with the regulatory guidelines. In this way, the

students in the workplace-based system, e.g. those of Deutsche Bahn, follow some courses at the

public Berufsschule and also follow periodic supplementary courses provided by the workplace.

3.5. Combination of theory and practice in iVET


an overall picture of how theory and practice combines in iVET in the EU Member States.

Theory and practice in iVET are combined in many ways. It should be highlighted that the findings

of the study (based on desk research, telephone interviews and case studies) show that theoretical

and practical learning in iVET takes place in both schools and workplaces. The third paradigm

(described in the previous chapter), which accentuates the integration between the theoretical and

the practical world in iVET, is therefore the most widespread model across the EU.

The dual system promotes the general integration of theory and practice

Based on the desk study, telephone interviews and case studies the findings of the study show

above all that the dual system is the educational setting in which the integration of theory and

practice takes place to a high degree. This is so in both the old and the new EU Member States.

Certainly, one of the main objectives in the dual system is to integrate theory and practice in iVET.

Although differences can be observed among the different iVET systems, there is little doubt that

the existence of student apprenticeship contracts as a particular characteristic of the dual system

considerably paves the way for integration of theory and practice.

The combination of school-based education and on-the-job training gives students the opportunity

to use their theoretical knowledge in a practical setting and to enhance their consideration of

theoretical issues in relation to practice, and vice versa.

For instance, Finland, Denmark, Austria, Ireland and the UK lay great emphasis on integrative

approaches toward the combination of theory and practice.

Not all dual systems ensure the integration of theory and practice

Although the dual system opens the way for the general integration of theory and practice, for

some old Member States the dual system does not necessarily imply greater interaction between

the theoretical and practical worlds.

Countries such as France and Germany experience less significant integration between theory and

practice in the dual system, and have expressed a desire for further co-ordination and co-operation

between iVET schools and workplaces in relation to the subjects offered in school and on-the-job

workplace training. According to respondents from Greece, Spain and Portugal, theory and practice

in iVET is less integrated in these three countries. Here, the findings also suggest that due to


reduced co-operation between iVET institutions and workplaces offering training, theory and

practice have not been subject to the same level of integration in the dual system as in those

countries characterised by a higher level of cooperation.

Practical learning in schools in the dual system

Finally, it should be noted that in addition to providing practical training in the sense of the

workplace-based, the dual system of almost every old EU country, e.g. Luxembourg, Finland and

United Kingdom, also offers practical training in schools through simulations, workshops and

learning laboratories. This is also the case to a great extent in the vast majority of the new Member

States, e.g. Lithuania and Slovakia. As was mentioned earlier, practical learning in school as a

supplement to practical learning in workplaces is another key characteristic of the dual system that

contributes to the further integration of theory and practice emphasised in the third paradigm.

Practical learning in the school-based system

Among the vast majority of the old Member States, in the pure school-based system both theory

and practice is provided in the schools. In both the old and the new Member States, students are

generally provided with practical learning by participating in workshops, learning through

simulations, or through using laboratories in practical learning centres or other settings.

The findings of the study suggest that in general the extent of learning results in school-based

workshops, simulations and laboratories is not equivalent, and cannot be compared to the learning

experience derived from on-the-job workplace training. The respondents indicate that the

theoretical and practical worlds are generally less well integrated in the pure school-based system

than in the dual system. But it should equally be noted that the third paradigm still exists in the

pure school-based system, although the integration of theory and practice is not as pronounced as

with the dual system.

According to respondents, students who attend the pure school-based system in which practical

learning is solely provided by the school are generally at a qualitative disadvantage in the labour

market than those in the dual system. This is the case in Greece, for example.

In Austria for instance, measures have been taken to prevail and minimize such effects of the pure

school-based system, in order to improve the students’ compatibility with the needs and

requirements of the labour market. The teachers in charge of the practical learning that occurs

through workshops, simulations and laboratories at the pure school-based institutions in Austria

are to some extent also employed directly in the relevant industrial sectors. Such teachers are

therefore able to provide practical learning, which according to the respondents provides the

students with more realistic settings.

3.6. Providers of iVET

The analysis of desk research, telephone interviews and case studies shows that the institutions

offering iVET in both the old and the new Member States are for the most part public vocational

schools. In some countries, vocational schools are owned or financed by the state but run by


private entrepreneurs. In Ireland, there are examples of iVET schools run by private companies

that provide both the workplace training and the educational settings. In Germany, the concept of

corporate universities also exists in relation to iVET.

Some IVET schools in countries such as Spain, Italy and Greece are based on religious values or

have a religious background that aims to promote moral and cultural values among young people

in addition to iVET19.

Whether they are publicly or privately run, schools are regulated by each old Member States’

national iVET regulations, but some countries’ regulatory frameworks permit certain alternative

iVET programmes, e.g. Siemens, Mercedes and Deutsche Bahn in Germany, as has been described

in the sections above.

Other old Member States also permit a certain degree of autonomy concerning iVET. In Italy, iVET

enjoys a certain degree of regional autonomy, so that iVET schools are able to incorporate and take

into consideration regional particularities that can ensure that graduating students will meet

regional needs and requirements. In Spain too, the iVET system is to a certain degree subject to

regional autonomy in the form of the autonomous communities.

3.7. Collaboration with external partners: Public-private partnerships, national and transnational co-operation between iVET institutions

IVET is characterised by a high level of co-operation and close relationships with various external

partners (i.e. enterprises, labour market organisations etc.), which is important for integrating

theory and practice in iVET, as well as being important for its integration of e-learning into teaching

and learning.

The purpose of this section is to present various modes of collaboration that have been identified in

relation to iVET institutions and workplaces, the labour market and other external partners (e.g.

publishers). This section therefore shows how iVET institutions are involved in partnerships with

private sector partners, and how they are involved in both national and transnational collaboration

with other iVET institutions.20

Although the analysis of collaboration with external partners is partly based on the telephone

interviews, it mostly draws on the case studies. As the case studies are good practice cases, the

findings are not necessarily representative for Europe. Rather, the examples given can be seen as

role models or sources of inspiration.

19 Please see the description of Spain’s Tamajar case study school for further details regarding these characteristics 20 See also European Education Partnership, 2002, Partnerships in practice. Published at

http://www.eep-edu.org/PiP2001.pdf

http://www.eep-edu.org/PiP2001.pdf


3.7.1. Public-private partnerships

The study has identified various forms of collaboration between iVET institutions and private sector

partners. The main types of private sector partnership involve:

• Development of e-content and digital learning material

• The lending of equipment

• Funding and sponsorships


• Developing specific projects

The following section describes the main types of private sector partnership.

Development of e-content and digital learning material

This type of co-operation between iVET institutions and private sector partners is observable in

several countries.

A Spanish publisher stresses the importance of co-operation in the development of digital learning

material that is designed to increase the integration of e-learning in iVET. She says, “There is still

not enough digital learning material, and often the quality is not good enough. It is just like a

digital book. There is a need for the development of good material and learning methodology. At

the moment it is often too dull”.

In Austria, the Ministry of Education has launched an initiative known as SchulbuchExtra (SbX) for

the development of additional ministry-approved e-content. This initiative is based on co-operation

that involves a myriad of partners, including publishers and companies. The initiative is embedded

in the legal and organisational framework of the Austrian Free Textbook Programme which ensures

that students receive new textbooks every year, and both programmes are said to be unique in

Europe, if only for the ‘co-opetition’ (a conflation of ‘co-operation’ and ‘competition’) that exists

between publishing houses and the Ministry of Education. According to the respondents, the SbX

programme is still in its early stages. In the 2003-2004 academic year, ten publishers offered

about 90 online textbooks, corresponding to less than two per cent of the total supply of material

compatible with official school curricula. The respondents consider that finding an economic model

for e-learning and blended learning plus the content to support it is beyond the capacity of a single

publishing house working in isolation – for the development of such things as an e-pedagogy,

research is also required. Publishing houses and the rest of the education system must become

involved, including school councils and teachers.

Another example of co-operation with private sector partners concerning e-content is found at

Espoo Institute of Health and Social Care in Finland. The institute has mainly developed its own

content, but arrangements have been made with a private publisher concerning the development

of learning material. According to the executive director, the publishers are eager to collaborate

with the institute on testing new learning material. He emphasises that it is an advantage for the

institute to be located in the Espoo area, because the biggest publishers are situated here, which

increases the scope for collaboration.


A third example is found at the Cabra FÁS Training Centre, Ireland, where the course design is

being done in collaboration with representatives from the labour market. The development of

course content is accordingly based on industrial needs assessments. Whether the learning

material is produced by the training centre itself or is developed by external partners is something

that varies from programme to programme.

Lending equipment

This type of collaboration between iVET institutions and private partners is seen in Ireland and

Spain, for instance.

At the iVET institution Tajamar Technological and Graphic Institute in Spain, companies provide the

institution with equipment for educational purposes. For example, the printing machines used in

the Graphic Arts courses are very expensive, and the institution would not be able to afford to buy

such machines. Being able to borrow such equipment means that the institution can give the

students the opportunity of working with real machines during the school-based part of their

courses. According to the director of vocational education at Tajamar, this means that the students

are better prepared for working life.

Funding and sponsorships

Sponsorship programmes in which enterprises fund such things as new equipment and material is

for instance seen at Lycée Nicephore Niepce and Lycée Professionel Julien Balleure, France. French

companies are obliged to pay a contribution (‘taxe d’apprentissage’) to all vocational schools21. The

money is earmarked for the purchase of new machines and materials. According to the

interviewees, investment in IT equipment and e-content represents a significant proportion of the

school’s budget.22

According to a German stakeholder interviewed, in Germany too large industries have provided

sponsorships.

The training of teachers

This type of co-operation between iVET institutions and private sector partners is for instance seen

at Tajamar Technological and Graphic Institute, Spain, where companies are offering courses to

teachers to keep their knowledge of their industrial fields up to date, so that the education

provided by the institution is as close to reality as possible. One workplace representative explains

“We provide courses to the teachers, though not all the teachers want it. We also provide the

teachers and the management with information about developments in their field.” Because of the

courses and material being offered by these companies, the teachers are able to use the newest

approaches and technologies in their teaching. According to the director of vocational education at

Tajamar and the workplace representative interviewed, this means that the students are meeting

the demands of the labour market to a greater degree, and are better prepared for working life.

21 On average, this special tax amounts to about 100,000 euros per school. 22 See 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council Published at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf

http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf


The workplace representative says, “The students benefit from the co-operation. Because of it, the

school knows exactly what we are demanding from their students. Therefore the students’ chances

of satisfying our demands and getting a job increases. Because of our co-operation, the school is

able to discover where its education can be improved.”

Developing specific projects

For instance, the Irish case study includes a project that is based on co-operation involving both

public and private sector partners. The project is called MoFIT (MoFIT stands for Model for Flexible,

Industrial Training), and focuses on providing flexible teaching and learning through the use of e-

learning. The MoFIT project has been developed in co-operation with Irish, Norwegian and Austrian

partnerships comprising companies, trade unions, training centres and universities. Extensive

collaboration has taken place concerning such matters as the development of the pedagogical

approach and the learning content. In this way, a number of different interests and perspectives

have been included with the aim of strengthening the project. By co-operating extensively with

workplaces, the demands of the labour market have been taken into consideration. A workplace

representative explains, “MoFIT listens to the needs of industry and the companies. It fits our

demands.”

In relation to the new Member States, a government representative from the Czech Republic

stresses the importance of collaboration between iVET institutions and major IT companies.

3.7.2. National co-operation between iVET institutions

The study shows that national co-operation between iVET institutions within a country concerning

the use of e-learning in iVET is generally regarded as important in all three categories of Member

State (front-runners, middle group and beginners), as Chapter 5 describes. National collaboration

among iVET institutions regarding the use of e-learning in teaching and learning is primarily seen in

front-runner countries.

Such co-operation mainly involves:

• Sharing of experiences and mutual learning

• Sharing infrastructure and infrastructure and e-content expenses

• Development of e-content

• Raising of awareness of e-learning


An example of national co-operation among iVET institutions is seen in the British case study that

was undertaken at Norton Radstock College. This case study shows that the institution is co-

operating with other iVET institutions in an e-learning consortium known as WCC (Western Colleges

Consortium). According to the manager, WCC is an overarching support body which helps its

members to develop and implement e-learning. The manager says, “WCC is recognised as a front-

runner as regards e-learning – it is the collaboration that makes it work”.


WCC has been established in order to share ideas, knowledge, good practice and learning

materials. Accordingly, WCC manages the access to a huge bank of learning material. New material

is uploaded onto its website, from where teachers can download and evaluate it. Teachers and

managers consider this evaluation process to be important for the quality of the material, as WCC

subsequently buys the materials that the teachers recommend. A lot of learning material is

therefore bought on behalf of the four colleges in the consortium. However, sometimes one college

buys particular material for its own needs, then later uploads it to the WCC website for everybody

to share. Finally, WCC provides teacher training and on-line tutoring. The IT administrator sums up

the benefits of WCC up thus: “WCC means that we do not have to care about the day-to-day

running of the system, they provide workshops for teachers and specific courses – for instance, on

using the digital camera – and they are also responsible for the buying of our material.”

A final example is found in Austria, where thanks to a government initiative, notebook classes and

notebook schools are organised as a cluster. The e-learning School cluster is among other things

about the exchange of experiences and web-based material.

Among the new Member States, a government representative from Estonia considers that national

co-operation between iVET institutions is very important, perhaps more so even than EU co-

operation. He says, “National co-operation between schools concerning the exchange of

experiences and knowledge sharing is very important. If the European initiatives are not

implemented at the local level it has no importance at the iVET schools. But the schools in Europe

are co-operating”.

3.7.3. Transnational co-operation at the European level

The study shows that transnational co-operation is generally regarded as being useful and

important to the integration of e-learning in iVET by a great many institutions, which are

accordingly involved in collaborating with iVET institutions in other countries or participating in EU

e-learning projects. This trend is seen among all three categories of country (front-runners, the

middle group and beginners) into which it is possible to divide the Member States in accordance

with their use of e-learning (for a description of these categories, please refer to Chapter 5).

Such co-operation primarily involves:

• Exchanging experiences and mutual learning

• Working together in projects involving e-learning (developing and integrating e-learning in

teaching and learning)

Several interviewees stress the importance of exchanging both general and good practice

experiences and learning with each other across Member State borders. For instance, a Spanish

publisher says, “Co-operation between countries is very important. It is very helpful to share

experiences across borders. By co-operating with countries that are more advanced in their use of

e-learning, we can develop our own use of it.” A Finnish stakeholder adds, “EU co-operation

between institutions means that they have the opportunity to learn from each other. The countries

are at very different stages of development concerning the use of e-learning and infrastructure.


Good practice examples are very important for showing both what has been done and what can be

done.”

Due to the variations in the iVET systems across the EU, a Belgian government representative

stresses the importance of bilateral co-operation as a supplement to EU projects. Such co-

operation provides an opportunity to take the context into consideration. A Finnish stakeholder

agrees: “The EU Commission states that e-learning is important and in this way they give attention

to it in each Member State. E-learning is being developed in each country to the level it needs and

wants to finance. The education systems in EU are very different, so you have to develop it

accordingly”.

A French government representative says, “A lot of institutions co-operate with institutions in other

countries. This is very useful. Therefore I imagine that there will be more and more EU co-

operation in the future – like Leonardo and Socrates”.

The study shows that several iVET institutions are involved in EU projects. As was previously

mentioned the Irish case study provides an example of an EU e-learning project (MoFIT) based on

blended learning.

Another example is found at the French case study institution, which belongs to e-Schola, a body

which provides the institutions with the opportunity to work together on e-learning, for instance to

win awards for their work and obtain funding. E-Schola is organised by European Schoolnet (EUN)

in co-operation with the European Commission and private partners.

Among the new Member States, transnational co-operation is generally viewed as important for the

integration of e-learning in iVET. A number of respondents desire more EU co-operation in the

future concerning the use of e-learning in iVET, as they consider it to be very useful. The present

co-operation involves such things as the exchange of experiences and mutual learning and

collaboration in projects concerning the development and integration of e-learning in teaching and

learning. A government representative from Hungary emphasises that “EU co-operation is very

important. Its extent should be improved, special emphasis should be given to dissemination of the

results and methods”. A government representative from Slovenia says, “Co-operation among iVET

institutions is very important, but it is just beginning. Slovenian institutions could learn from other

EU institutions. They could also gain from co-operation concerning the preparation of e-content”.

Finally, a government representative from Latvia explains, “The co-operation between Latvia and

the EU is important because of the exchange of good practice, the organisation of seminars and

courses, access to essential materials and training in the use of software.”


Text box 1: Perspectives from Australia

According to an Australian expert, there are further possibilities for global co-operation

and extended national co-operation within the e-learning field: “We can learn from each

other. The world is becoming a smaller place and people are more willing to use each

other’s experiences. E-learning in itself opens the way for further possibilities and at the

end it all comes back to building partnerships. A key element is developing flexible

partnerships and networks.”

4. Strategies and action plans

The purpose of this chapter is to present the strategies and action plans that exist at EU level

concerning e-learning and vocational education and training. The section on EU-level initiatives is

based on the desk study.

The additional purpose of this chapter is to provide an overview of the different national strategies

and action plans of the EU Member States concerning the development of IT integration and e-

learning in their iVET institutions. Several different types of national strategies and initiatives are

described. The section on national strategies is based on interviews with government

representatives, stakeholders and managers in the EU Member States, interviews with other

experts in the field, and case studies. Accordingly, it is not based on a thorough desk study of

national strategies but rather on the respondents’ points of view, since the purpose is to provide an

overview instead of an exact mapping.

For a detailed presentation, please refer to annex H.

4.1. EU initiatives, strategies and action plans

This section first presents the Lisbon objectives, the work on the Stockholm conclusions and the

work on the Barcelona objectives. Then the e-learning initiative ‘e-learning - Designing Tomorrow’s

Education’ is presented. Finally, the Bruges-Copenhagen process on enhanced European co-

operation in vocational education and training is described.

4.1.1. The Lisbon objectives, the work on the Stockholm conclusions and the work on the Barcelona objectives

In March 2000, the Lisbon European Council set a primary objective for the European Union to

become “the most competitive and dynamic knowledge-based economy in the world, capable of

sustainable economic growth with more and better jobs and greater social cohesion” (European


Council, Lisbon, March 2000). The EU recognised that the achievement of this goal strongly

depended on making the best possible use of information and communication technologies (ICT).23

To achieve this (and the other Lisbon objectives), European ministers of education adopted a

report on the explicit future objectives of education and training systems in 2001. The Stockholm

European Council endorsed the report later in 2001.24

In 2002, the Barcelona European Council endorsed a 10-year work programme to achieve the

goals contained in the Objectives Report.25

Both the objectives report and the work programme set out an overall shared approach to national

education and Member State policies that is based on three common objectives:

• Increasing the quality and effectiveness of the education and training systems in the

European Union

• Facilitating of access of all to the education and training systems

• Opening up the education and training systems to the wider world.

In addition to the work programme, the objectives report contains points that fall under the three

objectives. The first objective and its first three points are of prime importance in connection with

the use of ICT in iVET, and are therefore the most relevant to this study:

• Improving education for teachers and trainers

• Developing skills for the knowledge society

• Ensuring access to ICT for everyone

4.1.2. The e-learning initiative ‘e-learning - Designing Tomorrow’s Education’

This e-learning initiative was designed in the context of the Lisbon objectives. It was adopted by

the European Commission in May 2000, and sets out the principles, objectives and courses of

action to be taken concerning e-learning with the purpose of improving the quality of learning by

facilitating access to resources and services as well as exchanges of experience and collaboration.

By adopting the development of information and communication technology as one of its

objectives, the initiative coheres with the Report concerning the specific future objectives for the

education systems. The e-learning initiative also complements the comprehensive e-Europe Action

Plan, which aims to increase the take-up of digital technologies.26

23 Presidency Conclusions of the Lisbon European Council on 24 March 2000 24 Ministry of Education and Science, Stockholm, Sweden, Memorandum 31 May 2002. 25 Brussels, 15.1.2002 COM(2002)14 final. COMMUNICATION FROM THE COMMISSION to the Spring European Council in Barcelona “THE LISBON STRATEGY — MAKING CHANGE HAPPEN” 26 Brussels, 28.3.2001 COM(2001)172 final COMMUNICATION FROM THE COMMISSION TO THE COUNCIL AND THE EUROPEAN PARLIAMENT “The eLearning Action Plan Designing tomorrow’s education”


The initiative is designed to mobilize the education and training communities “in order to enable

Europe to catch up and accelerate the introduction of the knowledge-based society”. The initiative

will strengthen the partnership between public and private sectors among players involved in

education, training, culture and the digital content industry. It also focuses on co-operation with

the economic and social partners in its implementation. The initiative therefore encourages all the

players involved to commit themselves to the attainment of its goals.

The e-learning initiative contains four main lines of action:

• Good-quality ICT infrastructure and equipment in education and training

• Training in the use of the new technologies, particularly for learning purposes

• Relevant and high-quality multimedia services and content

• Exchange and co-operation in Europe’s educational and cultural domains

In 2001, the European Commission launched its ‘eLearning Action Plan: Designing Tomorrow’s

Education’, which covers the 2001-2004 period. The action plan presents ways and means of

implementing the e-learning initiative. Accordingly, the action plan sets out measures for the four

aims of the e-learning initiative. The intention is to involve players in education and training, as

well as relevant social, industrial and economic players, “in order to make lifelong learning the

driving force behind a cohesive and inclusive society, within a competitive economy”.

4.1.3. The Bruges-Copenhagen process concerning enhanced European co-operation in vocational education and training

The Bruges process refers to an initiative of the Directors General for Vocational Training

concerning increased co-operation in European vocational education and training, similar to the

1999 Bologna process in higher education. Following the Bruges process, in 2002 the European

ministers responsible for vocational education and training adopted the Copenhagen Declaration

on enhanced European co-operation in vocational education and training.27

The co-operation is based on the targets for 2010 that were set out by the European Council in

accordance with the work programme and the follow-up of the Objectives Report in order to ensure

coherence with the objectives that were already laid down by the Council of the European Union.

The declaration aims to increase voluntary co-operation in vocational education and training in

order to promote transparency and the recognition of competences and qualifications, thereby

establishing a basis for increasing mobility and facilitating access to lifelong learning. Finally, it

aims to promote quality assurance.

27 Declaration of the European Ministers of Vocational Education and Training, and the European Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced European cooperation in vocational education and training “The Copenhagen Declaration”


4.2. The existence of national strategies and action plans concerning e-learning in iVET

The telephone interviews show that almost all the Member States are emphasising the integration

of IT and e-learning in iVET and/or the general education system. However, the extent to which

this is being translated into strategic terms varies, as does the de facto political attention being

paid to the use of e-learning in teaching and learning in iVET.

Some countries have developed highly specific strategies concerning e-learning in iVET/VET

institutions (e.g. Austria and Finland). However, a number of countries only have vastly broad

general strategies concerning e-learning in the education system, including iVET. Examples are

Luxembourg, Sweden and Germany.

National e-learning strategies and action plans are often regarded as being a tool for (or an

indicator of) a prioritised national effort. However, the lack of a national strategy does not

necessarily imply a lack of national initiatives, or that the country in question is not focusing on the

integration of e-learning in iVET. According to our respondents, the development of IT and e-

learning in iVET institutions is closely connected with broader issues such as the evolution of the

information society, the lifelong learning paradigm, or the development of secondary education in

general. Therefore some countries have incorporated the issue of e-learning into more generalised

national strategies. On the other hand, some respondents consider that the existence of general

national strategies rather than more explicit and specific ones means that it is to a greater extent

up to the iVET institutions themselves how, and to what degree, they make use of e-learning.

According to the respondents, immense variations can consequently be seen among the institutions

in a given country.

As a result of the differences regarding the strategies that affect the use of e-learning in iVET, both

specifically iVET-oriented and general strategies affecting iVET institutions will be examined in the

following section. The strategies that are mentioned by the respondents as being relevant are

therefore included.

In addition, it is noteworthy that in some Member States (e.g. Germany and Spain) the regional

level is more important than the national level. Here the regional level can also develop strategies

and support and fund initiatives and projects.

In spite of the fact that most of the Member States are emphasising IT and e-learning in iVET, the

extent to which it is being prioritised varies among the Member States. It is clear to the evaluator

that e-learning is a major priority of the governments in Finland, Austria and the UK, while other

countries emphasise it less.

In this connection the study also reveals the existence of substantial differences among national

strategies, initiatives and levels of government funding. For instance, the study indicates the

existence of extensive national funding in Finland, Austria and Sweden. In other countries, such as

Spain, the respondents consider the extent of national funding to be rather low.


The situation among the new Member States resembles that of the old Member States. Most of the

countries have strategies concerning IT and e-learning in teaching and learning. In some of the

new Member States the strategies are currently in the preparatory phase (e.g. Slovenia). In most

of the countries that have a strategy, it is general in nature and does not specifically focus on iVET.

However, some countries do have strategies concerning IT and e-learning in iVET (e.g. Lithuania

from 2004 onwards).


In the context of the formulation of national-level strategies and action plans among the

European Member States, it is interesting also to look abroad. For instance, Australia is

currently between two periods of action plans and strategies concerning the use of e-

learning in iVET. In this connection, an Australian expert explains: “We need to continue

research and support innovative projects within this area. In the future we will explore

‘learning to game’ methods, look at the sustainability side of projects and also focus on

building partnerships between schools, industry, government and NGOs.”

4.3. Types of national strategies and action plans

It is evident to the evaluator that the national focus areas concerning IT and e-learning in iVET

vary between countries. Some Member States have rather basic strategies that primarily focus on

infrastructure and equipment. On the other hand, some Member States have far more advanced

strategies which focus on a range of issues affecting IT and e-learning that are intended to

promote the extended use of e-learning in iVET (e.g. Finland and Austria). The latter are typically

seen in countries where teachers and students are already familiar with using e-learning in learning

and teaching. In addition, such strategies are typically seen in countries with a generally strong

government focus on IT.

On the basis of our telephone interviews and the case studies, the evaluator has identified several

types of national strategies that revolve around the strategies’ focus areas.28 The national

strategies and action plans primarily concentrate on the following key elements:

• Infrastructure and equipment

• E-content

28 For examples on strategies and actions plans, see: Education, training and research in the information society. A national strategy for 2000-2004 http://www.minedu.fi/julkaisut/information/englishU/Education, training and research in the information society 2000-2004. Implementation plan http://www.minedu.fi/julkaisut/pdf/tietostrategia/toimeenpanosuunnitelmaENG.pdfInformation and Communication Technologies in the Education System. Action plan for 1998-2003 http://eng.uvm.dk//publications/10InformationCom/1.htm

http://www.minedu.fi/julkaisut/information/englishU/

http://www.minedu.fi/julkaisut/pdf/tietostrategia/toimeenpanosuunnitelmaENG.pdf

http://eng.uvm.dk//publications/10InformationCom/1.htm



• The students’ use of e-learning and IT skills

• Co-operation among iVET institutions and/or between iVET institutions and local businesses

The strategies in the new Member States focus on such issues as infrastructure, classroom

equipment, the training of teachers, and computer literacy (including the computer literacy of the

general public).

Infrastructure and equipment

Although it is observable in all categories of country (front-runners, the middle group and

beginners), the focus on infrastructure is typically seen in countries that are not advanced in their

use of IT and e-learning. In some strategies the infrastructure is the main focus (e.g. in Greece),

while other strategies combine the focus on infrastructure with one or more of the other focus

areas mentioned. This is generally the case among the front-runner countries and the middle group

(e.g. Austria, Finland, Sweden, France and Belgium). However, this trend is also evident in

countries that are beginners in using IT in iVET (e.g. Portugal and Spain).

Such strategies typically focus on increasing the amount of equipment available for students and

teachers (primarily computers). Such strategies may set specific technical requirements and

quantitative standards regarding the number of computers, e.g. in Finland.

Another typical focus area that is related to infrastructure and equipment concerns Internet access

and/or broadband connections (e.g. Portugal, Spain, Belgium).

E-content

The emphasis on development and use of e-content is apparent in those countries which are in the

vanguard regarding the use of e-learning, and among some middle group countries.

For example, in the Netherlands the national strategy “To learn with ICT” emphasises the use of

digital learning materials. In addition, a nationally funded organisation known as ‘Kennisnet’ aims

to support and increase the application of e-learning by co-operating on the creation of an

education market for electronic learning resources and e-content.

In Austria, a national project focuses on developing innovative multimedia and web-based learning

modules. The Austrian national focus on developing e-content is described on the next page.


Example: National focus on e-content in Austria

The use of IT and e-learning in Austria has been promoted under the Austria-wide

initiative known as e-Fit Austria. Broadly speaking, the e-fit Austria initiative examines

how e-learning can be optimised in the education sector. One initiative (‘Schul-buchExtra’)

concerns development of e-content. The rationale of ‘SchulbuchExtra’ (SbX) is the

production of ministry-approved e-content as a supplement to ordinary textbooks. The

programme is based on extensive co-operation between publishers, companies,

government, university institutes, teachers and student teams.

The Austrian Ministry of Education has set an ambitious goal: By 2006, e-content is

already supposed to cover 25% of the Austrian national curricula (currently this only

applies to 3-4%). Apart from the SbX programme, there are several additional sources.

The training of teachers

There is no general trend regarding which countries have a national focus on the training of

teachers. Accordingly it exists in both front-runner, middle group and beginner countries (e.g.

Sweden, Austria, Finland, the Netherlands, Italy and Portugal).

Example: National focus on the training of teachers in Portugal

A Portuguese respondent explained that in Portugal, the focus on the training of teachers

is crucial because neither students nor teachers had been using computers, even though

they were available. One reason was that they lacked essential competences.

Consequently, a national project is focusing on the development of teachers’ competences

in order to expand the use of e-learning.

Students’ IT skills and use of e-learning

Some strategies focus directly on increasing the students’ use of e-learning as well as their IT

skills. This priority can be seen in countries that are not advanced in relation to IT and e-learning

as well as among front-runner countries. In several countries (e.g. France, Belgium and Portugal),

the focus is on equipping students with general IT skills in order to increase the take-up of e-

learning. On the other hand, in Sweden the focus is on using e-learning in new ways. Its strategy

promotes a more creative use of e-learning among the students (e.g. by using video, photo

animations etc.).


Example: National focus on students’ IT skills in France

A direct focus on students’ IT skills is apparent in France. In order to improve and increase

the use of e-learning, the intention is that all students should possess general IT

qualifications. Once the students are able to use a computer and the Internet they will

obtain a certificate that states their qualifications.

Co-operation between iVET institutions and/or local businesses

The focus on co-operation between iVET institutions and/or between iVET institutions and local

businesses and industries is only evident in a few countries. For instance, in Germany big

industries have launched and financed plans to promote the integration of e-learning into the

general education system. This is also occurring in Austria.

Example: National focus on co-operation between institutions concerning the

exchange of experiences and web-based material in Austria

The e-Fit Austria initiative examines how e-learning can be optimised in the education

sector. For example, the notebook project described in the Austrian case study report

explores the pedagogical options that become possible when all the students in a

classroom are equipped with their own personal notebook computers. The e-learning

Schulcluster (eLC) initiative is related to the notebook project. The e-learning Schulcluster

initiative is concerned, among other things, with the exchange of experiences and web-

based material between institutions.

In Austria there are about 5-8 notebook schools per region, which are governed by a

special regulation. If a college decides to become an e-leaning school, it receives

additional funding and access to an online academy. The regulation also lays clear

obligations on the participating institutions, for instance to work together in their e

learning clusters and co-operate with business, and to participate in two annual seminars

in order to exchange e-content. The clusters are grouped according to topics, whether

commercial or technical. The institutions only receive money after they have created and

presented their e-content in the e-learning Schulcluster.


5. The current use of e-learning in iVET

This chapter presents an overview of the current use of e-learning in the iVET institutions of the 15

EU Member States. First, the motivations, objectives and expectations for the integration of e-

learning into iVET are described. Second, the extent to which e-learning is being integrated into

iVET in Europe is presented. Third, we describe the subjects and fields in which e-learning is being

used to the greatest extent in iVET. Chapter 5 ends with a description of the different ways that e-

learning is being integrated into teaching and learning in the Europe of today.

The analyses in this chapter are based upon data derived from our telephone interviews, case

studies and desk studies of relevant literature and statistics.

5.1. Motivations, objectives and expectations for using e-learning

This section describes the main motivations, objectives and expectations connected with the use of

e-learning in iVET and the extent to which the expectations are being met.

Motivations and objectives are the reasons for integrating and using e-learning, while expectations

are the expected outputs, results and impacts.

It should be pointed out that the analysis is based on the data from the telephone interviews and

the case studies and not on impact assessments or statistics. The analysis should therefore not be

considered as representative for Europe. Rather, the aim is to give an overall impression of where

Europe is today when it comes to the use of e-learning in iVET, suggesting trends regarding the

use of e-learning in iVET and the extent to which the expectations are being met.

The analysis shows that motivations, objectives and expectations connected with the use of e-

learning in iVET are numerous. They are also specific to each individual iVET institution. However,

the data (telephone interviews and case studies) show several clear tendencies concerning the

motivations, objectives and expectations for using e-learning in the European iVET institutions

(including the new Member States).

In general, it is difficult to estimate precisely how far the expectations are being met, since no

formalised procedures to evaluate the use of e-learning in iVET seem to be in place in any of the

Member States, and national and transnational evaluations regarding this area are very patchy. In

addition, most countries have only been working to implement e-learning in iVET for a few years,

and for this reason their experiences of doing so remain quite limited.

However, there is a clear tendency in the qualitative assessments of the fulfilment of expectations

expressed by the respondents in the telephone interviews and case studies.


On the one hand, the general opinion is that the expectations remain to be met -or fully met. This

opinion is held both among those institutions and countries that are in the forefront of IT

development and those that are just beginning to implement e-learning in iVET.

On the other hand - in general, the analysis shows that many expectations are being partly met, or

are on their way to being met, especially in the front-runner and middle group countries, while

respondents from the beginner countries are generally not finding their expectations being met to a

significant extent. The study accordingly shows that the European countries are still working hard

on implementing e-learning in iVET (though on different levels), and it can generally be concluded

that “There is still much room for improvement”, as a government representative from

Luxembourg puts it.

In addition, the data shows that government representatives, managers, teachers and stakeholders

are generally positive towards the use of e-learning in iVET, and are convinced that integrating e-

learning into teaching and learning represents the way forward:

For instance, a French stakeholder says, “The objectives have not yet been reached, although the

perspectives are good.” Likewise, a government representative from Sweden who was asked if his

expectations about e-learning in iVET are being met, expresses his view thus: “It is very difficult to

say, as there are no evaluations. A lot of expectations have perhaps not really yet been met, in the

sense that we have spent a lot of money but have not had the results we thought we would. We

have a lot of equipment but the use of it is not as widespread as we thought … but we believe that

e-learning can make learning better suited to the individual. E-learning has a lot of promise with

regard to individualised learning, and we are still waiting.”

Finally, a government representative from Finland sums up his expectations concerning e-learning

in iVET thus: “We have started, but there is still a lot of work to do. But we started off well.”

In those countries that have just started to integrate e-learning into iVET, the respondents mention

expectations concerning the basic framework conditions that will make the use of e-learning

possible (e.g. in terms of the IT equipment and Internet access available in iVET institutions as well

as teachers’ training). The respondents from those countries that are at the beginning of their IT

development usually have high expectations for the future. Their expectations concerning the

integration of e-learning are similar to the ones expressed by respondents from the front-runner

and middle group countries. But as beginner countries, they are of course still at the starting point,

and their ambitious expectations have naturally not yet been met to a significant extent. But even

so, their respondents are generally very positive concerning the use of e-learning in iVET, and most

believe that their expectations will be met in the future - though many also recognise that there is

still much work to do.

A Greek manager explains: “E-learning can play a crucial role. However, designing and

implementing such schemes raises a series of issues and problems which until now we have not

been able to resolve, or have not even considered.”


Below follows the analysis of main motivations, objectives and expectations and the degree to

which the specific expectations are being met.

5.1.1. Giving the education programme greater flexibility

It is widely agreed among the respondents that an important motivation and objective of using e-

learning in iVET is to give the education programme greater flexibility. There are several different

kinds of flexibility, for instance flexibility in relation to the individualisation of an education

programme, and flexibility in relation to time and space.

The respondents expect e-learning to support an individualised teaching and learning process, and

that e-learning to some degree also frees participants from constraints of time and space in the

learning process.

The analysis indicates that this expectation has been met to some extent as several respondents

state that the use of e-learning has actually meant that flexibility has increased.

An example of increased flexibility is to be found at the Irish case study institution where the study

programme based on blended learning enables the students to undertake their education in parallel

with a job by following a personal study programme.

Other examples of increased flexibility through e-learning come from Finland and UK, where the

students are able to download tests and teachers’ notes from previous teaching sessions that have

been saved in web-based databases, from work or home. The possibility of downloading material

makes it possible for each student to plan when and what to study. As e-learning helps to

individualise the pace and content of teaching and learning, so the education programme can be

tailored to the needs of each student to a significant degree. A further example of flexibility is that

the use of e-learning can help the teachers to organise their working hours to suit both their own

needs and those of the students.

Several respondents also explain that they are motivated to use e-learning because geographical

flexibility is introduced into the education process, in the sense that the teaching and learning ‘can

travel great distances’. Respondents from Finland, the Netherlands and Ireland underline that e-

learning is able to help to solve the geographical problems associated with the existence of islands

and rural areas with small populations and limited educational opportunities. The flexibility of e-

learning is thereby helping to making educational opportunities truly available to all, e.g. through

distance learning.


An Australian expert also emphasises the importance of flexible learning:

“We are moving towards flexible and blended delivery, and mobile learning in this sense

is especially important for the e-learning area.”


5.1.2. Integrating theory and practice

Another important motivation and objective concerning the use of e-learning is the desire to

increase the integration of theoretical and practical teaching and learning. This is both seen among

those iVET institutions which offer students long periods of on-the-job training, and among those

that cannot offer job training at all.

In those iVET institutions that cannot offer students any on-the-job training, or can only do so to a

limited extent, the objective and motivation for using e-learning is strongly associated with the

desire to make teaching and learning as realistic and practically oriented as possible. In these

cases, the use of e-learning compensates for a short or non-existent period of workplace-based

training.

In those iVET institutions that are offering students considerable on-the-job training, the objective

and motivation for using e-learning is connected with the desire to integrate theoretical learning

with practical on-the-job training.

According to several respondents from across the whole of Europe, e-learning is expected to have

the capacity to make teaching and learning more realistic and practically oriented.

The data shows that the expectation is met at several iVET institutions using e-learning in various

ways. For instance, institutions are trying to achieve deeper integration of theory and practice

through discussion forums and online testing while the students are undergoing their on-the-job

training and through the use of simulation in school-based teaching and training.

An example is found at the Finnish case study institution. By increasing the teachers’ contact with

students undertaking their on-the-job training via communication forums and e-mails, the school-

based and workplace-based teaching are better integrated. The Finnish principal says, “We just

needed more contact with the students. And the workplaces often said that they would like the

teachers to help the students more while they were doing their on-the-job-training. So the web-

based learning would really be beneficial out there”.

5.1.3. Preparing students for the labour market

Another important motivation and objective for using e-learning in iVET is the desire to provide

students with the training they need to be able to function effectively in the labour market.

Respondents from Finland, Austria, Ireland, Germany, the UK, Spain and Belgium emphasise this.

As the labour market at large moves towards yet deeper integration of IT in the workplaces, the

need to provide training in IT competences in iVET is growing correspondingly. Accordingly,

European iVET institutions are increasingly incorporating the use of e-learning.

For instance, a Finnish principal stresses that “Using IT and e-learning in teaching and learning

enhances the students’ IT and e-learning skills and prepares them better for the labour market. We

are a vocational school, so the skills obtained must match the needs of the profession. For


professionals in health care and social care, IT and e-learning skills will play an ever-increasing role

in the years to come. In fact, they are already an integral part of their required skills.”

A Spanish director talking about the students at his institution supports this view: “The work they

will end up with is technology-driven. This must be reflected in their education. So we have to use

IT.”

Finally, a Greek manager says: “The objectives are to equip the students with the skills required

and to familiarise them with the situations and tools they will encounter in their job environment,

thereby improving their chance of a successful career.”

A related objective is to use e-learning as a means of integrating theory into practical learning,

because this will help students to acquire relevant work skills for the labour market.

Another related objective and motivation for using e-learning in iVET concerns the scope for

introducing new learning methods which give the students competences that are relevant for their

futures. Several respondents underline the fact that the opportunity to broaden the approach to

teaching and learning through e-learning help to build the competences that the students will need

later in their lives as they e.g. ‘learn to learn’. Respondents see the integration of e-learning as a

natural part of the ongoing process of transformation in which society in general and the education

system in particular are moving towards the lifelong learning paradigm.

Examples are e.g. seen in France and Ireland. At the Irish case study institution where the

teacher’s role changes from that of a classroom authority figure to a ‘guide on the side’, the

students become more interdependent and have greater control over their own learning process.

A general expectation concerning the use of e-learning is that students who are using e-learning as

an integrated component of their iVET education will be well-prepared for the labour market in

terms of both hard and soft skills.

Besides, the data shows that there is a widespread expectation concerning the improvement of

students’ skills. Managers and teachers across Europe underline that they expect the use of e-

learning to help improve the students’ structural thinking and communication skills, and also make

them more independent.

Regarding to what degree the expectations are being met the general view among the respondents

is that e-learning is helping to establish a good match between the students’ skills and the

requirements of the labour market.

Although it is difficult to measure, several managers and teachers also consider that the increased

integration of theory and practice in iVET means that the skills obtained are more applicable in the

labour market. In addition, representatives from companies also state that the students’ skills have

become more relevant due to the use of e-learning in iVET. For instance, this is the case in Ireland,

where a workplace tutor expresses his view of a e-learning iVET-programme called Mofit: “Mofit


takes away all the rubbish and gives the students just what they need. It’s more usable and gives

a better combination of theory and practice. It’s more focused on the important stuff.”

A Finnish practical nurse student taking part in an e-learning programme expresses her opinion

concerning learning and knowledge thus: “In this way we spend more time doing on-the-job

training. This is good because I learn better at the workplace. Here I can see different ways of

actually doing the job. And I can compare real life with the theory I have learned at school. I

improve my knowledge most at work”.

Concerning the expectations of improvements in structural thinking and communication skills, as

well as increased independence, the general view among the respondents is that e-learning has

shown itself to be very good at fostering new competences among students.

Although the general view is that e-learning has in many ways increased the relevance of the

students’ skills to the labour market, several respondents also underline that it is hard to say

whether learning through e-learning is actually better than traditional learning methods.

5.1.4. Changing the education set-up and improving its quality

Another important objective and motivation for using e-learning in iVET is the desire to change the

education set-up and to improve quality of the education.

An oft-mentioned expectation among respondents is that flexibility, new learning methods, and

opportunities to monitor students through e-learning will change the education set-up in terms of

both its structure and its content.

For example, several respondents mention that using e-learning, they expect to be able to offer

new web-based learning content (e.g. simulation tools) thanks to better access to information and

new types of course material. In addition, several respondents anticipate that e-learning will help

to shape education programmes in different, and sometimes more individualised, ways. As a

manager from Luxembourg says, “The use of e-learning can replace the teacher to some extent, so

that the teacher can work individually with some students.”

Some respondents expect quality of the education being delivered to improve due to the

individualisation of teaching methods. E-learning is believed to be more effective than traditional

learning involving classrooms and books, as the teachers can spend more time focusing their

teaching on each individual instead of addressing broad themes in group lessons.

Some respondents also anticipate that the use of e-learning will improve the quality and speed up

the learning process, e.g. due to new learning methods and the scope for easy updating of web-

based learning material. For instance, a Portuguese manager says: “Students using e-learning

achieve better results than regular students. They are more motivated because the possibilities are

better, and because of the flexibility.” Naturally, expectations of quality differ among both Member

States, institutions and students, depending on the extent of IT development at the national and


institutional level, and at the personal level on the extent of the IT skills possessed by individual

students.

Finally, several respondents mention that they expect the quality of education to improve due to

the deeper integration of theory and practice that will be made possible by the use of e-learning.

The extensive integration of theoretical reflection and practical training is expected to help the

students to acquire relevant skills and achieve high levels of competence, and thereby to increase

the general quality of their education.

Regarding the extent to which the expectations are being met, most respondents from the front-

runner and middle group countries state that the use of e-learning has actually meant a shift in the

paradigms concerning teaching and learning as regards the shaping of both programmes and

learning content.

An example of the reshaping of a programme as a result of e-learning is found at the Finnish case

study institution, where the intensive use of e-learning made it possible to introduce a new web-

based programme and thereby increase the number of days spent on on-the-job training. In the

traditional practical nurse education, 32 weeks out of 120 consist on-the-job training, while the

web-based programme offers 70 weeks out of 80 in the workplace. The use of e-learning therefore

made it possible to reshape the education, which also resulted in the integration of theoretical

learning and practical training in the learning content in new ways.

As for the general improvement in the quality of the education being delivered, some stakeholders

and managers (e.g. in Austria) state that their expectations concerning quicker and more modern

individual learning are being met to a high extent. But the overall picture is that expectations

concerning a high-speed learning process are not being met completely, even in the front-runner

countries.

As the implementation of e-learning in teaching and learning is still underway in the European iVET

institutions in general, and as the need remains to develop computer literacy among both teachers

and students and make systems mutually compatible, the general opinion is that working with

these innovative learning methods is still very challenging, and therefore expectations concerning

an improved quality of education are not yet met.

In this connection it is important to underline that both labour market representatives, managers

and teachers from institutions that are using e-learning to integrate theory and practice underline

that the use of e-learning has so far brought about considerable improvement in the skills of the

students. The students are generally believed to have obtained highly relevant skills and high

competence levels thanks to the increasing use of e-learning in iVET.

5.1.5. Being able to monitor students during and after a learning process

Another important objective and motivation concerning the use of e-learning is the ability to

monitor the students during and after a given learning process.


Both interviews and case studies accordingly show that teachers and managers consider that there

are new opportunities for following up and evaluating students during their courses in relation to

the e-learning objectives.29

The study has only identified a few examples of monitoring through e-learning, suggesting that this

expectation is so far not met to a high degree. An example is seen in the Finnish case study, where

one of the e-learning objectives is to enable teachers to analyse each student’s motivation and

skills concerning communication, networking and knowledge sharing in new ways. The students’

communication activities in the virtual learning environment are recorded in detail, so the teachers

can follow each student’s behaviour in relation to the posing and answering of questions to/from

their fellow students, as well as how much time and at what times they are engaged in emailing

and participating in discussion forums.

5.1.6. Saving time and money at the institution

A widespread motivation and objective for using e-learning in iVET is the possibility of cost

efficiency. Although setting up an effective IT infrastructure often involves substantial

investment30, many respondents associate e-learning with great cost savings, since e-learning is

generally considered to save time and money, at least in the long run.

As it has not been a part of this study to undertake a thorough economic analysis of the budgets of

the European iVET institutions, the following analysis concerning cost efficiency are based on

assessments made by managers, stakeholders, teachers etc whom participated in telephone

interviews and case studies.

As the students embrace the new ways of learning, e-learning modules may to some extent replace

traditional classroom courses. Many respondents stresses the possibility of increasing the number

of students without having to boost the number of teaching hours and on the other hand reducing

the amount of teaching hours as being an important objective and motivation.

For example, in the case of Deutsche Bahn (DB) in Germany, an important reason for integrating

e-learning into iVET was the decrease in the number of students entering the education

programme. With a decreasing student roll, the training had become too expensive to develop and

conduct in the traditional way, and DB, which provided the education, could not go on training

students in small groups. By introducing e-learning as a highly integrated component of its

education programme, DB aimed to lower the cost of teaching, testing and travel.

29 See also European Training Village (ETV), 2000, Implementation of Virtual Environments in Training and Education. Published at http://www.ub.es/euelearning/ivette/multimedia/IVETTE_final_report.PDF30 See 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council Published at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf

http://www.ub.es/euelearning/ivette/multimedia/IVETTE_final_report.PDF



In addition, several respondents underline that they are motivated to favour e-learning by their

belief that both time and money can be saved by using e-learning for simulation purposes. For

instance, simulation training can be done before the actual construction of physical models, which

the respondents believe saves both teacher hours and material costs.

Accordingly, a frequently-mentioned expectation is that e-learning will ultimately help the

institution save time and money. Several respondents state that they anticipate long-term financial

gains due to reductions in teaching- and management-related administrative and operational

overhead.

Regarding to what extent the expectations are being met the interviews and case studies show that

the e-learning costs remain very high. Respondents from across Europe emphasise the high

infrastructure cost and the fact that the development of good e-content is expensive and time-

consuming. Also, the continuously increasing requirement for updated software and hardware at

the European iVET institutions demands considerable resource inputs. A French government

representative says, “Maybe a motivation is also to save money, but I am not so sure about that. It

takes a lot of investment to integrate e-learning.”

Expectations concerning lowered costs are also difficult to meet in many countries because of a

scarcity of relevant teacher competences. First of all, the education of teachers costs money and

takes time, and secondly, many teachers are not ready to take up the challenges associated with

e-learning, which is therefore not always implemented to the expected extent.

Though expectations concerning cost savings are generally not yet met to a very high extent, there

are exceptions. In the example from Germany described above, Deutsche Bahn established a

virtual learning environment as an integrated part of its education and thereby substantially

lowered the costs of teaching, testing, travel expenses and daily subsistence allowances.

5.1.7. Attracting students to an institution and motivating them during their study programmes

Respondents from across Europe mention that a general objective and motivation to use e-learning

in iVET is connected with their desire to follow the general development of society. The evolution of

the information society is leading to new technical possibilities and to a general change in the

mindset of Europeans (i.e. among students, teachers, parents, managers, government

representatives etc.). In addition, the still-expanding use of IT among homes and businesses

means that students are increasingly brought up using IT, and therefore also expect to encounter

e-learning in their education and workplaces. In this way the development of technology itself is

seen as a motivation for introducing e-learning into iVET.

The evaluator considers that behind the desire to follow the general development of society is also

the wish to keep up with rival iVET institutions in the country in question, and at a national level,

the desire to keep up with the rest of Europe.


The evaluator also considers that behind the desire to follow the general development of society is

also the wish to keep up with rival iVET institutions in the country in question, and at a national

level, the desire to keep up with the rest of Europe.

Respondents from across Europe underline that an important objective in promoting the use of e-

learning in iVET is to attract students to an institution through innovative use of e-learning.

Several respondents also mention that an important aspect of this issue is that e-learning is

believed to be able to help increase the learner’s motivation during the learning process, e.g. due

to the fact that the use of e-learning often cultivates interdependence and responsibility among

students, which also makes them feel responsible for their own learning process and therefore

motivates them to perform as well as possible.

A common expectation among the front-runner institutions is that an innovative and intensive use

of e-learning will promote the institution itself and thereby attract more students and highly-skilled

teachers.

Because the institutions are generally not systematically evaluating the effects of the use of e-

learning, it is difficult to estimate whether e-learning has actually helped to promote the

institutions and attract students.

On the other hand, the study reveals several examples of front-runner institutions being able to

promote themselves at a European level due to the fact that they often participate in innovative

transnational projects and receive funding from the EU, which makes the IT innovation and

development at the institution possible. Several managers and teachers also consider that an

innovative use of e-learning actually does help an institution to compete with similar institutions in

the area, because the innovative use of e-learning positively attracts students and teachers. In

addition, the study shows that some front-runner institutions have actually positioned themselves

strongly in their local regions and entered into dialogue with their municipalities about the

formulation of strategies and action plans for e-learning in iVET.

5.2. Subjects and branches in which e-learning is being used to the greatest extent

This chapter examines the differences in the use of e-learning among the different

subjects/branches on which the European iVET courses are focusing.

The analysis of interviews and case studies show that there are some differences in the use of e-

learning among the different subjects/branches being focused on by the various iVET courses. To

consider which subjects and branches are characterised by an intensive versus a moderate use of

e-learning, the evaluator has drawn up eight categories of subjects/branches which are consistent


with international standards for describing industrial groupings31. In the following, these eight

categories are referred to as the ‘branch categories’.

In this connection it should be pointed out that the following analysis is based on the data collected

in telephone interviews and the seven case studies, and not on cross-national statistics for each

subject/branch category. The analysis of each category should therefore not be considered as

representative for the specific branch/subject in a European context, but regarded as an initial

pointer of the general differences that exist between the subjects/branches related to iVET.

The eight branch categories are:

1. Agriculture, fishing and quarrying

2. Manufacturing

3. Electricity, gas and water supply

4. Construction

5. Wholesale and retail trade; hotels, restaurants

6. Transport, storage and communication

7. Financial intermediation and business activities

8. Public and personal services

In the following, the eight branch categories will be analysed in relation to the use of e-learning.

1. Agriculture, fishing and quarrying

This category includes subjects/branches dealing with agriculture, horticulture, forestry, mining and

quarrying.

Almost no respondent that participated in our telephone interviews and case studies has mentioned

agriculture, fishing or quarrying as being connected with subjects or branches in which an intensive

use of e-learning is occurring. This indicates that iVET institutions focusing on these subjects

generally do not have a high implementation of e-learning in their education set-ups.

On the other hand, the study does reveal two exceptions to this general picture. When asked to

identify the subjects/branches where IT and e-learning is primarily being used, a French

government representative mentions agriculture. A Swedish manager similarly states that e-

learning is highly integrated into courses that focus on agriculture and quarrying. The manager

explains that “Visual simulation technology is used for forestry harvesters and production.” The

manager adds that e-learning is also being used for simulation purposes concerning hunting-

related topics, e.g. a simulation of how to use a shotgun differently to suit different environments

and prey. Through simulation, the student will learn how to select the correct ammunition, how to

point the gun etc. After the simulated shooting session the student will also be able to see how the

animal has been shot, and to calculate the impact of the gunshot at a theoretical level.

31 NACE Rev. 1.1. Statistical Classification of Economic Activities in the European Community, Official Journal of the European

Communities, Commision Regulation (EC) No 29/2002


2. Manufacturing

The category of manufacturing includes subjects/branches covering:

• Manufacturing of food, beverages and tobacco

• Manufacturing of textiles, wearing apparel, leather

• Manufacturing of wood products, printing and publishing

• Manufacturing of chemicals, plastic products etc.

• Manufacturing of other non-metallic mineral products

• Manufacturing of basic metals and fabricated metal products

• Manufacturing of furniture; manufacturing not elsewhere classified (‘n.e.c.’)

Only two telephone respondents have mentioned that IT and e-learning are being widely used in

connection with manufacturing. For instance, a government representative from Denmark explains

that e-learning is being widely used in connection with iVET courses dealing with the planning and

preparation of different manufacturing processes, while a French government representative states

that IT is being used heavily in the wood industry.

On the other hand, the case studies from Spain and Ireland both show examples of iVET students

working with manufacturing issues who are using IT and e-learning.

This suggests that there is a relatively widespread use of e-learning among some of the courses

dealing with manufacturing in iVET institutions across Europe, but also that the integration of e-

learning in connection with manufacturing probably differs among the different sub-categories

mentioned above.

Example one: Learning about printing through e-learning

At the Spanish institution Tajamar Technological and Graphic Institute, the iVET students

are learning about graphic arts and printing in order to be able to qualify for jobs in the

printing industry (producing magazines, pamphlets etc.).

Each student has access to his/her own computer, and each one uses e-learning in

different ways as an integrated component of his education. For instance, the students use

simulators in order to learn about printing machines.

According to the director of the education, the management considers the use of e-

learning in teaching and learning as being essential. He explains, “E-learning is absolutely

necessary in the three vocational programmes being offered by the institution. E-learning

skills are necessary for them to get a job. So the objective of using e-learning is to

develop the knowledge of e-learning among the students and thereby improve their

competences and qualifications. Also, the use of e-learning improves the level and quality

of the teaching”.


Example two: Learning about mechatronics through e-learning

At Cabra FÁS Training Centre in Ireland, the students learn about manufacturing in an e-

learning programme called ‘MoFIT’. When the students graduate, they will be so-called

mechatronics working as operators and technicians in the fields of engineering and

manufacturing.

The cornerstone of MoFIT’s virtual teaching and learning is ‘WebCT’. The manager of the

iVET institution explains, “WebCT is the tool that holds the whole thing together. The

elements of WebCT are a discussion forum, chat, research facilities, a learning content

database and an on-line calendar to book time for the practical teaching and learning with

the instructor at the training centre.”

Theoretical content is explained to the students using WebCT. The various procedures and

techniques are illustrated by animations to enhance their understanding. By using

simulations, the students get a chance to use their theoretical knowledge before applying

it for real at the training centre.

For each learning module, the students must pass both an online test and a practical test

to be able to move on to the next module. The online test is a way of assuring that the

students – who are spending most of their time in their workplaces – know the theory

required before they come to the training centre to do more practical activities. After

passing the theoretical test, the student demonstrates his ability to translate theoretical

knowledge into practical work with training board simulations and real machines in the

centre’s laboratories. The students have a technical discussion with their instructor

explaining the functionalities and discussing various possible faults and their remedies. As

the iVET training centre also has many computers and items of IT equipment, it can be

generally concluded that e-learning is deeply integrated into the MoFIT course as a whole.

3. Electricity, gas and water supply

This category includes subjects/branches dealing with the production and distribution of electricity,

as well as the supply of gas and water.

The study shows that e-learning is widely integrated into iVET courses dealing with electricity,

which many respondents mention is due to the nature of the industry and the applied skills of the

workforce required, such as electronics and electro-mechanics.

On the other hand, the study does not include any examples of the use of e-learning in the area of

gas and water supply. This suggests that there are considerable differences between electricity-

related subjects and those concerning gas and water.

Example: Learning about electricity through e-learning

The case study in Ireland has provided this analysis with an example of the integrated use

of e-learning in an education programme focusing on electricity.

Students studying to be Construction Plant Fitters learn theory by using e-learning,

including practice through simulations, online tests and watching a teacher’s

demonstrations of systems and procedures on-screen.

In addition, e-learning is also widely used in the training centre’s practical activities. There

are four computers in the garage, all connected to the Internet, where the practical

learning takes place. The computers contain manuals and additional information that

might be required for doing the practical work. This means that if a student forgets or

wants to double-check a certain procedural step, he can easily look the information up and

straightaway continue working. Additionally, the garage’s machines all contain computers

and must be operated using computers. Consequently engine diagnostics, for instance, are

performed on laptops.

Picture from the Irish case study

4. Construction

This category includes subjects/branches dealing with general contractors and bricklaying.

No respondent in our telephone interviews or case studies specifically mentioned construction in

relation to the intensive use of e-learning.

This suggests that iVET institutions focusing on these subjects generally do not have a high e-

learning implementation in their education set-up.


5. Wholesale and retail trade, hotels and restaurants

This category includes subjects/branches dealing with:

• Sale and repair of motor vehicles etc.

• Wholesale and commission trade, with the exception of motor vehicles

• Retail trade and repair work, with the exception of motor vehicles

• Hotels and restaurants

The data shows that IT and e-learning is widely used in subjects/branches related to the wholesale

and retail trade, hotels and restaurants.

For instance, several respondents mention tourism in relation to subjects/branches using e-

learning, which is a field that is relevant to the sub-category of hotels and restaurants. The

Austrian case study also shows an example of an iVET course that focuses on tourism and uses e-

learning in teaching and learning.

Library with on line computers from the Austrian case study

A manager from Austria also mentions that students are using e-learning to learn about wine, e.g.

how to serve it and what food go with what wine. A manager from Belgium mentions the use of e-

learning in connection with cookery students learning to plan dinners professionally through the

use of e-learning for the purposes of purchasing and performing calculations.

In relation to the wholesale and retail trades in general, many respondents also mention that

students are using e-learning for accountancy and word processing purposes, as well as in

education modules that focus on administration and management.

6. Transport, storage and communication

This category includes subjects/branches related to land, water and air transport, travel agencies,

post and telecommunications etc.

In relation to this category, many respondents from across Europe mention that e-learning is being

widely used in iVET language courses, which can relate to both communication and

travel/transport.



The data therefore indicates that e-learning is being widely used in courses dealing with transport,

storage and communication – though it should be remarked that the integration of e-learning

probably varies among the different sub-categories, as no respondents have specifically mentioned

the use of e-learning in relation to storage, for instance.

Example: Language learning using voice-activated software

Language training can be assisted by access to language labs, and in Austria multimedia-

based language-related material is being developed at the so-called

“Wirtschaftsuniversität”. In this connection, the Austrian case study institution intends to

explore the technological scope for developing interactive and animated e-content that will

permit students to be in charge of their own progress both at school and at home. Voice-

activated software with automatic feedback should help the students to tackle their

individual grammar and pronunciation problems.

7. Financial intermediation and business activities

This category includes subjects/branches dealing with financial intermediation and insurance etc.,

the letting and sale of real estate, and miscellaneous business activities, including those related to

computing and advertising.

Both telephone interviews and case studies indicate that e-learning is being widely used in finance

and business-related areas.

The study shows that future accountants are developing their competences using PCs and financial

software applications. Many respondents accordingly consider the business and accounting areas to

be highly advanced in terms of their integration of e-learning.

Many respondents also mention that courses dealing with economics and general business activities

have deeply integrated e-learning into the education setting. For instance, a manager from Spain

mentions that students are using e-learning extensively in economics courses, while a manager

from the Netherlands states that students are using e-learning extensively in connection with

media courses, which also relates to the business activities covered by this category. In addition,

the UK case study also showed an example of students using e-learning to learn about financial

issues.


8. Public and personal services

The category of public and personal services includes subjects/branches dealing with:

• Public administration and defence etc.

• Education

• Human health activities

• Social institutions etc.

• Refuse disposal, organization, entertainment etc.

The respondents in the telephone interviews have generally not mentioned public and personal

services when asked to identify subjects/branches characterised by the intensive use of e-learning.

However, two respondents did mention areas that are related to the first-mentioned sub-category

of ‘public and personal services’:

A government representative from Belgium mentions secretarial subjects as being characterised by

the intensive use of e-learning, which could be related to the field of public administration. A

Portuguese government representative mentions the navy, which relates to the field of defence in

the same sub-category.

The data therefore indicates that there is a disparity between the different sub-categories

concerning the use of e-learning.

It also indicates that there are disparities between courses within each sub-category.

No respondents in the telephone interviews have mentioned social services and human health

activities when asked to identify subjects/branches in which e-learning is being widely used.

However, there are pilot projects in Europe in which the students are learning about social services

and human health activities through the intensive use of e-learning. For instance, this is the case

at Espoo Institute of Health and Social Care in Finland, where the use of e-learning is highly

integrated into teaching and learning.

Example: Learning about nursing through e-learning

The Finnish case study institution of Health and Social Care offers a web-based

programme for practical nurse education, in which the students spend 70 out of 80 weeks

in the workplace. The considerable amount of time spent in the workplace is made

possible by the intensive use of e-learning.

The e-nurses use a virtual learning environment for conducting discussions with fellow

students, for writing and sending assignments, for receiving feedback from and engaging

in dialogue with their teachers, for constructing a learning diary, for self-evaluation and for

working on portfolios in which the students learn to combine theoretical and practical

perspectives interactively. Using e-learning as an integrated component of their education,


the nursing students are able to learn intensively about theory during their long periods of

on-the-job training.

The case study in Finland also shows that the two other health and social care courses at

the institute which focus on beauty therapy and hairdressing respectively only make use of

e-learning and IT on a small scale.

Summary

The analysis has shown that there are some general disparities concerning the use of e-learning in

relation to the different iVET branch categories. But the data also shows that there are considerable

disparities between the different sub-categories within each field category, and within some of the

sub-categories. Below is an overview of the subjects/branches that are characterised by an

intensive or moderate use of e-learning32.

The study shows that the subjects/branches considered to be characterised by an intensive use of

e-learning are:

• Electricity, gas and water supply33

• Financial intermediation and business activities

• Wholesale and retail trade, hotels and restaurants

• Manufacturing

• Transport, storage and communication34

The subjects/branches that are considered to be characterised by a moderate use of e-learning

are:

• Agriculture, fishing and quarrying

• Construction

• Public and personal services

The interviews and case studies show that the use of e-leaning in iVET is believed to depend on the

general attitude that exists within the branch in question. The use of e-learning in teaching and

learning is considered to be the greatest where IT is naturally embedded in real-life work

processes. But there are exceptions – for instance, in the case of Finland the case study shows an

example of an institutional setting in which e-learning is being widely used, disregarding the

situation in the actual business setting.

32 Again, it is important to underline that the analysis is based on data collected in telephone interviews and case studies, not

on cross-national statistics for each subject/branch. Therefore the categorization of each branch category below should not be

considered as being representative in a European context, and should instead be viewed as an initial pointer to the general

differences between branches related to iVET. 33 Though our data indicates that the subject/branches connected with gas and water are not characterised by an intensive use

of e-learning. 34 Though our data indicates that the subject/branches connected with storage are not characterised by an intensive use of e-

learning.

5.3. The extent to which e-learning is being integrated into iVET

Our findings show that the EU as a whole is at an early stage of the process of integrating e-

learning into its iVET systems. In addition, the overall picture that emerges from the study shows

that the use of e-learning in iVET varies greatly among the Member States. Clear differences

therefore exist among the Member States concerning their use of e-learning in iVET, as some are

still at the beginning of their development in this area while others have been working to

implement e-learning in iVET for several years.

Therefore the evaluator has divided the countries of Europe into three categories in accordance

with the information collected in the telephone interviews, studies of relevant literature and

statistics, and case studies undertaken in seven Member States. The figure below presents the

three categories and the distribution of the old Member States among them.

Fig. 7: Countries categorised in terms of their use of e-learning

These three categories give an overall picture of the extent of e-learning integration in iVET in the




Differences between institutions in a single country are due to factors such as innovative managers

and trailblazers among teachers, and/or because some institutions have ongoing pilot projects

financed by the EU that involve partners from across Europe. These institutions will often be in the

forefront of the general situation concerning the implementation of e-learning in iVET in the

country.

1. Frontrunner


2. Themiddlegroup

Germany, Ireland, France, Netherlands, Belgium

and Luxembourg

3. BeginnerSpain

Portugal Italy

Greece

1. Front-runnersAustria , Finland, Sweden, Denmark and the UK

2. The middle groupGermany, Ireland, France,

Netherlands, Belgiumand Luxembourg

3. BeginnerSpain

Portugal Italy

Greece



Differences between regions within a country may be explained by the economic situation of a

region and/or its relationship to the general political focus on IT and e-learning in a region, for

instance concerning IT strategies and the scope for IT funding at a regional level. The classification

of countries is therefore based on the general situation in the country, and regions and institutions

representing exceptions from the classifications probably exist in each country, as in the case of

the Irish Cabra FÁS Training Centre, which is a front-runner institution that belongs to a country

which is classified as being in the middle group.

The new Member States

Due to the scope and time schedule of this project, it has not been possible to analyse the

use of e-learning in the new Member States in detail, and hence we have not been able to

categorise them in relation to the three country groupings. But interviews with

government representatives from the new Member States show a tendency for the new

Member States to be confronted with similar challenges to those facing the old Member

States belonging to the middle and beginner groups, e.g. in relation to the training of

teachers, funding, and the formulation of specific strategies and action plans at a national

level.

Regarding the training of teachers, a government representative from the Czech Republic

states that “only 30% of teachers know how to use e-learning in teaching.” And a

government representative from Hungary mentions challenges that relate both to the

training and funding of teachers; he states that in order to improve the use of e-learning

in iVET, Hungary needs “training for teachers for the use of IT and e-learning, to provide

suitable Internet access to institutions, and to provide computers and software to

vocational education teachers as well as their home Internet access.”

Finally, a government representative from Slovenia says that national action plans and

strategies focusing on the use of e-learning are currently in the preparation phase for both

primary and secondary education. In this connection, the government representative

explains that the Slovenian Ministry of Education is trying to implement and make e-

learning available in all schools, and she thinks that “this will have an effect on the

students’ qualifications in general.”

The general characterisations of the new Member States above are also supported in the

analysis of international e-readiness ranking later in this chapter. The international e-

ranking indicates that the new Member States belong to the middle and/or the beginner

groupings in a European context, with none of the new Member States belonging among

the top 10 countries in which most of the front-runner countries identified in this study are

located.


In the following, we present the characteristics of the three categories as they relate to the

integration of e-learning in iVET.

5.3.1. Beginners

Many European countries are still broadly speaking at the starting point in relation to their

integrated use of e-learning in iVET. The beginner state countries among the old Member States

are considered to be Spain, Portugal, Italy and Greece.

These countries are characterised by great challenges concerning their teachers’ skills, as teachers

in beginner countries are often not prepared to integrate e-learning into their daily work.

Furthermore, the institutions in beginner countries often lack the necessary hardware and

infrastructure in the iVET institutions, e.g. due to a lack of available finance for investments in e-

learning.35 Asked to identify barriers concerning the use of e-learning in iVET a Portuguese

manager states, “We do not have enough money to buy new and modern equipment.” A Greek

manager sums it up as “Few teachers teach with e-learning, and we therefore try to conduct after-

school seminars with teachers. But there is also a lack of suitable software for learning, and the

teachers have poor knowledge of e-learning. It is very expensive.”

Beginner countries are also often characterised by a lack of national strategies focusing on the use

of e-learning in iVET or in the education system generally, though there are exceptions. Because of

this, their institutions typically lack opportunities to apply for national funding that is earmarked for

e-learning in iVET, as is frequently the case in front-runner countries.

In general, the beginner countries are also facing challenges concerning their students’ motivations

and skills. Several respondents from the beginner countries mention that their students do not

always see the point of e-learning. When asked to identify important barriers concerning use of e-

learning in iVET, a manager from Italy says, “The attitudes of the students and teachers.” The

challenge concerning the students might relate to the fact that the general integration of IT in the

societies of the beginner countries is often still at an early stage, and because the students have

not been accustomed to using IT in their homes and in their elementary schools, they may have

difficulty perceiving the benefits of using e-learning in iVET.

5.3.2. The middle group

At the national level, Germany, Ireland, France, the Netherlands, Belgium and Luxembourg are

considered to belong to the middle group as far as their use of e-learning in iVET is concerned. The

countries in this group are facing similar challenges concerning the barriers for the use of e-

35 See also 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council

Published at: http://europa.eu.int/comm/education/doc/official/keydoc/2002/bench_en.pdf



learning in iVET, though it should be emphasised that there are relatively large variations among

the countries in this grouping.

The countries in the middle group have typically been working to develop and implement e-learning

in iVET for some years, but are still facing serious challenges with such things as teacher training.

For example, many teachers may have acquired the necessary IT skills, but are still at an early

stage in relation to the pedagogical skills required for teaching via e-learning. As a manager from

the Netherlands states, the teachers “still have to get used to having less control concerning what

the students do.”

In addition, national- and institutional-level strategies concerning the use of e-learning in iVET

have usually already been devised in the countries belonging to the middle group. However, the

strategies may not be highly oriented towards practical implementation, and may not have

earmarked funding attached. Strategies are also typically formulated in general terms that describe

overall goals for the use of e-learning in the educational setting, but do not contain specific visions,

objectives and action plans for the use of e-learning in iVET.

A Dutch e-learning consultant who was asked to identify important barriers concerning use of e-

learning in iVET and who works in a unit that assists all the staff at an iVET institution, lists: “1)

Lack of policies and planning, 2) Malfunctioning of the network and PCs, 3) A general lack of

equipment, and 4) Resistance and lack of vision concerning e-learning.”

In the middle group countries, many institutions are already implementing e-learning in teaching

and learning in some of their education programmes and are now considering co-operation

opportunities with other institutions or firms as a means of supporting the development process.

However, there are also many institutions that are still in the initial phase of implementing e-

learning in teaching and training, and there can also be quite large regional differences concerning

the political attention being paid to IT and e-learning. This also affects the scope for individual

institutions to invest in and implement e-learning in their respective education programmes.

5.3.3. Front-runners

The countries that are well advanced in terms of e-learning are regarded as being Austria, Finland,

Sweden, Denmark and the UK. Several respondents from these countries consider that the

essential drivers for the use of e-learning in iVET have been the relatively high general penetration

of IT in their societies, and the strategies and action plans concerning the use of e-learning in iVET

that have been drawn up at the national and institutional levels.

The countries are characterised by a general positive attitude towards e-learning and a general

interest among both staff and students in using e-learning in iVET, as well as a relatively high level

of IT competences, especially among students. Because these societies as a whole have

implemented IT in a wide range of areas, many students have become accustomed to IT through

computer games, chat and email even before embarking on their iVET education. However, the

front-runner countries are still working to train their teachers. But as training programmes and


knowledge sharing among teachers has often been in place for some years, the iVET institutions

typically have several IT trailblazers among their teachers, and a high proportion of the teachers

are now used to working with e-learning in teaching and learning to some degree.

At many institutions, e-learning has become integrated into the daily life of the students and

teachers. Thus in the front-runner countries the teachers often use BlackBoard, PowerPoint

presentations, email and other web-based conferencing tools in teaching and learning. At the same

time, most students receive, solve and/or deliver assignments and papers using computers and the

Internet. At most institutions, e-learning has become integrated into the life of the students and

teachers, and as a Danish manager states, “The use of e-learning is a natural part of daily

teaching”.

In addition, many institutions in the front-runner countries are working with innovative ways of

using new technology for educational purposes, and are often doing so in co-operation with private

partners and/or other European institutions, e.g. in connection with advanced simulation tools and

programs.

5.3.4. E-readiness ranking in Europe

Appearing below is the Economist Intelligence Unit’s 2004 ‘e-readiness ranking’ table. It provides

an overview of the prevalence of IT across Europe.36 Viewed in the context of the categorisation of

countries into the three groupings described above, it can be concluded that the e-readiness

ranking below generally reflects the situation of the Member States identified in the analysis above.

The overall coherence between the analysis above and the e-readiness ranking below therefore

shows that there is a general association between the prevalence of IT in a country and the

integration of e-learning into iVET. For instance, it may be noted that the first five countries

mentioned in the ranking below are also among those EU Member States that according to our

analysis belong to the front-runner countries in terms of their use of e-learning in iVET (Norway is

not included in our analysis because it is not a member of the EU).

36 For a further elaboration on the e-readiness rankings, please see:

The Economist Intelligence Unit 2004, The 2004 e-readiness rankings - A white paper from the Economist Intelligence Unit. http://graphics.eiu.com/files/ad_pdfs/ERR2004.pdf The Economist Intelligence Unit 2003, The 2003 e-readiness rankings - A white paper from the Economist Intelligence Unit. http://graphics.eiu.com/files/ad_pdfs/eReady_2003.pdf

http://graphics.eiu.com/files/ad_pdfs/ERR2004.pdf

http://graphics.eiu.com/files/ad_pdfs/eReady_2003.pdf

Source: The Economist Intelligence Unit, The 2004 e-readiness rankings - A white paper from the Economist

Intelligence Unit, The Economist, 2004.

5.3.5. International e-readiness ranking

In order to give a global overview of the ranking of both the old and new Member States, the

Economist Intelligence Unit’s 2004 international ‘e-readiness ranking’ is presented below. It

provides an overview of the prevalence of IT in both Eastern and Western European countries in an

international perspective.

The e-readiness ranking below also provides this study with another indicator concerning the

categorization of the new Member States in terms of the three country groupings described above.

(Please note that the ranking table below occupies two pages.)






Source: The Economist Intelligence Unit, The 2004 e-readiness rankings - A white paper from The Economist

Intelligence Unit, The Economist, 2004

The e-readiness ranking provided by the Economist Intelligence Unit places the front-runner

countries identified in this study, namely Finland, Sweden, Norway, Denmark and the UK, among

the top five internationally (while the front-runner country Austria is ranked as number 15,

overtaken inter alia by the USA, Hong Kong and Singapore). All in all, the front-runner countries in

Europe can also be considered to be front-runners in terms of their e-readiness in an international

perspective.

Furthermore, the European countries identified in this study as belonging to the middle group in

Europe are ranked relatively high on the international scale; in the ranking above, Germany,

Ireland, France, the Netherlands and Belgium are among the top 20 countries in terms of e-

readiness (Luxembourg is not included in The Economist’s ranking).

Ranking of the new Member States

As regards the new Member States, the ranking above shows that in an international perspective

Estonia, the Czech Republic, Hungary, Slovenia, Latvia, Poland, Lithuania and Slovakia are among

the top 40 countries in terms of e-readiness (Malta and Cyprus are not included in the ranking).

Furthermore, the e-readiness ranking places Estonia, the Czech Republic and Hungary in the top

trio of the new Member States.

The ranking also indicates that the new Member States belong to the middle and/or beginner

groupings in a European context, since none of them are mentioned among the top 10 countries,

where all the front-runner institutions identified in this study are located (except for the Austrian

institution).

The international e-readiness ranking therefore supports the tendency identified in the interviews

with government representatives in this study, namely that the educational institutions in the new

Member States are facing similar challenges to the institutions of the old Member States that

belong to the middle and beginner groupings.

Ranking of IT in schools

The interviews and case studies generally show that the integration of e-learning in iVET is

dependent on access to and the availability of hardware and software applications for teaching and

learning, as well as internet access.

The figures reproduced below give an overview of the introduction of IT in (upper) secondary

schools in the EU and beyond. They indicate that the Scandinavian countries and Ireland all

introduced IT at an early stage. This figure therefore appears to confirm an association between

the integrated use of e-learning and the existence of IT infrastructure at an institutional level.

Source: OECD, Completing the Foundation for Lifelong Learning – an OECD survey of Upper Secondary Schools,

Studien Verlag 2004.


In addition, the following graphs indicate the ratio of students to computers and the ratio of

teachers to computers in upper secondary schools across Europe. Once again, this figure indicates

that the Nordic countries are ranked high, i.e. there is a low ratio of students to computers;

however, Ireland and the Netherlands have a higher ratio in relation to this parameter.


ource: OECD, Completing the Foundation for Lifelong Learning – an OECD survey of Upper Secondary Schools,

aving presented this trend, it should again be noted that even in those countries in which IT is

5.4. How e-learning is being integrated into teaching and learning in iVET

g used in iVET

he study shows that e-learning is being integrated into teaching and learning in iVET in various

S

Studien Verlag 2004.

H

generally integrated into teaching and learning, the actual use of it varies from institution to

institution. Some countries have applied measures designed to compensate for these variations by

specifying the number of lessons in which e-learning must be used. For instance, such measures

have been taken in both Germany and Austria.

This section gives an overall picture of the ways in which e-learning is currently bein

in the EU Member States. The analysis draws on the telephone interviews and the good practice

case studies. It should be pointed out that due to the scope of the study the findings of the

analysis cannot necessarily be regarded as representative for Europe. In addition, the picture

painted is very broad-brush.

T

ways. E-learning is primarily being used for supporting teaching and learning at the educational

institution and as blended learning (combining virtual distance learning with on-site learning at the


everal respondents explain that there is a need for face-to-face learning in iVET, and that

herefore the use of e-learning in iVET is always combined with classes that are attended

he study shows that the use of e-learning for supporting teaching and learning at an educational

• Communication

l resource

agement Systems

Belo is a description of each type of e-learning format, plus concrete examples.

.4.1. E-learning as a mode of communication

io nators of a range of software

• conduct synchronous (e.g. chat forum) and/or asynchronous communication (e.g. threaded

• n resources (documents or rich media resources)

d procedures such as

here close and frequent communication between the actors takes place within such a virtual

institution). E-learning in the sense of pure distance learning has not been identified in iVET in the

EU Member States, whether through the desk study, telephone interviews or case studies.

S

students also need the social interaction with fellow students/teachers and real hands-on

experiences. Some teachers and managers therefore consider that e-learning elements should

always be combined with classes that are attended physically. This means that these respondents

consider that pure e-learning is not appropriate for teaching and learning in iVET.

T

physically.

T

institution and the use of e-learning for blended learning is widespread. However, it must be

stressed that the extent to which e-learning is being used varies across Europe as previously

described. E-learning is integrated into the actual teaching situation in numerous ways and at

several levels. This study has identified the use of four types of e-learning:

• Simulation

• As a genera

• Learning (Content) Man

w

5

Discuss n fora / groupware solutions are the common denomi

applications that are designed to support communication, for instance between a group of students

and their teachers, tutors, mentors or master craftsmen, or among a group of peers. The common

features of these applications inter alia allow the actors to do the following:

discussions)

share commo

• reach agreement concerning the co-ordination of work processes an

determining who does what, how and when.

W

setting, e-learning could be a driver for bridging the practical and theoretical worlds. If students

are capable of logging in to a shared virtual environment while at work in order to discuss real-life

problems with tutors or co-students, they may very well be able to apply theoretical concepts and

apply them in a practical setting.


he reverse may also be true. If students were allowed to log in to that same shared universe

short, e-learning can have a role to play as a communication forum that is capable of facilitating

T

while they were at school, they would be able to consult their master craftsmen or colleagues when

faced with theoretical challenges. In both cases theory and practice will be brought together

significantly through the use of e-learning tools.

In

contact between different learners or functioning as a tool for connecting different learning

environments. This can operate either between and beyond the different learning environments or

inside and outside the institutional setting, such as between the practical and the theoretical world.

Example 1: Communication through a learning platform

The two iVET institutions Lycée Nicephore Niepce and Lycée Professionnel Julien de

Balleure in France have adopted a learning platform named ArianeDijon.

The learning platform is an experimental project established by the Education Service of

the Dijon School District. According to the latter, ArianeDijon “is not yet another pool of

virtual teachers but a real network of services for all members of the school community”.

The platform is designed to develop links between teachers, students and their families,

and the aim of the project is to create “a real community of users who will continue to talk

and listen to each other, even outside school, helping to educate, train and inform each

other. This ever-growing network will open schools up to the entire world, to cultural

experience and to other people, as befits a twenty-first century educational system”.

The platform offers a variety of possibilities, including a discussion area with both

individual mailboxes and a shared forum in which everyone can participate. The idea has

therefore been to create a virtual framework for the sharing of knowledge, experiences,

ideas and reflections among teachers, students and their families.


Example 2: Practical nurses and e-dialogue

In an online discussion forum, Finnish practical nurse students who spend most of their

training time in their workplaces discuss the experiences they have encountered during

their daily on-the-job training. In addition, their teachers can bring up curriculum subject

for discussion to ensure that the students reflect on all the relevant issues connected with

a specific theme or a particular practical situation.

In this way the discussion forum is being used to make the students reflect on both

practical and theoretical issues, and also to teach them how to pose and respond to

questions constructively – a highly relevant soft skill for the practical nurse graduates, for

whom communication with colleagues, patients and relatives will play a key role in their

future jobs.

In addition, many practical nurse students communicate daily with each other and their

teachers by e-mail during their on-the-job training period. This gives the students an

opportunity to ask and answer questions, and to share their experiences with their fellow

students and their teacher in a more private forum.

In this way, using the discussion forum and e-mail the Finnish students are able to

communicate both synchronously (real-time online discussions) and asynchronously (e-

mail).

5.4.2. E-learning in simulation

Where e-learning is used to create simulations of real world actions, the role of e-learning as a

bridge between the theoretical and practical worlds is evident.

Simulations are most successful when and if the students have the possibility of transforming the

virtual or simulated concepts into concrete activities. For instance, where students are first allowed

to simulate something and then participate in constructing a full-scale model of the simulated

reality, the use of computerized simulation tools bridges the gap between theory and practice.

Even without the student actually applying the simulated construct in real life, simulations could be

said to bridge theory and practice, since 3-D simulation, for instance, may help to clarify, visualize

and put into perspective both practical and theoretical issues. Traditional examples of simulation

tools in technical fields are computer-aided design and manufacturing (CAD/CAM).


Example 1: Creation of companies through simulation

In the Spanish iVET institution Tajamar Technological and Graphic Institute, computer

science students are learning how to create a company by using simulation.

Working in groups, the students apply their theoretical knowledge to solving concrete

problems and making the decisions needed. To be able to create the company they need

to gather a lot of information from the Internet. For instance, they have to find out what

kind of technical equipment is needed, what it costs and how it must be installed and

operated.

By using simulations they create the network structure and test its administration. They

simulate real-world situations and typical environments. For instance, they have to take

specific users, administration parameters and surroundings into consideration. By

performing these simulations they will be able to determine whether the project is working

or not. In this way, they are testing their theoretical knowledge.

To bring the project even closer to reality, some of the students have been working with

the virtual construction of the new building for teaching and learning that will actually be

built at the institution. For instance, they have used simulations to test various

infrastructure systems and technical solutions in the new building. In this way the use of

simulation is bringing the project closer to reality and is thus helping to bridge the gap

between theory and practice.

Example 2: Construction a car using simulation tools

French students and teachers at the iVET institution Lycée Nicephore Niepce have

collaborated with other colleges in Europe to carry out an ambitious transnational project

involving an intensive use of simulation tools, the Internet and videoconferencing. A radio-

controlled car has been built in this manner.

The construction of the radio-controlled car across countries was made possible by using

advanced simulation tools. Thus the mechanical pieces were designed and manufactured

with CAD/CAM software (Computer Aided Design/Manufacturing – or CFAO – Conception et

Fabrication Assistée par Ordinateur).

The different parts of the car were made by different teams from different iVET institutions

across Europe, and both students and teachers considered that it was a great challenge to

make the pieces fit together. But the project succeeded in the end. The project is an

example of how today’s’ industrial production is being conceptualised through an intensive

use of simulation, and of how theory and practice can be integrated through the use of

simulation in teaching and learning.

IVET students from several

countries have constructed a

radio-controlled car together

using CAD/CAM software, the

Internet and videoconferencing.

5.4.3. E-learning as a general resource

E-learning as a general resource can be seen as using computers and internet-based resources and

services. Via computer- or web-based training, students are capable of learning about a great

number of subjects in a new way. E-learning may be interactive and take advantage of rich media

sources. With this kind of e-learning, assessment is often automated, in most cases in the form of

multiple-choice questionnaires.

E-learning as a general resource can also be seen in the case of school intranets or learning portals

which are available for students logging into such systems at work. Electronically-supported

learning resource centres or ‘e-libraries’ can be installed in various school settings, for instance to



support distance learning projects. Most students would probably use such resources for doing

project-oriented assignments; however, they may also be in a position to take advantage of online

resources when they are faced with particular problems at work.

Where resources are not stored in the form of straightforward documents, they may include

elements of speech, video or interactive sequences or instructions. Such interactive media can

themselves be regarded as instructional tools which in principle are available to the students at any

time or place.

Example 1: An intranet for both teachers and students

At the iVET institution Lycée Nicephore Niepce in France, both students and teachers have

access to an institutional intranet called IntraNiepce.

For the teachers, the intranet gives access to pedagogical resources on CD-ROM,

information about when colleagues are in meetings, as well as the minutes of meetings.

The students also have their own section or intranet-based club where they can do such

things as see if teachers will absent on a particular date and obtain information about the

dates and times of exams, courses, exercises and arrangements.

Example 2: Modular training of office clerks via online assessment

In Germany, Deutsche Bahn (DB) offers initial vocational education and training for

students aiming to become office clerks.

The iVET programme for the potential office clerks consists of five compulsory modules.

Each lasts about 6 months, and the students have between 30 and 70 hours in which to

take each one. In total, DB has allocated 12 days to face-to-face tuition and 180 hours of

online self-study (either alone, with one co-student or in groups of 3-4 persons). There are

4 online tests and five learning modules.

The modules are:

• Introduction to the KfB programme (Einführing in die Berufsausbildung)

• HRM (Personalwesen)

• Accountancy/Book-keeping (Rechnungswesen)

• Basic training in office duties (Fachaufg. zu WiSo und Bürowirtschaft)

• Preparation for exams (Prüfungsvorbereitigung)

Each module terminates with an evaluation. It is taken online and on time, and also

includes questions on the preceding modules. The test is a combination of multiple-choice


questions and essay-like answers that are corrected and commented on by e-tutors.

Optional modules cover the basics of the MS Office suite and a typing course, and these

two modules are followed by tests which incorporate e-learning.

The German case demonstrates how e-learning can be used as an integrated part of

teaching and assessment in an iVET course.

5.4.4. Learning (Content) Management Systems

Learning Management Systems (LMS) and Learning Content Management Systems (LCMS) are

relatively complicated concepts. A Learning Management System is software that deploys,

manages, tracks and reports on interaction between learner and content and between the learner

and the teacher. In particular, LMS performs student registration, tracks learner progress, records

test scores and indicates course completions, and finally it allows trainers to assess the

performance of their learners.

One of the features that is not really addressed in traditional LMS is the possibility of creating

content. An LCMS combines the learner administration capabilities of an LMS with the content

creation and storage capabilities of a Content Management System (CMS). In fact, an LCMS is a

data repository, like a CMS, that allows multiple developers and subject matter experts to share

content and its components over a network. These systems can enable content to bring the

theoretical and practical worlds closer together.

Example 1: Use of a LMS to track communication behaviour

At Espoo Institute in Finland teachers are able to track each student’s discussion forum

communication behaviour via a Learning Management System. As the discussion forum is

an integrated part of the education set-up, it is important for the teachers to be able to

identify each student’s communication behaviour – both for evaluative purposes (to look

back in time and track the students’ historic progress) and to obtain information about

each student’s learning needs (in order to be able to target and individualise future

teaching).

For instance, teachers can see when a student last asked or answered a question and the

ratio of questions to answers, which is an important indicator of each student’s ability to

co-operate with and help his/her fellow students. In addition, the teachers are able to

consolidate each student’s communications systematically. Their content allows the

teachers to assess the student’s skills in the use of language and their understanding of

the themes and situations being discussed.


In the Australian iVET system, Learning Management Systems are having an impact on

the students’ own involvement in student assessment. According to an Australian expert,

in Australia “There is access for students to track their own learning through the school’s

Learning Management Systems”.

Example 2: Use of LMCS to share and develop learning material

At the German Deutsche Bahn (DB) the office clerk training of iVET students involves

extensive use of a Learning Management Content System, which students and teachers

access through the website known as Online-fitter.

Online-fitter (www.online-fitter.de) was partly designed by students, and according to the

management the platform is a relatively low-cost solution. Online-fitter is completely web-

based, and users need a user ID and a password. The front page is reproduced below.

Online-fitter offers students access to course material such as text-based files and video

clips. The material on Online-fitter has been developed by DB and therefore covers issues

that are related to the daily routines of the office.

The tutors interviewed in the case study emphasise the fact that the learning material is

being continuously developed and adapted – a constant development process made

possible by the use of the web-based Learning Management Content System. As the



system is simple to use and requires no specialised knowledge, for instance of authoring

tools, the teachers find it easy to modify and refine the relevant learning material. For

instance, if the students are having trouble understanding part of it, the best thing can

simply be for the teachers to change its wording to adapt it to the students’ needs.

5.5. E-learning and student assessment

The study also investigates whether e-learning and IT are being used for the assessment of

students, and the extent to which e-learning is being used for this purpose.

The study shows that IT and e-learning are being increasingly used for student assessment (in

most cases in the form of multiple-choice questionnaires), but that many institutions are still in the

initial stages in this respect, as they are still focusing on the general implementation and

improvement of e-learning for teaching and learning in iVET. Accordingly, many institutions are

only using e-learning and IT purely for teaching purposes, while others are using them in

connection with student assessment to a limited degree, e.g. in connection with exams.

As a government representative from Luxembourg says, “E-learning and IT is being used more and

more in tests, certifications and examinations, which was unthinkable in the past. But there are

organisational difficulties – you need more preparation when e-learning and IT is used, and you

also have to watch out for misuse, e.g. students cheating. And we are still a long way away from

the advanced use of e-learning and IT in assessment.”

But there are exceptions, and especially among the front-runner countries institutions are now

using e-learning and IT-based assessment for teaching, exams and testing.

An example of this can be seen in the UK’s Norton Radstock College, where the students on a

motor vehicle course undergo several online tests of their key skills. The students’ practical skills

are evaluated through a practical test that is assessed by the workplace staff, for instance

concerning the removal of engines. Meanwhile, the students acquire such theoretical knowledge as

what will happen if they remove a particular part of an engine from the learning material contained

on CD.

A teacher from the college states that the practical hands-on tests and the online tests complement

each other very well. As the teacher says: “Vehicles are hands-on. But the students have to

understand how they actually work – and today you need to be able to read and access information

in this way, as many garages use computers as their data books. Therefore you have to be

computer literate to be a mechanic nowadays. Using both workplace training and online tests gives

the students independent knowledge and practice.”


In this connection, several respondents mention that using e-learning and IT for student

assessment also has an impact on the content of the assessment. For instance, a Finnish

government representative says, “Nowadays when we use e-learning we have better

documentation concerning the student’s learning process, and so quality assessment can be used

more. We can now take the process into account, not just the result and what test has been

passed.”

To summarise, the study shows that the assessment of students through e-learning and IT remains

an area to be developed further in most iVET institutions. The study also shows that the front-

runner countries especially are starting to implement student assessment as an integrated

component of the daily teaching and training process, and that this is opening up new possibilities

concerning the content of student assessment; using e-learning and IT, it is possible to consider

both the process and the result.


6. New models of education and training stemming from the use of e-learning

This chapter identifies and analyses new models of education and training in iVET that have been

made possible thanks to advances in e-learning. The analysis is based on the case studies

conducted at good-practice iVET institutions. It should be stressed that as the case studies are

good practice examples the new models of education and training identified are not representative

for Europe. Rather, the models identified show the possible use of e-learning and illustrate the

potential of e-learning. Accordingly, the models can serve as role models for iVET institutions

characterised by a more modest use of e-learning.

Ramboll Management has identified the following three new models of education and training:

• The com-model

• The flex-model

• The sim-model

The three models of education are described one by one, but it must be stressed that in practice

learning and teaching can be influenced by more that one model. For example, an education with a

primary focus on the communicative aspects of the com-model can also be characterized by

aspects from the flex-model. This is e.g. seen in the case study in Finland: The practical nurse

education is primarily characterized by the com-model as students uses discussion foras and

online-diaries intensively. But elements from the flex-model is also seen: Flexibility is e.g. seeked

by offering students online exercises in the long training periods on the work places (for further

information, please read the Finnish case study in Annex G).

The chapter demonstrates how the use of e-learning can lead to improvements in education and

training through bridging theory and practice. All of the new models identified are bringing the

theoretical and practical worlds closer together thanks to the use of e-learning. However, this is

being achieved in different ways, depending on the particular iVET context. The appropriateness of

the various new models varies according to each different iVET setting, as each model meets

different needs and emphasises different aspects of teaching and learning.

Examples of good practice are presented in order to illustrate how these models of education and

training are being implemented successfully in actual iVET contexts across Europe. Finally, the

chapter presents the impacts of each of the new models, which have been identified in the good

practice examples.

6.1. The com-model: Intensive communication during the extended periods of on-the-job training

The com-model uses e-learning to increase the amount of on-the-job training in iVET. This model

has been identified in an iVET setting which has experienced a desire for increased on-the-job

training from both employers and students, and has been developed in order to meet this demand.


This new model is based on blended learning that uses web-based distance teaching and learning

in combination with on-site teaching and learning at the institution plus on-the-job training. The

web-based part of the course is followed during the on-the-job training periods.

The model is based on communication between:

• Students and teacher

• Fellow students

• Students and the workplace

• Students and clients/customers

The model emphasises intensive communication between students and teachers during the on-the-

job training period. The use of both a discussion forum and a learning platform makes it possible to

increase the period of on-the-job training while still ensuring frequent contact between student and

teacher, as well as among fellow students. The students can discuss their experiences and ask their

teacher questions right away instead of having to wait until the next session of school. This

provides the students with some back-up and helps them to deal with any difficult situations that

might occur during their workplace-based training.

Another central element of this new model is the students’ responsibility for their own learning

process. The use of a personal study plan stating the student’s learning objectives can help to

ensure this.

This model is appropriate for iVET systems that emphasise learning by doing but also emphasise

the acquisition of theoretical knowledge and a high level of integration between theory and

practice.

The com-model - example :

An example of good practice concerning the com-model is found at the iVET institution

Espoo Institute of Health and Social Care, Finland.

The institution is offering a new web-based programme for practical nurse education. The

programme uses a blended approach. The web-based part of the course is followed during

the on-the-job training periods. The web-based programme has been introduced in order

to increase the amount of on-the-job training. In the traditional practical nursing course,

32 weeks out of 120 consist of on-the-job training. In the web-based programme, 70

weeks out of 80 are spent in the workplace.

According to both the teachers and the principal, the discussion forum is the most

important e-learning element being used in the web-based teaching and learning, because

the students can relate real workplace situations to theory while their experiences are still

fresh in their memories. The teachers stress the importance of staying in online contact


with the students during their on-the-job training periods. This means that the students

can ask for their teachers’ and fellow students’ advice concerning their practical

experiences, which helps them to handle difficult situations. One discussion forum theme

concerning rehabilitation has been how to take advantage of the clients’ own abilities.

Another topic discussed was how to handle aggressive clients.

In the discussion forum, the students discuss their day-to-day on-the-job training

experiences. The teacher also brings up curriculum topics for discussion. The teacher both

follows the students’ discussion and guides it in order to steer it in the right direction and

contribute extra depth. The workplace tutors can follow and participate in these

discussions, but until now only a few have actually done so. To structure the use of the

discussion forum, timetables for the various topics are agreed among the teachers,

students and workplace tutors. The many hits and comments show that the students are

actively using the forum.

In order to ensure the students’ responsibility for their own learning process, an on-line

learning diary is used. The learning diary contains a personal study plan stating the

student’s learning objectives. The plan also includes a description of how the student will

achieve his goals. In the on-line learning diary the students write about their tasks and

important learning experiences. Eventually, the students do a self-evaluation based on the

goals contained in the personal study plan.

6.1.1. Impact

The evaluator has identified the following impacts of the use of e-learning in the com-model:

• Increased integration of theory and practice

• Improved learning results

• Better preparation for working life

• Increased motivation and flexibility

• Catering to the individual needs of the students – students become responsible for their

own learning process

Increased integration of theory and practice

It is clear to the evaluator that the discussion forum is increasing the contact between students and

teachers as well as among fellow students during the on-the-job training period. The evaluator

considers that this is helping the students to combine their practical experiences with theoretical

perspectives and explanations. Via the discussion forum, there is a high level of integration of

theory and practice during the on-the-job training period.

The principal of Espoo Institute of Health and Social Care explains, “The students can combine

practice and theory right away. They are able to share experiences, reflect on them and talk about

them in the discussion forum.”


Improved learning results

The evaluator considers that the learning results are improving due to the use of e-learning and

the increased integration of theory and practice, as the students learn to relate real-life situations

to theory and thereby acquire the skills needed for their working lives – for which they are

consequently better prepared.

According to the teachers, employers’ representatives and management staff interviewed during

the Finnish case study, the learning results are improving thanks to the improved integration of

theory and practice. A teacher says, “We have seen that the use of e-learning is improving the

learning results. They learn to learn, they learn to collaborate and they learn to relate real-life

situations to theory. The students acquire the skills they need for their working lives. They also

learn IT and communication skills.”

Better prepared for working life

The evaluator considers that the use of e-learning in the new model in question means that the

students are better prepared for their working lives.

The principal emphasises that “Using e-learning in teaching and learning enhances the students’ e-

learning skills and prepares them better for the labour market.” The workplace representatives

interviewed also consider that their competences are improving and that the students are better

prepared for their working lives, not least because they are able to spend more time at their

workplaces thanks to the new model. A workplace representative says, “The students acquire

better competences using the platform because they can discuss theory and practice right away.”

She adds, “The best thing about it is definitely that they are spending more time at the workplace.

They are getting a deeper sense and knowledge of the workplace”.

Increased motivation and flexibility

It is clear to the evaluator that a bonus of using e-learning is that the students’ motivation is

increased, which according to their teachers is reflected in their learning results. This is due to their

additional on-the-job training, the integration of theory and practice and the increased flexibility

that is enabled by the personal study plan and web-based approach.

Catering to the individual needs of the students – the students become responsible for

their own learning process

The evaluator considers that web-based education has led to new opportunities to cater to the

individual needs of the students.

Each student has a personal web-based study programme which specifies his educational goals.

This means that the students can learn at their own pace. In addition, by creating their own study

programmes the students have more influence on their education, which is consequently better

able to match their individual needs and interests. In addition, the discussion forum adapts to

individual learning capacities. The principal explains, “The students learning capabilities differ, but

using e-learning they can learn at their own pace. There is room for everyone on the Web. For

example, some students are too shy and too hesitant to speak out their mind in front of the other


students in the classroom. They usually become much more active on the Web”. A student says,

“There is a big difference between on-line discussions and the discussions at school. It is so much

easier on-line. You can express yourself better in the online discussions because it is often easier to

write things than to say them. And you have more time to think. In class, the discussions happen

very quickly. Some students talk all the time, so the others do not get the chance to speak. That’s

why more students are active online.”

Finally, is it clear to the evaluator that the use of the personal study programme and the discussion

forum means that students are becoming responsible for their own learning process, which the

evaluator considers to be an important impact.

6.2. The flex-model: Flexible and individual teaching and learning; reduced amount of school-based training

The flex-model uses e-learning to individualise teaching and learning and to increase the flexibility

in teaching and learning with the aim of reducing the amount of school-based teaching and

learning in iVET. As a consequence, the students need to be released from work for shorter periods

than during traditional on-site iVET courses. This model emphasises individualised learning and

teaching, which is made possible by the high degree of flexibility.

This model has been identified in iVET settings that are responding to the desire of both employers

and students for a reduction in the amount of time that the students need to be released from

work in order to undergo school-based teaching and learning. Another demand that is being felt is

for the creation of courses that are directly relevant to individual work-based situations. The new

model has been developed in order to meet these demands.

This model is based on blended learning using distance learning combined with on-site teaching

and learning at the institution. The web-based part of the course takes place while the students are

working or doing their on-the-job training (depending on the kind of student).

The theoretical content is delivered to the students via the learning platform. Therefore the

students primarily learn the theoretical component through distance learning. Practically-oriented

learning too takes place virtually, since the students can download simulations and animations to

test their theoretical knowledge prior to their on-site sessions.

The model emphasises a high degree of flexibility in teaching and learning. Due to the extensive

amount of virtual distance learning, flexibility can be increased by reducing the degree of on-site

teaching and learning.

Finally, thanks to its flexibility and the blended learning approach, the model emphasises the

students’ responsibility for their own learning.

This model is appropriate for iVET systems which emphasise flexible teaching and learning. It is

appropriate for iVET settings with a desire to reduce the period of school-based teaching and


learning while acknowledging the need for both school-based teaching and learning and a high

level of integration of theory and practice. It is therefore appropriate for iVET settings where

students are working in parallel with their studies.

The flex-model - example 1:

An example of good practice concerning the flex-model can be found at the iVET institution

Cabra FÁS Training Centre, Ireland.. This good practice example concerns a project called

MoFIT, funded under the EU Leonardo da Vinci programme. MoFIT stands for Model for

Flexible, Industrial Training. The case study focused on the iVET training being provided

via the project.

MoFIT is based on blended learning using distance learning combined with on-site teaching

and learning at the institution. By using a blended approach, the model stresses flexible

and individual teaching and learning. The virtual component of the course takes place

while the students are working or doing their on-the-job training (depending on the kind of

student). The cornerstone of MoFIT’s virtual teaching and learning is the ‘WebCT’ learning

platform. It contains a discussion forum, chat room, research tools, a learning content

database and an on-line calendar to book time for practical on-site teaching and learning

with the instructor at the institution. These elements are quite similar to those seen in

relation to the com-model example described above. However, in the flex-model, flexibility

rather than communication is the focus of these elements. In addition, individualised

teaching and learning is emphasised rather than the combination of collaborative and

individualised teaching and learning which is such a feature of the com-model.

The on-line calendar plays a central role in this new model. Since most of the students are

doing full-time shift work, it is hard for them to schedule time to come to the training

centre. They have a great need for flexibility in the learning process. They are responsible

themselves for planning when to come to the institution, and for booking an instructor

using the on-line calendar that shows when the instructors are available.

The theoretical content is delivered to the students via WebCT. The students therefore

learn the theoretical component of their course individually through distance learning. The

various procedures and techniques are illustrated by animations in order to enhance

understanding. By using simulations that can be downloaded from WebCT, the students

get a chance to use their theoretical knowledge before applying it for real at the

institution.

For each learning module, the students must pass both an online test and a practical test

to be able to move on to the next module. The online test is a way of assuring that the

students – who are spending most of their time in their workplaces – know the theory

required before they come to the training centre to do more practical activities. After

passing the theoretical test, the student demonstrates his ability to translate theoretical


knowledge into practical work with training board simulations and real machines in the

centre’s laboratories. The students have a technical discussion with their instructor

explaining the functionalities and discussing various possible faults and their remedies.

While the learning material, simulations and the WebCT calendar are heavily used, the

students do not use the chat room and the discussion forum to the full extent possible. In

the flex-model, flexibility and not communication are the focus.

The flex-model - example 2:

Another example of good practice regarding the flex-model is found in the iVET education

provided by Deutsche Bahn, Germany. The good practice example concerns Deutsche

Bahn’s in-house training for office clerks (its so-called KfB programme).

DB, like many other large employers in Germany, offers in-house training on a large scale.

The public iVET institution is one element of a tripartite system. The second element is the

company, Deutsche Bahn, which offers on-the-job training. The third element is the

company training programme, which in this case is delivered via a virtual learning

environment, and is perceived as a learning forum.

In the virtual KfB programme the time spent face-to-face has been reduced to 12 days

compared to the much more substantial face-to-face component of the traditional office

clerk programme. The rest of the time, about 180 hours, is spent online. The KfB

programme is, in other words, based on a blended solution, mixing face-to-face training

with ‘face-to-interface’ self-studying and group work. DB has named the concept ‘Lernen

im Netz’ (learning in networks).

The main component of the KfB programme is the on-line virtual learning environment

based on a self-developed Learning Management System (LMS) known as ‘Online-fitter’.

The primary elements entailed in the system are: Online course material (text-based and

rich-media), planning tool, asynchronous discussion forum, two chat rooms (one for e-

tutors and one students only), ‘Who’s online’ function (which allows one to see who else is

currently online), ‘Mini-mail’ (an email system allowing students and tutors to send each

other messages) and automated assessment.

An important conceptual element of the KfB programme is that the students plan their

own learning. The five modules each have a number of self-study lessons. It is up to the

students themselves – in agreement with the tutor – to plan when their assignments are

to be handed in or online tests taken. It is also up to the students themselves to squeeze

in their training time so that they can combine work and their online studies smoothly.


6.2.1. Impacts

The evaluator has identified the following impacts of the use of e-learning in the flex-model:


• Improved results – better competences

• Better preparation for the labour market

• Increased flexibility and motivation

• Catering to the individual needs of the students

• Students become responsible for their own learning process


It is clear to the evaluator that through using e-learning in teaching and learning in the new model,

theory and practice are better integrated than in the traditional mode of teaching and learning.

In the MoFIT project, the use of e-learning (primarily simulations and animations) presents theory

and practice in new and precise ways that are easy for the students to understand.

Deutsche Bahn’s ‘Online-fitter’ bridges theory and practice. It functions as a platform for work-

related assignments and projects, and e-tutors are able to relate theoretical issues to concrete

real-life work situations. Finally, the students are able to log in to Online-fitter when at school,

from home and from work, which means that practical and theoretical learning is integrated into

the students’ everyday lives.

This new model therefore ensures deep integration of theory and practice.

Better preparation for the labour market

The evaluator considers that the use of e-learning means that the students are better prepared for

the labour market. The increased integration of theory and practice means that the skills acquired

are more relevant.

The workplace representatives, teachers and students interviewed in the Irish case study consider

that the skills produced by its e-learning model match the requirements of the labour market

better, so that the students are better prepared for the labour market. A MoFIT teacher stresses

that: “They are far better prepared for doing the work. They become more familiar with IT in

general and with the specific, relevant machinery and software in the industry.”

In addition, the evaluator considers that the soft skills acquired (e.g. communication skills in

addition to general IT skills) can be seen as an extra bonus that adds to the students’ improved

preparedness for the labour market.

Improved outcomes – better competences

The evaluator considers that using e-learning in the flex-model means that the skills acquired seem

to be better than with traditional courses. The evaluator therefore considers that the learning

outcomes have improved.


Regarding the MoFIT project, the interviewees also believe that costs are being reduced while at

the same time the outcomes have improved. According to the workplace representatives, MoFIT

has significant advantages for the companies in several ways. One workplace representative

explains, “It reduces costs and improves the results […] The course has great relevance to what

they do in their job. The course has a better combination of theory and practice – it is much more

usable. The skills obtained through traditional courses are not as practical and relevant. ”

Another Irish workplace representative says that: “The main objective of MoFIT was to improve the

skills more quickly. The skills are definitely improved, though it is difficult to quantify. The other

thing is that the company saves a lot – and that can certainly be quantified.”

According to the Deutsche Bahn respondents, the students enrolled in Online-fitter have a

comparatively better understanding of accountancy than those following the traditional course.

In this connection, the evaluator considers that the use of e-learning in the flex-model seems to be

speeding up the students’ understanding. As a consequence, the teaching and learning in this

model could be more efficient and time-saving than with traditional iVET courses.

According to the MoFIT teachers and students, the use of e-learning is certainly speeding up the

students’ understanding. They read the theory on the website and do the simulation virtually in

order to prepare themselves at home before attending the institution to take part in on-site

teaching and learning, i.e. they practise what they have learned virtually. By using virtual

simulations, the students can make the mistakes that are part of the learning process at home. As

a consequence, they are better prepared when they come to the institution to do on-site practical

work that involves physical equipment. Therefore they are able to build it for real at the training

centre much more quickly. Teachers and students agree that this way of learning is indeed more

efficient, as it saves time. A teacher explains, “By using this way of teaching we can deliver the

training in a very efficient way. Also at a personal level this is a good way of teaching because you

can achieve so much more with the students in a given amount of time. That is very satisfying.”

Increased flexibility and motivation

It is clear to the evaluator that the use of e-learning does indeed increase flexibility and student

motivation.

For instance, in the case of MoFIT the virtual teaching and learning element and the WebCT

calendar both provide the flexibility needed by the working students. The use of the calendar is

important for the students in planning their learning process individually. According to the

workplace representatives, this flexibility is a great advantage to the workers as well as to the

company. The students are able to learn whenever it suits them. As far as the companies are

concerned, the new model means that they do not have to organise their courses to fit in with

different shifts. According to both teachers and students, the flexibility of the learning process

made possible by use of e-learning motivates and suits the students. A student explains, “The

motivation increases because it is like the school is open 24 hours a day. It is very handy to do a


great part of the course on-line. It is more flexible – you do not have to go to the training centre all

the time.”

Catering to the individual needs of the students

The evaluator considers that the use of e-learning in this new model of education and training

individualises teaching and learning through its increased flexibility. This means that the model is

catering to the individual needs of each student.

Students become responsible for their own learning process

It is clear to the evaluator that the students’ responsibility for their own learning process is indeed

greater in this new model. Students are responsible for their own learning process, which they plan

themselves. Accordingly the evaluator considers that the use of e-learning has transformed the

teachers’ role in this model from its traditional one to that of a mentor who is there to facilitate the

students’ learning. The Irish manager explains that instead of being a ‘sage on the stage’, the

teacher is now ‘a guide on the side’.

6.3. The sim-model: Bringing school-based teaching and learning closer to reality

The sim-model uses e-learning to strengthen the practical dimension in school-based teaching and

learning. This model has been identified in iVET settings where on-the-job-training is limited for

some reason. In this model, e-learning is used to compensate for the limited extent of on-the-job

training. In this way, e-learning is being used to bring the school-based teaching and learning

closer to reality and to bring the theoretical and the practical world closer together

In this model especially, simulations are used for this purpose. E-learning is also used for tests and

examinations in order to make them more realistic and practically-oriented.

This model is appropriate for those iVET systems that place the greatest emphasis on school-based

teaching and learning, and for those iVET settings where teaching and learning mainly takes place

at iVET institutions. This might for instance be due to the structure of the iVET system

(emphasising school-based teaching and learning), or to the isolated geographical location of the

iVET institution in question and the consequent limited scope for on-the-job training.


The sim-model - example 1:

An example of good practice concerning the sim-model is to be found at the iVET

institution Tajamar Technological and Graphic Institute, Spain.

Its IVET system mainly consists of courses that are taken at the institution. These contain

theoretical as well as practical elements. After having completed the courses at the

institution, the students spend three months in a company in order to finish off their

education with a period of on-the-job training. While studying at the institution, the

students have no contact with the companies where their on-the-job training is to be

undertaken.

In this model, e-learning is being used to bring school-based teaching and learning closer

to reality in order to compensate for the separation of school-based teaching and learning

and on-the-job training that characterises the iVET system in question.

For instance, in computer science the use of e-learning in the projects integrates theory

and practice, and brings the school-based teaching and learning closer to reality. Theory is

transformed into practical application via projects and the use of e-learning.

In the practical teaching and learning at the institution, the students are practising their

theoretical knowledge using e-learning. Simulations are used to bring reality closer to the

students and to integrate theory and practice. For instance, the students use simulations

to test various operating systems and technical solutions. Besides, the Internet is widely

used to find the specific information needed to undertake particular assignments and

projects. Finally, the students use e-learning for tests and exams. The use of e-learning

means that exams become more real and practical.

In computer science, the teachers first explain the theory. Afterwards, the students work

on a company creation project. In the project the students apply their theoretical

knowledge to solve concrete problems and make the decisions needed. To be able to

create the company they need to gather information from the Internet. For instance, they

have to find out what kind of technical equipment is needed, what it costs and how it must

be installed and operated.

By using simulations they create the structure and test the administration of the network.

They simulate real world situations and typical environments. For instance, they have to

take individual users, administration and surroundings into consideration. By undertaking

these simulations they will know whether the project is working or not. In this way they

are testing their theoretical knowledge.


To bring the project even closer to reality, some of the students have been working with

the virtual construction of the new building for teaching and learning that will actually be

built at the institution. For instance, they have used simulations to test various

infrastructure systems and technical solutions in the new building.

The sim-model - example 2

Another example of good practice concerning this new model for education and training

can be found at the iVET institution Norton Radstock College, UK, which is located in a

rural area. Because of its location, there is a lack of suitable workplaces for workplace-

based training for many of the students. Many students from the technical and engineering

fields especially therefore have no workplace-based training at all in connection with their

courses. This makes e-learning as a vehicle for bringing the theoretical and the practical

world closer together (e.g. through using simulations of workplace activities), very

relevant for the institution. In this way e-learning is being used to bring school-based

teaching and learning closer to reality, and to compensate for the lack of on-the-job

training.

For instance, in the area of child care students use e-learning both for theory and practice.

For instance, every student has to take a test which involves using an interactive

computerised baby that simulates the behaviour of a real baby. In the test, the student

takes responsibility for the 24-hour care of the computer baby. The test focuses on

nurturing and taking care of the baby. The baby records how it has been treated (e.g. if it

was ignored when it was crying, or was not fed). When the test is completed the

programme returns feedback to the student concerning his or her performance. The

students will then discuss their results with their fellow students and their teacher. The

test is a part of the students’ curriculum, and gives them a practical understanding of what

comprises good practice in relation to handling a baby. Learning by simulating accordingly

means that the students both learn and practice in a safe environment.

6.3.1. Impacts

The evaluator has identified the following impacts of the use of e-learning in the sim-model:


• Better competences - Better preparation for working life

• Increased motivation

• Students become responsible for their own learning process

• Individualised learning


It is clear to the evaluator that through using e-learning in this new model, the theoretical and

practical teaching and learning that takes place at the institution is better integrated than in the

traditional mode of teaching and learning, since the use of e-learning brings school-based teaching

and learning closer to reality. The use of e-learning accordingly compensates for the separation of

school-based teaching and learning and on-the-job training, as well as for the lack of on-the-job

training.

In the British example of good practice, the use of the computerised baby makes it possible to

teach and test the students’ nursing skills very realistically.

In the Spanish good practice example, the use of e-learning in projects integrates theory and

practice and brings them closer to reality. For instance, a student explains, “We learn better

because it is easier to understand the stuff when we use e-learning. For example, the simulations

demonstrate the theory. Theory and practice are integrated much more and therefore it is more

interesting”. A teacher explains, “E-learning is bridging the gap between the period at school and

the on-the-job training. In the projects they solve concrete problems using e-learning and IT. This

is truly integrating theory and practice. It makes it real for the students by preparing them better

for their on-the-job training and working life.”

Concentrated work in front of the computer at the Spanish case study

Better competences - Better preparation for working life

The evaluator considers that the use of e-learning in this new model is improving the students’

competences. It also means that the students are better prepared for their working lives.

The director of the Spanish institution says, "They get familiar with using e-learning. The use of e-

learning in their course prepares them better for working life”.

According to the teachers at the Spanish institution, the use of e-learning is improving their

students’ competences. However, it presupposes that they are still acquiring analytical skills. A

Spanish teacher says, “They learn more and they learn better. Using e-learning improves their

understanding, and they acquire better skills. Besides, they develop general e-learning

competences. But a possible pitfall is that they might not develop their analytical skills. They might



lose their ability to follow reasoning. Using e-learning must not make it too easy for them to do the

assignments. They must use their heads. As a teacher, you must prevent cheating, for instance by

cutting and pasting from the Internet.”

According to the students, teachers and managers at the British institution, working with e-learning

means that students are acquiring two important kinds of skills, namely ‘soft’ skills that involve

such things as learning how to co-operate, help each other and work independently, and the ‘hard’

IT skills which the labour market requires.

Increased motivation

The evaluator considers that the motivation of the students is being increased and their skills are

enhanced due to the fact that e-learning are bringing teaching and learning closer to reality.

A Spanish teacher explains, “E-learning motivates them more. It keeps their attention. E-learning

is a new way to motivate the students. It is more attractive to them than the traditional teaching

methods. It gives the possibility of combining various tools, which makes the teaching more

varied”. In addition, a Spanish student says, “By using e-learning you learn more, you learn better

and you learn more quickly. You are more concentrated and more motivated because it is closer to

reality. The use of e-learning makes it more interesting”.

Students become responsible for their own learning process

The evaluator considers that the use of e-learning puts the student in better charge of his or her

learning process and changes the role of the teacher. Through using e-learning in teaching and

learning, the teacher often becomes a mentor more than an authority, helping the student to find

his or her own way on the learning path.

A British manager says: “E-learning also shifts the balance of control concerning access to

knowledge. The teacher is not the one who presents the knowledge regarding the vocational area.

Therefore the students don’t have to rely on the teacher, as they can explore for themselves.”

Individualised learning

The evaluator considers that the use of e-learning in the new model means that the learning

process becomes more interactive and individualised. The use of e-learning makes it possible for

the students to learn at their own pace and go over the material as many times as they need.

Additionally, the use of e-learning means that the teachers can work with the students individually.

According to a British teacher, learning and teaching through e-learning releases the teachers to do

more individual teaching in the learning processes. A class of students can for instance be working

individually or in small groups while the teacher is doing one-to-one teaching.


6.4. Overview of the impacts of the new models

The new models of education and training stemming from the use of e-learning have several

important impacts, most of which are apparent in all the models. As the analysis of impacts is

based on the good practice examples the models cannot be expected to have the same positive

impacts in general iVET settings. Accordingly, the analysis demonstrates the potential of the new

models.

The impacts of the new models are summarised in the table below.

Table 2: Overview of impacts of the use of e-learning in relation to the three new models of education and

training

The com-model The flex-model The sim-model

Increased integration of

theory and practice


theory and practice


theory and practice

Improved learning results –

better competences


better competences


better competences

Better preparation for the

labour market


labour market


labour market

Responsible for own

learning

Responsible for own learning Responsible for own learning

Increased flexibility and

motivation

Increased flexibility and

motivation

Increased motivation

Catering to the individual

needs of the students –



needs of the students -



needs of the students -


It is apparent to the evaluator that the new models of education and training are all succeeding in

bringing theory and practice closer together. The evaluator considers that this is perhaps the single

most important impact. As described previously, theory and practice are an aspect of both the

school-based and the workplace-based education and training.

The new models are bridging the theoretical and practical worlds in two different ways:

• Integrating school-based and workplace-based teaching and learning

The first and second models primarily integrate school-based teaching and learning

(practical as well as theoretical) with workplace-based teaching and learning (practical as

well as theoretical).

• Integrating theoretical and practical school-based teaching and learning

The third model bridges theoretical and practical school-based teaching and learning.


The three models are appropriate for different iVET systems characterised by different conditions

and objectives (though elements from different models can co-exist in practise in iVET as described

above). This means that the new models have the potential to improve iVET in different iVET

systems through bringing theory and practice closer together.

The evaluator considers that another important impact is the improvement of the skills and

competences acquired by the students, not least as a result of the integration of theory and

practice. As a consequence, they are better prepared for the labour market, an impact that is

common to all of the new models.

In addition, the evaluator considers that a common impact is that the students are becoming

responsible for their own learning due to a transformation in their teachers’ role. In the new

models, the teacher is a mentor who facilitates learning rather than being a lecturer.

The evaluator considers that a further shared impact of the new models is the increased motivation

of the students. In two of the new models, the increased motivation is related to increased

flexibility.

Finally, the evaluator considers that in the new models, learning has become more individualised

than is the case with traditional teaching and learning. An impact of these models is their

corresponding scope for catering to the individual needs of the students.


7. The qualitative impacts of the use of e-learning

This chapter describes the impacts of the use of e-learning in iVET as a whole. A number of these

impacts are also seen in the new models of education and training presented in the previous

chapter. However, this chapter also highlights other impacts. The impacts recurring in the new

models and in iVET as a whole are further elaborated, and additional perspectives drawn from the

broader material covering all EU Member States are presented.



impacts identified in this study apply to iVET in Europe in general.

The chapter is based on the case studies, as well as on telephone interviews with experts,

government representatives, stakeholders and managers of iVET institutions. It must be stressed

that this analysis of impacts is not an impact assessment as such. Due to the scope of the study

the impacts identified should not be considered as frequent or representative for Europe but rather

regarded as a pointer of potential impacts that the use of e-learning may lead to.

The impacts identified are:

• Bringing the practical and the theoretical worlds closer together

• Enhancing the level of knowledge, skills and competences

• Better preparation for working life

• Increased quality of teaching

• Efficiency might increase

• Realistic but safe student assessment

• Increased flexibility

• Increased motivation

• Changed role of the teachers – students are responsible for their own learning

• Individualised learning

• Preparing students for lifelong learning

• Parents’ involvement may increase

7.1. Bringing the practical and the theoretical worlds closer together

As has been mentioned previously, the study shows that iVET in EU is characterised by the third

paradigmatic model introduced in Chapter 2. This model emphasises the integration of the

theoretical and practical worlds of teaching and learning. The evaluator considers that the use of e-

learning is in many cases strengthening this integration.

As the previous chapter describes, this impact is apparent in relation to the new models of

education and training that have been identified. However, the study indicates that this impact is

also being seen in iVET as a whole, since a great number of respondents from various countries

have drawn attention to it. Accordingly, more than one third of the respondents from telephone


interviews explicitly state that e-learning is integrating theory and practice, and/or they give

examples of how it is doing so. These respondents represent France, Finland, Denmark, Sweden,

Greece, the Netherlands, Portugal, Austria, Belgium, Germany, Luxembourg, the UK and Spain. A

number of respondents also point to this impact indirectly. In addition, all seven case studies

indicate that this impact is evident in a wide range of different iVET settings spanning iVET systems

with different degrees of integration between theory and practice. In systems where theory and

practice are very highly integrated, the use of e-learning can bridge theory and practice even

further.

The two most prevalent ways of bridging theory and practice via e-learning are the use of

simulation and blended learning. For instance, a French government representative says, “E-

learning certainly produces better integration between theory and practice, especially through

simulation. It brings it closer to reality”. A Greek government representative says, “E-learning can

be used to make difficult theoretical concepts easier to understand through the construction of

models. In this way theory and practice become more compatible.”

Several respondents consider that blended learning bridges theory and practice, because it

integrates school-based and workplace-based teaching and learning. The blended learning format

means that students can easily draw on their theoretical knowledge during their on-the-job

training. This improves their scope for theoretical reflections concerning their practical experiences,

and vice versa. For instance, a Finnish stakeholder explains, “It is integrating theory and practice

considerably. This is a great benefit of using e-learning. They can learn the theoretical component

during working hours. It integrates learning. Theory and practice melt into each other.”

Finally, some respondents point to the fact that the use of e-learning means that school-based

theoretical and practical teaching and learning are better integrated. One of the reasons they give

is that the students have better access to theoretical material while doing the practical component

of their training at the institution. This gives the students the possibility of looking up and/or

double-checking the theory and finding additional theoretical information while also solving

concrete practical problems.


The integration of theory and practice in iVET through e-learning is, according to an

Australian expert, also seen to a great extent in Australia. He gives this example: “An

Australian project which has been running for 5-6 years uses toolboxes. The project

provides actual theory, and practical activities are carried out afterwards, resulting in

directly linking the theoretical and practical world.”

Among the new Member States, this impact is also seen in the Czech Republic, Estonia and

Lithuania, where government representatives point to examples of the integration of theory and

practice through the use of e-learning, e.g. via simulation. A government representative says,


“Learning by using CAD programmes integrates theory and practice in the areas of mechanical

engineering or electrotechnical manufacture”.

7.2. Enhancing the level of knowledge, skills and competences

The study indicates that this impact is not only apparent in relation to the new models but might

also be evident in iVET as a whole, as several respondents from various countries have pointed to

this impact. These respondents represent Austria, Belgium, France, Finland, Portugal and the

United Kingdom and include government representatives, stakeholders and managers.

On the basis of the respondents’ statements, the evaluator considers that in many cases the use of

e-learning is improving the students’ understanding and knowledge. For instance, a government

representative from Luxembourg considers that “An added value is that you can simulate processes

that help you understand. You discover what happens if you change a factor. This way of learning

by doing means that you remember it better”. In this connection a Finnish manager explains, “The

students are able to go deeper into the subject. They learn more because e-learning involves the

students more”. Equally, some respondents (e.g. a Portuguese and a British manager) find that the

students who use e-learning obtain better results than traditional students.

Apart from an improved understanding, the evaluator considers that the competences and

qualifications obtained may also improve through the use of e-learning. For instance, a French

government representative says, “They get better qualifications, which means better products and

services, which is an advantage for the companies. Due to the use of e-learning there is a better

link between theory and practice, and as a consequence there is a better connection with the

labour market”.

Furthermore, the evaluator considers that the use of e-learning may not only lead to better

vocational skills, but may also improve both the students’ general and specific industry-related IT

skills. Finally, the students ‘learn to learn’. A Finnish government representative explains, “One

impact is that they are learning to learn and acquire thinking skills. So through using IT they are

acquiring meta-cognitive skills”.

This impact is also apparent in some of the new Member States. Government representatives from

Estonia, Hungary and the Slovak Republic consider that the use of e-learning is improving their

students’ IT skills and computer literacy, individual skills and learning skills (i.e. they learn to

learn).



An Australian expert highlights the importance of taking the practical world as a starting

point when setting out to integrate the theoretical and practical worlds: “Within the

theoretical world, e-learning used for discussions works well, but e-learning within the

practical world is really successful.” He emphasises that the practical elements of learning

also need to be incorporated when e-learning is used in the theoretical world, since the

use of e-learning in the practical world is a beneficial foundation that paves the way for

integrating theory and practice.

7.3. Better preparation for working life

It is clear to the evaluator that the use of e-learning frequently means that students are better

prepared for their working lives. Not only is this impact apparent in relation to the new models

identified in the previous chapter, but the study indicates that it is also evident in iVET as a whole,

since respondents from several countries (Belgium, Sweden, Greece, Denmark and France) have

highlighted it.37

For instance, a Swedish stakeholder considers that “An impact is that the students are meeting the

requirements of the labour market to a higher degree”. A Greek government representative states,

“Students that learn e-learning will be more efficient workers in relation to speed and quality.”

Among the new Member States this impact is also seen in Estonia, for instance. A government

representative gives the following example: “There is a need in the labour market for the use of

the Amadeus software package. This is now being used in schools for practice in writing reports

concerning tourism.”

7.4. Increased quality of teaching

The study indicates that the quality of teaching and learning in iVET may be increasing due to the

use of e-learning – not least because the use of e-learning improves the integration of the

theoretical and practical worlds. As the previous chapter describes, this impact is also seen in

relation to the new models of education and training that have been identified.

Some respondents (from Ireland, Greece, Denmark and Spain) explicitly state that the quality of

teaching and learning is improving. One reason given is that access to more up-to-date learning

37 See also eEurope/ ICT Skills Monitoring Group (2002) E-business and ICT Skills in Europe. Published at

http://ema-ams2-3.cisco.com/emade/www/EMEA_Networkers2002/eSkillsReport_d38.pdf, or CareerSpace.com: http://www.career-space.com

http://ema-ams2-3.cisco.com/emade/www/EMEA_Networkers2002/eSkillsReport_d38.pdf

http://www.career-space.com/


material and information in general is growing. A Danish manager states, “The use of IT and e-

learning leads to higher quality, for instance due to more up-to-date teaching material.”

The respondents also point to the fact that the use of e-learning is improving the quality of

teaching and learning because it increases the range of potential methods. A Spanish manager

says, “It improves teaching and learning. It opens a wide range of possibilities of teaching and

learning in new ways – e.g. seeking information, collaborating with others, exchanging

information”.

Finally, the evaluator considers that the quality of teaching and learning may be improving because

the use of e-learning is increasing the integration of theory and practice, and is making the school-

based teaching and learning more real, as described above.

This impact is also apparent in some of the new Member States (the Czech Republic, Hungary and

Lithuania). The Lithuanian government representative says, “The use of IT and e-learning opens up

much more space for discussion, reflection, revision of knowledge and communication in the

learning process”.

7.5. Efficiency may increase

The study indicates that one impact of using e-learning in teaching and learning in iVET might be

increased efficiency. As the previous chapter describes, this impact is also seen in relation to the

flex-model. However, it is noteworthy that as has been mentioned earlier, expectations concerning

cost savings are frequently not being met significantly, principally because of the high cost of

investing in the equipment and infrastructure needed.

A Dutch manager states, “Communication and coaching become more effective due to the use of e-

learning”. This impact is also mentioned in relation to student assessment. A French stakeholder

says, “There are enormous productivity gains. For instance, in order to establish the level of

expertise and educational needs of an employee, on-line testing is being used. This helps

everyone: the students, the enterprises and the education centre. The cost in terms of money,

time and other resources – e.g. material – are considerably lowered.”

This impact is also noted in some of the new Member States (e.g. Hungary and the Czech

Republic). A government representative from Hungary says, “It leads to an improvement in

efficiency - faster and more effective learning, and better time management”.

7.6. Realistic but safe student assessment

The evaluator considers that the use of e-learning may have an impact on student assessment.

As has been noted above, the use of on-line testing could reduce the cost of student assessment.

The use of e-learning also has impacts on student assessment itself. The use of e-learning


provides an opportunity to test the students in a realistic but safe environment. A good example of

this is seen at Norton Radstock College in the UK, which is explained in detail in the previous

chapter. In the child care field, the use of a computerised baby makes it possible to teach and test

the students’ nursing skills very realistically, but with a minimum of risk. A Swedish manager of an

iVET institution dealing with forestry production and hunting also emphasises the safety issue as

representing an impact in general teaching and learning. He says, “The use of simulations reduces

the risk of accidents and minimises damage to the environment”. He explains, “Simulations are

used for hunting with our shotgun simulator. The student can choose different environments,

depending on what they are hunting. They can also select their ammunition and where to point etc.

After shooting they can see how the animal has been shot. They can also calculate theoretically the

impact of their shot.”

7.7. Increased flexibility

As described previously, increased flexibility is an impact of two of the new models identified, and it

is clear to the evaluator that it is also apparent in many cases in iVET as a whole.

Most respondents point to this impact. Especially where blended learning is being used, flexibility is

an impact because the blended approach offers students the opportunity to study at the workplace

or at home, meaning that the students do not have to attend the institution physically.

Respondents from Finland, the Netherlands, Ireland and Portugal accordingly regard flexibility as

being an important impact, as e-learning is helping to solve the geographical problems associated

with the existence of islands and rural areas with low population densities and limited educational

opportunities.

It also offers the students flexibility in relation to time, as teaching and learning is restricted to

particular times either to a lesser extent or not at all. This is especially important to students who

are working in parallel with their studies. This impact is therefore of great interest in a lifelong

learning perspective. The flexibility of e-learning accordingly has the potential to offer everyone a

real educational opportunity through the use of blended learning or distance learning.


The flexibility of e-learning, enabling teaching and learning to reach students through

both blended and distance learning, is also highlighted by an Australian expert as being

an important impact: “People can learn at their own time and pace, and e-learning

connects a diversity of students over distance. Learning is thus provided ‘just in time’ and

when and where it suits the students.”

As has been mentioned previously, blended learning is not as prevalent in iVET as a whole as it is

in two of the new models. However, types of flexibility other than flexibility in relation to time and

space can be noted in those forms of iVET in which blended learning is not being used, such as the

flexibility to individualise the education programmes thanks to the use of e-learning.


Among the new Member States, this impact is mentioned by a government representative from the

Czech Republic who considers that a strength of using e-learning is that distance learning creates

the opportunity to learn at home. A Government representative from Slovenia says, “Distance

learning has improved learning for students with special needs.”

7.8. Increased motivation

As described previously, the study shows that this impact is apparent in the new models identified.

The evaluator considers that this impact is also evident in relation to iVET as a whole. E-learning

may therefore be a way to increase the students’ motivation.

A manager from Luxembourg explains, ”This way of learning is more fun and more motivating”.

Some respondents consider that the reason for increased motivation is increased flexibility.

The students generally explain that their motivation has increased because e-learning increases

flexibility and makes their teaching and learning more interesting, as it brings it closer to reality. A

Spanish student says, “You are more focused and more motivated because it is closer to reality.

The use of e-learning makes it more interesting.”

As for the new Member States, a government representative from Lithuania says, “Students are

motivated to obtain good e-skills.”

7.9. The changed role of teachers – the students are responsible for their own learning

The study indicates that the teachers’ roles are changing due to the use of e-learning in iVET.

Instead of retaining their traditional teacher’s role, teachers are instead becoming mentors or

coaches. The study also indicates that the iVET students are becoming responsible for own learning

through the change in the role of the teachers. This impact is also apparent in the new models, as

described in the previous chapter. A Finnish government representative explains, “The teachers’

roles are changing from teacher to counsellor. The learning process is becoming the students’ own.

So the learning is improving and becoming more individualised, and the students practice their co-

operative skills”. The Finnish government representative says, “It calls for responsibility and self-

direction from learners more than traditional learning. The students work harder and are more

committed than in traditional learning”. An Austrian government representative says, “Students

learn to learn, learn to organise their own learning and work, and they learn to develop their

critical judgment.”

7.10. Individualised learning

As was described previously, the study shows that individualised learning is one impact in the new

models identified. The evaluator considers that this may also be an important impact in iVET

overall.


A number of respondents from Denmark, Finland, Germany, Greece and Luxembourg have noted

this impact. A Danish manager says, “It means that learning is becoming more individualised.

Students can learn at their own pace.” In this connection a Greek manager considers that “It helps

students that are not good at reading and writing”.

Among the new Member States, this impact is also mentioned by a government representative

from Hungary.

7.11. Preparing students for lifelong learning

The study indicates that in many cases the use of e-learning is preparing the students for lifelong

learning. The evaluator accordingly considers that an important impact of the use of e-learning

may be that it has the potential to enable students to embark on this process. One reason is that

the use of e-learning in teaching and learning means that the students ‘learn to learn’, and take

responsibility for their own learning process.

A Greek government representative says, “Students who use IT and e-learning are better at

updating and upgrading their qualifications later on. It improves their opportunities for continuous

learning.” An Irish manager further explains, “We hope and believe that we have equipped them

to become self-activating learners and that they can keep on learning when they have left the

institution.”

The evaluator considers that this has important implications for the labour market. A Danish

stakeholder says, “The use of IT and e-learning in iVET has a very positive impact on the labour

market because it will make it easier for these students to upgrade their skills later on in their

working lives.”

A government representative from Hungary says, “One impact of using IT and e-learning is

preparation for lifelong learning”.

7.12. Parental involvement may increase

The study indicates that in some cases the use of e-learning may increase parental involvement.

However, it must be emphasised that this impact is rare as it has only been identified in relation to

good practice cases. The evaluator therefore considers that this mostly represents a potential

impact rather than a frequent one.

The evaluator considers that this impact is apparent in the French case study because of the

learning platform. The institution has launched its learning platform in order to create a virtual

environment in which students, parents and teachers can connect. According to the interviewees,

the learning platform has provided a chance to modify the institutions’ relationships with parents,

because from the parents’ point of view the platform is convenient to visit, and it allows them to

obtain a more detailed or at least a different view of what is actually happening at the institution.

Automobile at the French case study

The evaluator considers that this impact is also evident in the Austrian case study in relation to the

notebook classes. The case study shows that parents who have to pay for their child’s laptop have

to be involved much more fully than usual.



8. Quality assessment and standards concerning e-learning

This chapter presents an overview of the current situation concerning quality assessment and

quality standards for e-learning in iVET.

Quality assessment

Assessment of quality of e-learning is becoming an important issue in iVET. As the European iVET

institutions are integrating e-learning in training and education several aspects of the learning

situation changes: New pedagogical methods, new learning content and new organisation

structures are implemented. As described in chapter 7, these changes influence on a wide range of

aspects, e.g. skills and competences of the students, and on the role of the teachers. As e-learning

thus has an important influence on the current and future development of iVET in general the

evaluator asses it is important to be attentive to the quality of e-learning in iVET in a systematic

and reflective way.38

Quality assessments can be done on federal, national or institutional levels and can be done using

different methods. Quality assessment can focus on quantitative aspects such as the rate of

computer to students, and on qualitative aspects such as the quality of e-content, of the new

methods used or of students’ motivation or competencies.

Quality standards

Quality standards for e-learning can be formulated on federal, national or institutional level. The

existence of standards can help secure the quality of e-learning used in iVET. A nation planning to

asses the quality of a wide choice of e-learning relevant for iVET could e.g. use a European set of

quality standards as a guideline when formulation quantitative or qualitative indicators for quality.

While an iVET institution planning to invest in new e-learning technology could achieve important

knowledge from specific national quality standards for e-learning.

The analysis in this chapter focuses first on the quality assessment of e-learning at the national

and institutional levels. Second, it examines quality in relation to the formulation of standards, and

seeks to answer the question of whether there are any emergent Europe-wide formal quality

standards for e-learning in iVET.

The chapter is based on desk research, case studies and telephone interviews with experts,

government representatives, stakeholders and iVET managers from across Europe.

8.1. Quality assessment of e-learning in iVET

The study shows that formal national or European standards for the assessment of quality in e-

learning in iVET remain to be developed.

38 For further information on this subject, please see: DG EAC Eurydice., 2001, [email protected]: Information and Communication Technology in European Education Systems. Published at http://www.eurydice.org/Documents/Survey4/en/FrameSet.htm

http://www.eurydice.org/Documents/Survey4/en/FrameSet.htm


In general, no special arrangements at national or federal levels have been established to assess

the quality of e-learning in iVET. This is the general case both Europe-wide and across the three

different country groupings comprising beginner, middle group and front-runner countries. (Please

see Chapter 5 for more details concerning these three groupings.)

The evaluator considers that since the implementation of e-learning in iVET is overall still in the

initial phases in Europe, the focus at national and federal levels is currently being concentrated on

the specific implementation and improvement issues connected with the actual use of e-learning at

a country’s institutions, rather than on the development of national assessment standards. When

the assessment of e-learning is established at the national level, it usually focuses on quantitative

aspects, e.g. the ratio of computers to students, or the number of teachers who are using e-

learning in their teaching in that country.

For instance, a government representative for Austria says, “Educational standards are being

discussed. We have no particular standards for each subject, only standards for rolling out e-

learning, e.g. the amount of money allocated for the roll-out. Of course we have quantitative

standards, e.g. that 80 % of teachers should be involved in the use of e-learning in iVET.”

Although no special arrangements have generally been established throughout Europe concerning

the assessment of quality of e-learning in iVET, a widespread opinion among the respondents is

that there will be greater attention paid to quality issues in the future. For instance, a government

representative from the Czech Republic who was asked about how quality in e-learning in iVET is

being assessed, mentions that their national e-learning action plan defines the goals for the next

period very clearly, as it is focusing on the development of suitable quality evaluation systems. In

connection with the assessment of quality, the government representative also mentions a Czech

website focusing on education and evaluation which according to him offers institutions a unique

educational software evaluation tool. (For more information, please see the Czech website www.e-

gram.cz.)


“E-learning has had a qualitative impact on iVET ever since schools, institutes and the

government realised that there was a need for blended learning”, according to an

Australian expert.

Quality assessment taking place at the institution

Because no special arrangements at national or federal levels have normally been established to

assess the quality of e-learning in iVET in the European countries, quality issues are therefore most

often a matter for the iVET institutions themselves.

http://www.e-gram.cz/

http://www.e-gram.cz/


In this connection the study shows that the general opinion of both managers and teachers in the

iVET institutions is that it is very important to undertake quality assessment. But the study also

shows that many of the European institutions are not systematically applying quality assessments

of the e-learning components of their teaching and training.

Though some institutions are evaluating their e-learning, most of them are doing so as an

integrated aspect of their general evaluation system, and are therefore not focusing specifically and

thoroughly on all relevant e-learning-related quality aspects in their evaluations. Meanwhile, those

institutions analysed in this study which are specifically evaluating e-learning are conducting their

evaluations in more informal and semi-structured ways, e.g. through ongoing dialogue involving

students, teachers and management. Finally, the study shows that some institutions are not

conducting evaluations of e-learning at all.

Below are three examples of quality assessment taking place at the institutional level:

Example 1: Assessment through student feedback

IVET institutions can choose to consider the quality of the e-learning elements being

applied in informal and semi-structured ways, e.g. through ongoing dialogue involving

students, teachers and management. An example of this is found in an Austrian iVET

institution.

Asked how the quality of e-learning is assessed, an iVET manager from Austria explains;

“We always try it out together with the students. Based on the students’ feedback we then

decide whether to buy or not. It’s the same with self-developed content – we change it

accordingly. We do not have a manual or the like. We might ask four questions of the

students concerning which areas they were interested in. But we always ask very open,

e.g. ‘What could be better?’, ‘Did you understand the questions?’,’, and ‘Was the design

OK?’”

Example 2: Quality assessment of e-learning as an integral aspect of the general

assessment

At some institutions, the quality assessment of e-learning is structured in a more formal

way, and it is typically implemented in the general quality assessment of the content and

methods of a course.

An example of this can be seen at the Irish case study institution, where the manager


explains how they organise their quality assessment: “We have a quality system based

around the initial design process. In designing a content module, we would go through a

process of going to the employers assigning the training needs, and break that down into

a series of modules and units. Having done that we develop a training plan. It’s at that last

stage that e-learning comes in. We have quality assessment guidelines, and a great deal

of focus is on that compared to before. Further, the Education Training authority (FETAC)

has a grid, and on this there are 10 levels of accreditation […] In order to have our

courses placed on this grid and to get the level approved, we have to examine each

course, look at the objectives and then look at FETAC’s grid as a guideline. The use of e-

learning is included in these guidelines.”

Example 3: Four colleges have established an organisation to assess e-learning

material

Another example of quality assessment at an institutional level is seen at the case study

institution in the UK, where four colleges have established a shared organisation to create

the framework for evaluations of the learning material used at the four colleges. The WCC

organisation was established as a forum for sharing ideas, good practice and learning

materials.

WCC manages the access to a huge bank of learning material. New material is uploaded

onto its website, from where teachers can download and evaluate it. Both teachers and

managers consider this evaluation process to be important for the quality of the material,

as WCC subsequently buys the materials that the teachers recommend.

The current situation concerning quality assessment

As is mentioned above, most institutions are not conducting systematic quality assessments of e-

learning. The evaluator considers that the current situation can be explained by the following

factors:

Firstly, there are no formal quality assessment arrangements established at the national or federal

levels in the European countries to support the institutions in their work on developing and

conducting quality assessments.

Secondly, the study shows that most iVET institutions in Europe are still in the early stages

concerning the implementation and improvement of their use of e-learning in teaching and

learning. They are therefore focusing on issues related to the specific challenges and opportunities


for development which they perceive as being directly related to their use of e-learning, and not on

systematic quality assessments.

In this connection, the evaluator considers that since the IVET institutions of today are typically

expending considerable resources on their general e-learning development, many institutions do

not have the desire or resources to prioritise the systematic development and application of e-

learning quality assessment.

Finally, quality assessments of learning methods and materials are generally regarded as being

very challenging and difficult to develop by both teachers and managers. They are therefore

typically not seen as an unproblematic, integrated part of an evolving process in the education

system. This general view of quality assessment in the education sector naturally also affects the

perception of quality assessment in relation to e-learning.

8.2. Quality standards for e-learning in iVET

When asked if any particular standards for quality in e-learning are emerging, most government

representatives, stakeholders and managers have responded that this is not the case in their

countries. Several of them mention the existence of worldwide technical standards, e.g. IMS,

SCORM and AICC and of national standards concerning quantitative indicators – e.g. rate of

equipment. But the overall picture is that there are currently no formal quality standards concering

qualitative indicators (e.g. quality of e-content) being applied in the countries of Europe concerning

the use of e-learning in iVET.

This conclusion is supported by the results from the European analysis of the e-learning features of

150 relevant projects funded under the Leonardo da Vinci programme, whose conclusions

concerning e-learning software and standards are as follows:

“There are a number of standards and standard groups. The IEEE Learning Objects Metadata

Standard and the US derived SCORM standard have made some impression in the last two years.

Yet there remain grave doubts about the validity and applicability of these standards. Essentially,

they are technical standards and fail to take account of learners or content, let alone the different

national and regional cultures. Research into localization of e-Learning programs and materials

(Blandin, forthcoming), suggest these are some of the most important factors in developing e-

Learning to meet learners needs.”39

Some respondents consider that the lack of qualitative guidelines is causing quality problems in

relation to e-content and the use of e-learning in iVET. A Greek government representative says:

“A barrier concerns the quality issue. The lack of commonly accepted standards may prove a

major hurdle in developing the appropriate material to support high quality IT and e-learning in

iVET.”

39 For further information, please visit the website www.elearningeuropa.info.

http://www.elearningeuropa.info/


In this study, many government representatives, managers and teachers have expressed a very

positive attitude towards quality standards based on both quantitative and qualitative indicators,

and the data shows that a widespread opinion – and hope - is that such quality standards for e-

learning in iVET will be developed in the future.

A manager from Greece says, “We believe that since IT and e-learning are quite new to our

education system, quality standards will be set and developed continuously in the future.”

A government representative from the Netherlands who was asked if any particular standards for

quality in e-learning were emerging in the country, says, “Not yet, but 20-25 institutions have

formed an organization – they are front-runners in establishing a standard, an add-on to IMS

[which concerns metadata]. But there is nothing about how to use e-learning.”


In Australia, standards for particular features of e-learning have emerged, according to

an Australian expert: “Besides standards for access, ability and portability, particular

standards for tool-boxes have been set out.”

8.3. Research on quality and e-learning

In this connection, the study shows that particular qualitative indicators for quality in e-learning

are slowly beginning to emerge at the research level, as several European research projects are

focusing specifically on qualitative aspects concerning quality and e-learning.

An Irish manager mentions the Leonardo project Global quality on e-learning, which focuses on the

quality determination of e-learning products.

In connection with research on e-learning quality issues, it is also important to mention that the

European Commission is currently funding projects concerning European quality in e-learning to

the extent of more than 2 million Euros in the e-learning action programme.

In the context of these initiatives, the European Quality Observatory is undertaking the largest

survey on quality issues so far, called "Use and Distribution of Quality Approaches in e-Learning".

The survey project will focus on how quality in e-learning can be improved at the organizational,

national and European levels, and on the success and future possibilities of today’s quality

strategies and instruments. (For more information, please see http://www.eqo.info/.)

http://www.eqo.info/

http://www.eqo.info/


9. SWOT analysis of the integration and use of e-learning in iVET

This chapter presents a SWOT analysis concerning the current use of e-learning in iVET. (SWOT

stands for Strengths, Weaknesses, Opportunities and Threats.) The SWOT analysis draws on the

telephone interviews and takes account of the views of government representatives, stakeholders

and managers concerning the current situation regarding strengths, weaknesses, opportunities and

threats. This has enabled an overview to be generated concerning the factors characterising the

three country categories identified in relation to the use of e-learning in iVET (i.e. front-runner,

middle group and beginner countries) as well as the new Member States. In addition, the SWOT

analysis focuses on the seven good practice institutions in which case studies have been

conducted, in order to compare the overall and the good-practice situations.

It should be pointed out that due to the scope of the study the findings of the SWOT analysis

cannot necessarily be regarded as representative for Europe. In addition, the picture painted is

very broad-brush.

The purpose of the SWOT analysis is to identify and describe all the major factors affecting the

current use of e-learning in iVET in the EU Member States. The analysis accordingly considers the

following four factors:

• Strengths – what are the strengths with regard to the use of e-learning in iVET?

• Weaknesses – what are the weaknesses with regard to the use of e-learning in iVET?

• Opportunities – what are the opportunities for the use of e-learning in iVET?

• Threats – what are the threats for the use of e-learning in iVET?

Factors that are intrinsic to the iVET system (i.e. the iVET institutions and the workplaces where

the on-the-job training takes place) can be classified as strengths or weaknesses, and those that

are extrinsic to the iVET system can be classified as opportunities or threats.

It is noteworthy that the absence of a given strength may be viewed as a weakness, and in some

cases a weakness may be the flipside of a strength (i.e. a strength is turned into a weakness).

The strengths, weaknesses, opportunities and threats identified in the SWOT analysis are

summarised in the following table.


Table 3: SWOT matrix. Strengths, weaknesses, opportunities and threats in relation to the use of e-learning in

iVET

Strengths

o Active support from management

o Clear IT and e-learning strategy at

the institution

o Trailblazers and front-runners

among the teachers: The

teachers’ positive attitude and

involvement

o High level of IT competences

among the teachers plus

prevalence of relevant training

o Great interest and demand for e-

learning among students and

parents

o E-learning is improving the quality

of teaching and students’

qualifications

o High degree of flexibility and

individualisation

o Increased cost-effectiveness

o Adequate infrastructure and

equipment

o Effective technical support

Weaknesses

o Lack of support from management

o Sceptical attitude among teachers

o Lack of IT competences among

teachers and low degree of training

of teachers

o Sceptical or indifferent culture and

low degree of e-readiness in society

o Low degree of e-readiness and

sceptical attitude towards e-

learning among students

o Inadequate infrastructure and

equipment at institutions

o High vulnerability to technical

problems and high maintenance

costs

o Lack of technical support

o Lack of access to computers at the

workplace

Opportunities

• The development towards

information society

• Increased demands of labour

market regarding IT-skills

• National focus on e-learning:

strategies, action plans and funding

• Focus at EU level on e-learning:

initiatives, projects and funding

• Public-private partnerships

regarding e-learning

• Cooperation between iVET

institutions regarding e-learning

• Increased competition among iVET

institutions


Threats


• Lack of political focus and a unified

strategy on national level

• Lack of funding


9.1. Strengths

The following internal factors have been identified as the most important strengths in relation to

the use of e-learning in iVET:

• Active support from management

• Clear IT and e-learning strategy at the institution

• Trailblazers and front-runners among the teachers: The teachers’ positive attitude and

involvement

• High level of IT competences among the teachers plus prevalence of relevant training

• Great interest and demand for e-learning among students and parents

• E-learning is improving the quality of teaching and students’ qualifications

• High degree of flexibility and individualisation

• Increased cost-effectiveness

• Adequate infrastructure and equipment

• Effective technical support

Active support from the management

The evaluator considers that one of the most important strength concerning the use of e-learning

in iVET is active support from the management of the iVET institution.

Telephone interview respondents from Austria, Denmark, Finland, Italy, the Netherlands and

Sweden explicitly point to supportive management as being one of the three most important

factors with regard to the use of e-learning. This trend is accordingly apparent in all categories of

country. However, it primarily seems to be prevalent among the front-runners.

The respondents consider that the commitment of an enthusiastic management positively affects

the use of e-learning, as it encourages the teachers and students to extend their use of e-learning

and develop their IT skills.

A Finnish government representative says, “In schools the most important driver is leadership. It is

important that there is commitment among the management to the developing process.” Asked

about the most important drivers concerning the use of e-learning, an Italian manager says, “Our

conviction.”

Among new Member States, a government representative from Estonia points to this factor as

being one of the most important.

It is clear to the evaluator that this strength is also highly important in relation to the good practice

institutions. The analysis of six out of the seven cases accordingly identifies support from the

management as being a strength that is promoting success (Austria, Finland, France, Ireland,

Spain and United Kingdom).

It is clear to the evaluator that the management at these iVET institutions has placed e-learning on

the agenda and is taking active steps to implement its concepts. In addition, the management has


played an important role in selling the new idea to the teachers. The head of department at the

Finnish case study institution emphasises, “It is important that the management is standing behind

the idea. They have to believe in it. Otherwise, it is very hard to make the teachers believe in it.”

Equally, a teacher from the Irish case study institution considers that the manager is attaching

great importance to e-learning and is making sure that suitable IT equipment is available. The

teacher says, “The manager is very interested in IT and dedicated to integrating it. Therefore we

have new and up-to-date IT equipment at the training centre.”

The evaluator considers that the managements of the case study institutions generally want to be

innovative and progressive concerning the use of e-learning in their education set-up. The Finnish

principal says, “We made a decision to use it. We wanted to develop and design it ourselves

instead of waiting for others to tell us to use it and how to use it.”

The evaluator considers that just as important as a supportive management is an approach that

includes the teachers in the decision-making process concerning the integration of e-learning.

Therefore the combination of a bottom up-approach rather than, or in combination with, a top-

down approach is very important. For instance, this strength is evident in the case studies

conducted in Finland and Spain.

At the Finnish case study institution, the teachers are deeply involved in the decisions concerning

the use of e-learning. The institution has a working group concerning e-learning matters. This

group follows the progress and needs connected with e-learning. The principal makes decisions

that are based as far as possible on the suggestions of the groups. The evaluator considers that a

reason for the Finnish institution being able to overcome the barriers concerning scepticism and

lack of IT skills among teachers is the decision-making process at the institution. A teacher from

the Finnish case study says, “The teachers must be involved in developing the strategy. They are

the best at knowing what is needed to make e-learning work and where the resources should be

focused.”

Clear IT and e-learning strategy at the institution

The evaluator considers that a strength that is related to support from management is the

existence of a clear IT and e-learning strategy at the iVET institution.

Telephone interview respondents from Denmark and the Netherlands mention this factor as being

important for integrating and using e-learning. This indicates that this strength is evident among

both front-runner and middle group countries.

A Danish manager says:”The management must give it a high priority and must ensure the

existence of the right conditions. There has to be an active strategy.”

The evaluator considers that this is also an important strength influencing the use of e-learning

among the case study institutions, e.g. the Spanish and Finnish institutions.

This strength is particularly pronounced in the Finnish institution, where. the strategy has generally

played a major role in the integration of e-learning in the institution. In addition, it is clear to the

evaluator that its success in overcoming the barriers represented by scepticism and inadequate IT

skills is primarily due to its strategy and its IT courses. The principal says, “The strategy states that

all the teachers must have attained at least the first level of IT training. This means that they can

see that they can actually use it, and that it is making their everyday life easier. This makes them

more positive”.

The management at the Finnish case study institution stresses the importance of the strategy of

the institution concerning the integration of e-learning. The principal says: “Earlier on, we did not

buy the equipment we needed because it was not in our strategy. Now we must give it priority in

the budget because of the strategy. It wasn’t so systematic before. The strategy has helped.”

Asked about what has been done to overcome the various barriers, the principal says, “Our

strategy is very important. It should not just be symbolic”. For instance, the goals concerning the

training of teachers have helped to overcome a barrier concerning the lack of e-learning

competences among the teachers. A teacher from the Finnish case study institution says, “The

strategy is very important. But it must contain pedagogical reflections”

Instead of having a formal strategy the Spanish case study institution has a ‘draft’ or informal

strategy. Asked about the role of this strategy, the director of vocational education says, “It is very

important. It is a driving force. It means that we are very focused on e-learning. When we choose

new courses, we have to take e-learning into consideration.” Even though this informal strategy

can to some extent be seen as a strength that is promoting the use of e-learning, the evaluator

considers that the lack of a systematic IT- and e-learning strategy has certain consequences, for

instance making the use of e-learning arbitrary. In the evaluator’s opinion, the lack of a systematic

strategy increases the importance of a positive attitude among the management. It is clear that

the director of vocational education especially is deeply involved in the integration of e-learning at

the institution.

Students working at the Spanish case study



Trailblazers and front-runners among the teachers: The teachers’ positive attitude and

involvement

The evaluator considers that the positive attitude and involvement of teachers is an important

strength in relation to the use of e-learning in learning and teaching in iVET. It is clear to the

evaluator that this factor is not important merely for the teachers’ own use of e-learning in

teaching and learning. Front-runners or trailblazers among the teachers are serving as

ambassadors who are spreading the use of e-learning among their colleagues.

The telephone interview respondents from Austria, Belgium, Finland, France, Ireland, Italy,

Luxembourg, Netherlands, Portugal and Sweden emphasise this as being an important factor.

Accordingly, this perception is represented in each of the three country categories (front-runners,

middle group and beginners).

It is clear to the evaluator that this positive attitude and involvement towards using e-learning is

generally only apparent among a minority of the teachers at each institution, who can be regarded

as trailblazers that start a bandwagon rolling among the sceptical remainder of the institution’s

teachers.

According to the respondents, the teachers are gradually getting used to using e-learning. A

Portuguese manager stresses, “The group of teachers that is open to this kind of learning is a very

important driver for using and integrating e-learning in iVET”. An Austrian stakeholder agrees:

“One of the most important driving forces is teachers who want to practice modern teaching. For all

the parties involved, personal motivation and interest is highly important.” Finally, a French

government representative says, “Teachers who are interested in e-learning, who are competent,

and who want to improve the school, are an important factor in integrating e-learning.”

Among the new Member States, a government representative from Estonia pinpoints the teachers’

attitude and involvement as being one of the most important factors that is affecting the use of e-

learning.

It is clear to the evaluator that this strength is also highly important in relation to the good practice

institutions. At several of these institutions the evaluator considers that trailblazers and front-

runners among the teachers represent a strength with regard to the integration of e-learning. In

fact, several good practice institutions are deliberately using front-runners among the teachers to

integrate and spread the use of e-learning among their colleagues. This can be observed in the

case study institutions of Austria, Finland, Ireland, Spain and the United Kingdom. Such groups of

teachers with a positive attitude towards e-learning are making the benefits clear to the other

teachers in order to overcome their scepticism and reluctance.

A manager from the British case study institution stresses that “enthusiasts are bringing us the

way”, meaning that having front-runners among the teachers in relation to the use of e-learning is

the best way of demonstrating good practice to more sceptical colleagues.


The manager of the Irish case study institution explains, “As a manager I introduced e-learning and

then tried to get the teachers involved. I let the teachers who were most interested in e-learning

and who had the best e-learning qualifications use it, so that the other teachers could see how

much easier it is to teach by integrating e-learning into their teaching practice.” He further

explains, “Once you get one person showing the way, the others will follow. My job is just to create

the right environment and to provide the necessary training of the teachers.”

High level of IT competences among the teachers plus prevalence of relevant training

It is clear to the evaluator that another important strength is the teachers’ IT competences and the

training of teachers (focusing on both technical and pedagogical/instructional competences).

The telephone interview respondents (including government representatives, stakeholders and

managers) from Denmark, Finland, France, Ireland, Luxembourg, Sweden, and Spain explicitly

point to this factor as being one of three most important drivers for the use of e-learning. This

means that it can be found among all three country categories (front-runners, middle group and

beginners).

The evaluator considers that the teachers’ technical and pedagogical skills are clearly essential for

the facilitation and expansion of the use of e-learning in iVET. However, the evaluator considers

that in many cases only a few of the teachers at a given institution have adequate IT competences.

(This is discussed in the section concerning weaknesses.) The evaluator therefore considers that

the training of teachers is clearly an important strength.40

According to the respondents, the teachers’ daily use of IT at home is also strengthening the

integration of e-learning in teaching and learning in iVET as the teachers become more familiar

with IT and e-learning. A Belgian government representative states, “When the teachers start to

use IT at home, the problem of the lack of teacher competences will diminish. The teachers need to

stay up-to-date. If you do not work with IT every day, you lose touch.”

Among the new Member States, respondents from Hungary, Latvia, Slovenia and the Slovak

Republic regard the teachers’ IT competences and the training of teachers as being one of the most

important factors driving the use of e-learning. A Hungarian government representative says, “The

organisation of training and further training by IT experts – e.g. developers of learning material

and tutors – is an important driver.” The respondent from Slovenia says, “Teacher training by

trainers from the practical world is very important.”

It is clear to the evaluator that this strength can also be seen in relation to the use of e-learning at

the good practice institutions. Several of these institutions have taken active steps to improve their

teachers’ IT competences. For instance, this is the case among the case study institutions of

Austria, Finland, the UK and Spain. However, the respondents consider that the steps that have

been taken so far are insufficient.

40 See also Commission of the European Communities, 2001, ‘The eLearning Action Plan. Designing tomorrow’s education. Published at http://europa.eu.int/eur-lex/en/com/cnc/2001/com2001_0172en01.pdf

http://europa.eu.int/eur-lex/en/com/cnc/2001/com2001_0172en01.pdf


In the British case, the institution has carried out staff testing to identify the IT skills of the

teachers, and corresponding IT courses have been designed and offered. The institution also offers

laptops to the teachers which they can borrow free of charge for two months for the purpose of

personal development.

At the Finnish case study institution, the management has given the training of teachers a high

priority in its institutional e-learning strategy in order to ensure the improvement of its teachers’ IT

competences. A Finnish IT administrator stresses the importance of the teacher training, saying,

“Personal guidance and introduction to computers is essential. Scepticism comes about from the

fear of losing face in front of other people. It is therefore important that the teachers should have

someone that they trust to ask for help. They actually just need a little push, and then they begin

to gain control. And when they start using IT they see that it makes life easier for them.”

Finally, steps have been taken at the Spanish case study institution with good results, even though

the institution emphasises the difficulties and still has some way to go. It offers internal general IT

courses. Additionally, the institution is collaborating on teacher training with companies that offer

particular courses. A manager explains, “Improving the teachers’ competences is one of the most

difficult things in the process of integrating IT.”

Great interest and demand for e-learning among students and parents

The evaluator considers that the interest of iVET students and their parents in using e-learning is a

major strength for the integration of e-learning in learning and teaching in iVET.

Telephone interview respondents from Austria, Belgium, Finland, France, Greece, Ireland, Italy,

Luxembourg, the Netherlands and Sweden, point to this factor as being highly important for the

use of e-learning in iVET. This factor can therefore be observed to be affecting all three country

categories (front-runner, middle group and beginners).

For instance, A Belgian manager says, “The interest and motivation of students, parents and

teachers is the single most important driver for using IT. If they are not interested it is not possible

to benefit from using IT.”

According to the respondents, this demand is related to the general evolution of the information

society. Students and parents consequently expect e-learning to be integrated into learning and

teaching in iVET. A French stakeholder explains, “Young people have grown up with IT and are

therefore demanding and expecting up-to-date educational IT products to be used.”

A Dutch government representative says, “The fact that more and more young people are used to

working and communicating via e-mail, forums and chat is motivating the teachers and managers

of iVET institutions to integrate e-learning at a deep level.”

Thus the study shows that in some countries, the students’ familiarity with IT and demand for e-

learning and more individualised education programmes is a factor that is positively affecting the


teachers’ attitudes towards the use of e-learning and their willingness to develop their own IT

skills.

Regarding the new Member States, government representatives from Estonia and Lithuania

consider this to be one of the most important factors affecting the integration of e-learning in

teaching and learning.

The evaluator considers that this strength can also be seen in relation to some of the good-practice

cases, as is apparent from the Austrian, Finnish and Irish case studies.

The Finnish and Irish case studies show that blended learning forms have been introduced in order

to meet student demands. In the Finnish case, the students wanted extended periods of on-the-job

training. In the Irish case, the students wanted more flexibility in teaching and learning because a

great many of them are working in parallel with their studies. The use of e-learning in the blended

learning approaches made it possible to meet these requests.

In addition, it is clear to the evaluator that the geographical context of the Finnish case study is

affecting the students’ and parents’ demand for e-learning. Owing to the high-tech environment of

Espoo in which the case study institution is located, a large percentage of its population are familiar

with using computers. The executive director of the Finnish case study institution asserts that this

is challenging the education system because many parents and students are demanding the

fundamental integration of e-learning in teaching and learning.

E-learning is improving the quality of teaching and students’ qualifications

The evaluator considers that a further important strength is the way that the quality of teaching

and learning is being affected by e-learning. A related strength has to do with the improvement of

the students’ qualifications.

This is seen in all three country categories, with respondents in Denmark, France, Greece, Spain

and the United Kingdom all noting this as being an important factor for the use of e-learning.

A Danish manager says, “An important strength is that it is leading to up-to-date quality education

in line with the expectations and needs of companies.”

When asked about the strengths and drivers connected with e-learning, a Greece manager says,

“By using e-learning - e.g. simulations - teaching and learning become more concrete, and the risk

of mistakes is reduced.” A French government representative says of the students, “An important

strength is that they obtain better qualifications. The things they learn are better explained. The

use of e-learning – especially simulations – brings it closer to reality and helps them to understand

it better.”

Among the new Member States, this strength is seen in Hungary and Lithuania. A Lithuanian

government representative says, “The use of IT and e-learning opens up much more room for

discussion, reflection, revision of knowledge and communication in the learning process.”


The evaluator considers that this strength can also be seen in relation to several of the good-

practice cases (e.g. in Austria, Finland, France, Spain and the United Kingdom).

For instance, the British case study shows that improving learning and teaching is a strength that is

driving the use of e-learning at the institution. When asked about the drivers, the British manager

answers, “Improving the learning experience by using e-learning.”

According to the interviewees at the French case study institution, its courses have become livelier

due to the use of e-learning. Less time is being spent writing on the blackboard, which means more

time for talking and discussion.

Additionally, in the case studies the use of e-learning is leading to improved integration of theory

and practice, which in turn is improving the quality of iVET and the students’ skills. In many cases

this can be seen as a strength that is enhancing the integration of e-learning. For instance, at the

Finnish and Spanish case study institutions the desire to integrate theory and practice is an

important factor.

At the Finnish case study institution, an important strength affecting the integration of e-learning is

the desire to improve teaching and learning by increasing the contact with the students while they

are doing their on-the-job training, so that school-based and workplace-based teaching are better

integrated.

High degree of flexibility and individualisation

The evaluator considers that another important strength with regard to the use of e-learning is the

high degree of flexibility and individualisation that stems from its use. In addition, the evaluator

considers that access to education is expanding due to the flexibility that is another strength

associated with e-learning.

Telephone interview respondents from Finland, Ireland, Italy, Portugal, Sweden and the United

Kingdom, pinpoint this factor as being important to their use of e-learning. It can thus be seen in

all three country categories – front-runners, middle group and beginners.

According to the respondents, the flexibility that e-learning confers is a strength and a driver for

the use of e-learning in teaching and learning in iVET. According to the respondents, the reason is

that very many students are demanding more flexible and individualised learning and teaching, and

consequently they expect e-learning to be an integral part of their studies. They want to have

access to the learning material etc. 24 hours a day, 7 days a week via the Internet and LMS in

order to make their experience of teaching and learning flexible. The access to e-resources that is

enabled through learning platforms provides the students with better access to learning materials,

instructions etc., and gives them the flexibility they require. This is particularly advantageous

during their periods of on-the-job training. It is also very useful to those students who are working

in parallel with their studies, because it facilitates their access to theoretical learning and teaching,

as well as to learning and teaching in general.


The evaluator considers that the flexibility that e-learning makes possible is providing more people

with the opportunity to acquire an education. This is clearly another strength that is crucial for

people who are working and who therefore have trouble participating in teaching and learning

because of their requirement for job release. This is highly important in a lifelong learning

perspective. It is also important to people who live in remote areas and consequently find it difficult

to attend courses.

When asked about the most important drivers, a British manager states, “The use of e-learning is

widening participation and access to learning.” A Portuguese government representative shares this

opinion, saying, “E-learning is giving more people access to training and apprenticeships. In

Portugal we are very poorly qualified compared to the rest of Europe. The strength and driver

connected with e-learning is that people can access training no matter where they are. This is

especially important to people who live far away from school. Today people in the countryside do

not have adequate access to education. People cannot afford to transport their children long

distances to the cities. This affects a great number of people, since many people have to live in the

countryside because they are supporting themselves through agriculture.”

According to the respondents, individualised teaching and learning is also a strength associated

with the use of e-learning. Students are demanding individualised teaching and learning that meets

their particular needs. This demand is being met via e-learning. A Swedish government

representative says, “There is a demand for more individualisation in learning and teaching. E-

learning provides this.”

Respondents from the new Member States also mention this strength (for instance, Czech Republic,

Latvia and Slovenia)

The evaluator considers that this strength is also evident in relation to some of the good practice

cases (Finland, Germany and Ireland).

In relation to the Irish case, the use of e-learning means that students are planning their learning

processes individually and learning whenever it suits them, which is a strength that is driving the

use of e-learning. The Irish manager says, “The students are demanding 24-7 access to the

content of their courses.”

In the German case, e-learning is considered to be a driver because it is a flexible solution that

both students and Deutsche Bahn as a company are able to benefit from, since their training can

be done in slack periods and whenever it suits the student.

Increased cost-effectiveness

The evaluator considers that increased cost-effectiveness can sometimes be viewed as a strength

in relation to the use of e-learning in the learning and teaching that is taking place in iVET.

However, this factor is not mentioned as often as the other strengths identified, which indicates

that this factor is less significant than the other strengths. It must also be stressed that the study

shows that the use of e-learning is not necessarily leading to increased cost-effectiveness and

savings.


Telephone interview respondents from Finland, Greece, Ireland and Sweden consider that this is

an important factor. This means that this consideration is reflected in all three country categories.

According to the respondents, among many iVET institutions the need to increase the effectiveness

of the teaching process and to economise on resources is leading to an increased focus on e-

learning as it becomes possible for an institution to handle more students through the extended

use of such tools as Learning Management Systems and e-learning programs (primarily through

the use of blended learning, and to a minor degree pure distance learning, which is very rarely

used in iVET, if at all).

An Irish government representative says, “By using e-learning, institutions can handle a greater

number of students.” A Greek respondent says, “One driver is the need to increase the

effectiveness of the teaching process and the need to economise on resources. By using e-learning

one can multiply the effectiveness of the teaching staff available. That is a strength.” In addition,

the respondents point out that it is cheaper to produce simulations than to buy the physical

equipment needed to obtain hands-on experience.

Among the new Member States, this strength is seen inter alia in Hungary. A Hungarian

government representative says, “A strength is faster and more effective learning, better time

management, up-to-date knowledge, the development of individual learning and quick testing and

feedback.”

The evaluator considers that this strength can also be identified in relation to some of the case

studies. For example, this is apparent in the French, Irish and German case studies.

For instance, respondents from the German case study institution say that an important factor

influencing the introduction of the Online-fitter blended learning course was the diminishing

number of students taking part in the iVET course (KfB programme). With falling student rolls, the

training had become too expensive to develop and deliver to small groups in the traditional way.

Using e-learning as an integrated part of iVET, the costs connected with teaching, tests and travel

were reduced.

Picture from the German case study

Adequate infrastructure and equipment

It is clear to the evaluator that the availability of adequate infrastructure and equipment is another

important factor affecting the use of e-learning in iVET that can be regarded as a strength.

Respondents from Denmark, Ireland, Luxembourg, Portugal, Spain and Sweden point to this factor

as being highly important in the use of e-learning. This factor is accordingly reflected in all country

categories.

The study shows that in those institutions that are well equipped with computers there is an

enhanced use of e-learning.

The availability of adequate infrastructure and equipment is obviously a strength – in fact, it is a

precondition – for the use of e-learning. On the other hand, the study shows that a focus on e-

learning can lead to better infrastructure and equipment, e.g. through participation in pilot projects

which increases the use of e-learning. A manager from Luxembourg explains, “The existence of

equipment is important. Through a pilot project we had the chance to use many computers. This

was a great opportunity.”

The evaluator considers that this strength is also apparent in all of the case study institutions to

some degree. The infrastructure and equipment at the good-practice institutions is generally better

than that of the other iVET institutions, at least those located within the same country.

Effective technical support

The evaluator considers that effective and reliable technical support is indeed a major strength

affecting the use of e-learning in relation to some of the case study institutions. For instance, this

can be seen in Austria, Finland and Spain.

At the Austrian case study institution, technical support is indeed a very important strength in

relation to the use of e-learning. Technical support is available all day (between 8 a.m. and 5 p.m.)

via mobile phone. Both teachers and students are able to call the support staff.



The Finnish case study institution has two internal technicians that help the staff with their daily

computing tasks. According to the teachers, this is essential for their use of e-learning, as it is a

prerequisite for a positive attitude towards e-learning among themselves. A teacher explains, “It is

important to get help when you need it. You must be sure that you can get help quickly.”

9.2. Weaknesses

The following internal factors have been identified as the most important weaknesses in relation to

the integration and use of e-learning in iVET:

• Lack of support from management

• Sceptical attitude among teachers

• Lack of IT competences among teachers and a low degree of IT training among teachers

• Sceptical or indifferent culture and low degree of e-readiness in society

• Low degree of e-readiness and sceptical attitude towards e-learning among students

• Inadequate infrastructure and equipment at institutions

• High vulnerability to technical problems and high maintenance costs

• Lack of technical support

• Lack of access to computers at the workplace

Lack of support from management

The analysis of strengths showed the importance of support from management. On the other hand,

the lack of support from management is to be regarded as an important weakness.

Telephone interview respondents from Austria, Denmark, France and Sweden explicitly point to this

as being one of the most important factors impeding the use of e-learning. This suggests that this

weakness mainly affects the front-runner and middle group countries. However, the evaluator

considers this to be a general weakness, although this factor is not mentioned as often as some

others, such as the training of teachers. The evaluator considers that it is not credible that this

weakness should primarily occur among the front-runner countries.

A Swedish stakeholder says, “One of the most important barriers is that the management has too

little focus on it.” A French manager says, “A reluctant management is an important barrier for the

integration of e-learning.”

Among the new Member States this factor is also identified in Lithuania, with a government

representative indirectly pointing to the lack of support from management as being one of the most

important factors impeding the use of e-learning: “An important barrier relates to inertia in iVET

institutions.”

The evaluator considers that this weakness is not apparent in relation to the case studies, as the

managers at the good practice institutions are generally very committed and supportive regarding

the use of e-learning.


Sceptical attitude among teachers

It is clear to the evaluator that the teachers’ attitude towards e-learning is an important weakness.

The study shows that it is often very difficult to convince teachers to use IT, because many are

sceptical about it.

Very many of the telephone interview respondents point to this factor as being an important

obstacle for the use of e-learning in iVET. It is mentioned by respondents from Austria, Belgium,

Denmark, Finland, France, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain,

Sweden and the United Kingdom. Hence this weakness exists in all but one of the 15 old EU

Member States and all three country categories (front-runners, middle group and beginners).

Several respondents draw attention to the fact that older teachers especially are unwilling to try

out new ways of teaching and learning. However, teachers of all ages are sceptical concerning the

use of e-learning. An Irish government representative says, “An important barrier has to do with

the training of teachers and their attitudes. Teacher training is one thing, but getting them to

change their work practices is something else.” A Belgian government representative says,

“Convincing teachers to use e-learning is very difficult. It is difficult to change their mentality and

get them to use e-learning.”

According to a number of respondents, the teachers are resistant because their role will change. A

Dutch government representative explains, “Teachers have to get used to having less control

concerning what the students do.” An Italian government representative adds, “Teachers must

accept being a facilitator rather than an authority. They must adapt to the new role. They find this

difficult because of cultural factors.”

In addition, some respondents explain the teachers’ resistance in terms of inadequate IT

competences. A Spanish stakeholder says, “Teachers have a fear of using IT because the students

know more about IT than the teachers.”

Furthermore, some respondents consider that a reason for the teachers’ scepticism concerns the

fact that an e-pedagogy as such is still lacking. A government representative from Luxembourg

says, “A pedagogical approach to making the best use of e-learning still has to be developed.” A

Finnish publisher says, “Sometimes in Finland we are too focused on technological measures, and

not focused enough on the pedagogical issue. If the technological area is leading the pedagogical

area then something is not working right.”

Finally, the telephone interviews show that there is a general resistance towards the extended use

of blended learning in iVET, and especially towards pure distance learning. The respondents do not

want these kinds of e-learning to replace face-to-face learning for iVET students, and therefore

have a negative attitude towards new ways of teaching in relation to e-learning.

Among the new Member States, respondents from Slovenia, Cyprus and the Czech Republic

consider that a sceptical attitude among teachers is one of the most important weaknesses

concerning the use of e-learning in iVET. A Czech Republic government representative says, “An


important barrier relates to conservative teachers’ teaching and learning concepts and their

reluctance to new technologies – the board and chalk concept.”

The evaluator considers that this weakness also occurs in relation to most of the case study

institutions (in Austria, Finland, France, Ireland, Spain and the United Kingdom). Although this

weakness has partly been overcome at the good case institutions, scepticism among some of the

teachers concerning the use of e-learning still remains. This means that the actual use of e-

learning is still dependent on the teachers. The principal of the Finnish institution explains, “The

use of e-learning has grown dramatically in a few years. But its use still depends a lot on the

teachers. Some are more eager to use it than others.” She adds, “The teachers were quite

sceptical five years ago or so. But now they see the benefits, and we have the equipment that is

making things possible. Today the teachers are not really a barrier anymore.”

The manager of the Spanish case study institution explains, “The important step is to involve,

encourage and train the teachers. They are the cornerstones. The teachers’ attitudes and

competences are critical. The teachers must want to use e-learning. That is a precondition, just like

having the technical equipment.”

Lack of IT competences among teachers and a low degree of IT training among teachers

It is clear to the evaluator that the inadequacy of teachers’ IT competences is another important

weakness in relation to the use of e-learning in iVET.

Telephone interview respondents identify this factor as being one of the most important

weaknesses in relation to the use of e-learning in iVET. Respondents from Belgium, Denmark,

Finland, France, Ireland, Germany, Greece, Luxembourg, Portugal, Spain and Sweden point to this

factor. This weakness therefore exists in all three country categories (front-runners, middle group

and beginners).

According to the respondents, many iVET institutions encounter great difficulties with their

teachers’ technical IT skills that limit the use of e-learning. The teachers often lack the necessary

competences to integrate e-learning into their work, as a substantial number are not even used to

using IT in their own private lives. Several respondents draw attention to the fact that older

teachers especially are not willing to improve their IT skills.

In addition, the respondents point out that many teachers also lack pedagogical IT competences

and knowledge concerning pedagogical approaches to the use of e-learning, which makes them

reluctant to apply it. Finally, respondents regard the iVET teachers’ understanding of the

opportunities and advantages of e-learning as being quite limited.

A Danish government representative says, “Many teachers lack IT competences and knowledge

concerning possible applications, for instance how IT can be integrated pedagogically in teaching.”

According to the respondents, the training of teachers in relation to technical and pedagogical IT

competences is therefore essential for the use of e-learning in iVET, and the current inadequacy of


their training is therefore regarded as being a grave weakness. A Swedish stakeholder says, “The

lack of competences is an important barrier. Continuous training of teachers is necessary due to

the rapid rate of change.”

Among the new Member States, respondents from Estonia, the Czech Republic, Lithuania, Hungary

and Slovenia point to this factor as being one of the most important weaknesses. A government

representative from Lithuania says, “The teachers’/trainers’ competences concerning the use of e-

learning for teaching and learning need to be upgraded.”

The evaluator considers that this weakness is also apparent in relation to the case studies; even

though the good practice institutions have gradually overcome this weakness, it is still present to

some degree. The teachers’ competences generally vary considerably among the institutions.

For instance, this weakness is seen in the case studies conducted in Austria, Finland, France,

Ireland and Spain. A British teacher says, “You don’t use IT in teaching and learning unless you

have the skills to do it and you know how to use your time to get the best out of it.” According to

a manager from the British case study, it is hard to push the teachers into such training because

they are already busy with their daily teaching work.

Sceptical or indifferent culture and low degree of e-readiness in society

It is clear to the evaluator that an unresponsive culture and a generally low degree of e-readiness

in society is an important weakness in some Member States. The evaluator considers that factors

connected with culture and e-readiness are highly correlated and can therefore be viewed as a

single weakness in relation to the use of e-learning in iVET.

Telephone interview respondents from France, Germany, Greece, Ireland, Italy and Portugal point

to culture and e-readiness as being an important obstacle, indicating that this factor is chiefly

significant for the middle group and beginner countries.

The study shows that culture is important for the general attitude towards e-learning. A Portuguese

government representative stresses the importance of culture as a barrier, saying, “Culture is an

important barrier for e-learning and IT in Portugal. There is resistance to new ways of learning. We

have a very sociable culture and Portuguese people like company. Therefore we do not believe in

virtual learning. We do not trust e-learning – distance learning – yet. As a consequence, it is very

difficult to integrate it. However, students are now pushing the teachers to use IT.”

Several respondents consider that one of the most important weaknesses is connected with the

general lack of IT competences in society. The actual use of IT in students’ homes is considered to

be important for the successful integration of e-learning into iVET, as this affects the students’

general attitudes towards IT and their e-readiness. An Irish government representative says, “An

important barrier is that people are not familiar with IT. It has to do with the use of IT in people’s

homes.”


Low degree of e-readiness and sceptical attitude towards e-learning among students

The evaluator considers that an important weakness is the students’ low degree of e-readiness and

sceptical attitudes towards e-learning. The evaluator considers that these attributes are highly

interconnected, and can therefore be viewed as a single weakness in relation to the use of e-

learning in iVET.

It is also highly related to the weakness concerning culture and general e-readiness in society, as

this affects the students’ e-readiness.

The study too shows that a low degree of e-readiness among students is an important weakness in

relation to the use of e-learning in iVET. In this connection, the respondents consider the frequent

assumption that students have the basic IT skills needed as being a weakness. In fact, many

students need basic IT courses in order to be able to take advantage of e-learning in teaching and

learning. An Irish government representative says, “An important barrier is the assumption that all

students can type, etc. This is false.”

According to a number of respondents, the attitude of students is seen as an important weakness

for the use of e-learning in iVET in countries where people are generally unfamiliar with IT, and

where students therefore have low IT qualifications. Asked about the most important weaknesses,

a Greek government representative says, “Students’ attitudes towards IT and e-learning. Many

students may find it difficult to adopt a self-paced learning strategy.”

Among the new Member States, the weakness concerning the students’ low degree of e-readiness

and students’ attitude towards e-learning is evident in Cyprus and Hungary, where government

representatives point to it as being one of the most important weaknesses in relation to the

integration of e-learning.

The evaluator considers that the weakness concerning student e-readiness is also relevant to the

case studies, as some of the good practice institutions have experienced and overcome this

weakness. Several case study institutions therefore emphasise the importance of preparatory

courses that ensure a certain minimum level of IT skills and ensure that the students are adapted

to the new virtual learning approaches being used in those courses that are based on blended

learning (e.g. in Germany, Finland and Ireland).

Inadequate infrastructure and equipment among institutions

It is clear to the evaluator that an important weakness is connected with the lack of adequate

infrastructure and equipment among the iVET institutions, which in turn is related to its high cost.

Telephone interview respondents from Austria, Denmark, France, Germany, Greece, Ireland, Italy,

Luxembourg, Netherlands, Portugal and the United Kingdom point to this factor consider that this is

an important weakness in relation to the integration and use of e-learning, suggesting that it exists

in all three country categories – front-runners, middle group and beginners.


The evaluator considers that one reason that this factor is present in all three country categories is

internal regional differences. This means that even among front-runner countries and countries in

the middle group, there are respondents who are complaining about a lack of infrastructure and

equipment. A German stakeholder says, “One barrier is the lack of equipment in some schools

because of the fact that some Länder are richer than others.” Similarly, an Irish government

representative says, “Lack of broadband access is a barrier. There are huge variations in the school

equipment.” However, the evaluator considers that another reason might be that countries that are

heavily computerised and advanced in their use of e-learning are demanding even better

infrastructure and equipment.

According to the respondents, the problems primarily relate to the number and quality of

computers (and access to them), as well as software, internet access and the speed of internet

connections. The respondents point out that such problems are impeding the integration of e-

learning in teaching and learning. A Portuguese government representative says, “The use of IT

and e-learning requires more bandwidth, and the technical installations at the institutions do not

allow for very complicated solutions. Besides, a lack of computers means lack of use.” Finally, a

Greek stakeholder says, “One of the most important barriers is the unavailability of a library of e-

learning tools that would make them accessible to everyone.”

According to a number of respondents, the lack of infrastructure and equipment at iVET institutions

is a financial issue. A related weakness is therefore the cost of investing in infrastructure and new

equipment. A Greek manager says, “An important barrier is the great amount of money that has to

be invested in order to provide the equipment needed to use e-learning in teaching.” Similarly, a

Portuguese stakeholder considers that one of the most important weaknesses is “The cost of

hardware and software.”

Among the new Member States, respondents from the Czech Republic, Cyprus, Estonia, Hungary,

Latvia and Lithuania consider that the lack of adequate infrastructure and equipment at iVET

institutions and its high cost are one of the most important weaknesses in relation to the use of e-

learning.

The evaluator considers that this weakness only exists to a limited degree in relation to the case

study institutions. The infrastructure and equipment of the good-practice case institutions is

generally better than that of the iVET institutions as a whole, at least within a given country. The

evaluator considers that infrastructure and equipment has generally been given high priority at the

good practice institutions, which means that they have a reasonable amount of equipment and that

its quality is also good. However, there is still room for improvement. Concerning the Spanish case,

a weakness with regard to the extended use of e-learning is the lack of a virtual learning platform

that can be accessed from home.

High vulnerability to technical problems and high maintenance costs

The evaluator considers that a major weakness concerns the issues of vulnerability to technical

problems and the high cost of maintenance.


It is clear to the evaluator that the existence of technical problems is inhibiting the use of e-

learning, because its effects are time-consuming and affect attitudes towards e-learning negatively.

Respondents from Austria, Belgium, Finland, France, Germany and Luxembourg, point to this

weakness, suggesting that this weakness exists among both the front-runners and the middle

group countries. However, the evaluator considers that on one hand this does not seem very likely,

as it is reasonable to expect that the extent of vulnerability to technical problems and high

maintenance costs must be similar everywhere, and would not least affect the beginner countries.

On the other hand, as the integration of e-learning increases so does vulnerability to technical

breakdowns, as there might be no alternatives in the teaching situation owing to the extensive

dependence of the teaching on the use of e-learning. The evaluator points to the fact that a

strength can also represent a weakness.

According to the respondents, the intensive use of e-learning in teaching and learning implies

greater vulnerability to technical problems. A manager from Luxembourg says, “Technical problems

are an important barrier. In the beginning it could be necessary to go back to traditional teaching.

Usually it works quite well now. The help desk is a great help.” An Austrian manager says,

“Technical problems are an important barrier. It has to work.”

A number of respondents regard the cost of maintenance as another important weakness in

relation to the use of e-learning in iVET. The evaluator shares this view.

The respondents point out that the use of e-learning makes it necessary to employ technicians to

maintain the equipment and solve technical problems. This in turn involves more employees and

higher administrative costs, which is especially problematic for minor institutions and small

workplaces.

In addition to the vulnerability to general technical problems, the respondents mention that

vulnerability to increased security problems, virus infections, misuse etc. also represents a

weakness.

Respondents from the new Member States do not mention this weakness.

The evaluator considers that in the case studies (e.g. for Austria, France and the United Kingdom),

the need for maintenance and replacement, technical problems and vulnerability to virus infections

etc. can also be seen as a weakness in relation to the use of e-learning in the good practice

institutions.

The more sophisticated the materials become, the more advanced the infrastructure and

equipment has to be. A British manager says: “Keeping up with the technology is challenging

because it’s developing at such a high rate.”

Even though the standard of infrastructure and equipment is generally high, technical problems

and vulnerability to virus infections etc. may be a weakness in the good practice institutions. The


vulnerability to technical breakdowns is often high because of the intensive use of e-learning in

teaching and learning. This means that even though technical problems occur relatively rarely,

their impact is severe. On the other hand, the Spanish case study shows that the fear of technical

problems, virus infections etc. can be a weakness too. The evaluator considers that the strict

preventive IT policy is inhibiting the expanded use of e-learning at the Spanish case study

institution.

However, in general the case studies point to the fact that technical problems create frustration

among teachers and students, as they ruin the e-learning based teaching and learning. This is

especially critical in relation to the group of teachers that is still sceptical towards e-learning,

because such problems frighten them off. For instance, both students and teachers at the British

case study institution mention that the hardware and the internet connections sometimes make the

learning process quite problematic.

Lack of technical support

The evaluator considers that a lack of technical support is another important weakness in relation

to the use of e-learning in teaching and learning in iVET.

Respondents from Austria, France, Germany, Luxembourg and Sweden all point to this factor as

being an important weakness. . This indicates that this weakness is seen in the front-runner and

middle group countries. However, the evaluator considers that this is a general weakness that also

exists in the beginner countries. It does not seem plausible that only the countries that are the

most advanced in their use of e-learning are encountering problems arising from a lack of technical

support.

The respondents mention that the lack of technical support can inhibit the use of e-learning when

technical problems arise. The study indicates that the teachers and managers also appreciate the

technical support assistance in their day-to-day use of IT.

A Swedish stakeholder explains, “Technical problems are a barrier. If you do not have technical

assistants that can fix it, the equipment is not used. Time and money must be earmarked for

technicians who will maintain the equipment and solve technical problems. If it is not, the use of

the equipment is inhibited.”

The evaluator considers that this weakness has to a high extent been overcome in the good

practice cases. The case studies therefore show that IT support generally has a high priority among

the good practice institutions.

However, a lack of technical support might also be a weakness affecting the use of e-learning in

teaching and learning in relation to the case study institutions. For instance, the British case study

shows that the teachers get frustrated by the technical problems because they cannot solve them

on their own. The Spanish case study shows that the institution has an effective IT support system.

However, due to their many tasks, the IT technicians state that they do not always have enough

time to support the teachers when a problem occurs. One of them says, “We cannot support the


users. We have enough to do without that. Often when a teacher has a problem he has to solve it

himself. But we run internal courses so that the teachers are able to use IT and solve the

problems.”

In relation to the French case, the respondents explain that there is very little allowance made for

IT support in the French education system. Therefore it is necessary to rely on external

consultants, which is very expensive for the institution.

Lack of access to computers at the workplace

The evaluator considers that inadequate access to computers during on-the job training might be

another weakness.

Only a few of the telephone interview respondents (a government representative and a manager)

mention this factor. However, the evaluator considers that it could be a more general weakness

because of the fact that it has been identified in Finland, a front-runner country. It does not seem

likely that this weakness only exists in a highly computerised country that is in the vanguard in

terms of e-learning.

The reason why it has only been identified here might be that Finland is well advanced in relation

to its use of e-learning (not least in terms of blended learning and distance learning), and therefore

has a greater need for computer access at the workplaces in order to make blended learning and

distance learning possible during the on-the-job training periods. Therefore, due to the deeper

integration of e-learning in teaching and learning, the awareness of the importance of computer

access to the students during their on-the job training periods might be greater than in those

countries that are less advanced in terms of their use of e-learning. In sum, both the requirement

and the awareness may simply be greater.

According to the Finnish respondents, not all the students have access to computers during their

on-the-job training. This means that it can be quite difficult for them to take advantage of e-

learning during this time. The evaluator considers that this factor clearly limits the scope of e-

learning in iVET.

This problem is especially seen in small companies and in sectors that are not heavily

computerised, e.g. the health care sector.

This weakness applies to both the Finnish and the Austrian case studies. In the latter instance, the

notebook students have laptops, but usually do not take them with them during their hotel-based

on-the-job training periods, and certainly not when they go abroad to spend time training on the

job. The reason is that their insurance policies will not cover loss or damage to the laptops. The

evaluator considers that this is inhibiting the use of e-learning in the workplace-based teaching and

learning.


9.3. Opportunities

The following external factors have been identified as being the most important opportunities in

relation to the use of e-learning in iVET:

• Momentum towards the information society

• Increased requirements from the labour market in relation to IT skills

• National focus on e-learning: strategies, action plans and funding

• Emphasis on e-learning at EU level: initiatives, projects and funding

• Public/private partnerships concerning e-learning

• Co-operation between iVET institutions regarding e-learning

• Increased competition among iVET institutions


Momentum towards the information society

The evaluator considers that the development of society in general (i.e. the information society)

represents an important opportunity regarding the use of e-learning in iVET.

The telephone interview respondents from Denmark, Finland, France, Italy, Luxembourg, Portugal,

Spain and the United Kingdom, point to this factor. However, the evaluator considers that this

factor is prevalent in all the EU Member States, and therefore affects all three country categories –

front-runners, middle group and beginners.

According to the respondents, the information society offers new technical possibilities and a

general change in the mindset of Europeans that is paving the way for the use of e-learning for

teaching and learning in iVET. The daily use of IT in private homes and in society in general means

that the students are increasingly being brought up using IT.

The evaluator therefore sees the development of the new technology as an inherent key factor

which represents an important opportunity as the technology continues to spread throughout

society.

A Finnish stakeholder says, “An important driver is the technology spread in society in general.”

Similarly, a Portuguese government representative adds, “An important driver for using IT in iVET

relates to the challenges of the information society, which we have to meet.”

Among the new Member States, respondents from Estonia and Lithuania mention this factor as

being one of the most important drivers.

The evaluator considers that this opportunity is also significant in the case studies, as respondents

from some of the good practice institutions also draw attention to this factor.


In the Finnish case, this opportunity is especially great. Finland is generally considered to be a

front-runner in terms of its use of e-learning in teaching and learning. In addition, the city of Espoo

where the case study institution is situated is a high-tech area. According to the executive director

of the institute, this imbues the city with an innovative spirit and a massive political focus on IT/e-

learning. It is clear to the evaluator that the high-tech status of the city and the political focus on

IT/e-learning is having a knock-on effect on the integration of e-learning at the institution, which

represents a significant opportunity.

Managers and teachers at the British case study institution also see the extended use of e-learning

at their institution as a natural and necessary development if they are to keep up with society in

general and with the requirements of the labour market in particular.

Increased requirements from the labour market in relation to IT skills

The evaluator considers that one of the most important opportunities with regard to the use of e-

learning in iVET is connected with the requirements of the labour market. The labour market is

demanding that the students should acquire IT skills through iVET, which implies that it requires e-

learning to be used in the iVET learning and teaching.

Respondents from Belgium, Denmark, France, Finland, Germany, Greece, Luxembourg, Spain and

Sweden mention the requirements of the labour market as being one of the most important

reasons for integrating e-learning in teaching and learning into iVET. This opportunity therefore

exists in all three country categories.

It is clear to the evaluator that the requirements of the labour market are pushing the use of e-

learning in iVET, since vocational schools have to reflect the needs of the labour market. Today IT

is an important aspect of working life in most fields, and the development of IT skills is therefore

considered to be a general preparation for people’s working lives. A Belgian stakeholder says, “The

labour market is forcing schools to change and to integrate IT and e-learning.”

Among the new Member States, this factor is also pointed to by a Lithuanian government

representative as being one of the most important factors in relation to the use of e-learning.

The evaluator considers that this opportunity is also evident in relation to most if not all of the case

study countries (Ireland, Spain, Austria, Germany, the United Kingdom, Finland).

For instance, the manager of the Finnish case study institution says, “IT and e-learning is an

important area of working life. The students need it as professionals. The use of IT and e-learning

prepares them for working life. The fact that the students are benefiting from it is the most

important driver for using IT and e-learning. We are a vocational school, so the education must

match the profession.”

Similarly, the director of the Spanish case study institution says, “The work they will end up with is

technology-driven. This must be reflected in their education. So, we have to use IT and e-

learning.”

Finally, the Irish case study demonstrates that the demands of the labour market are indeed being

taken into consideration in the MoFIT project. A workplace representative asserts that “MoFIT

listens to the needs of the industry and the companies. It fits our demands.”

Picture from the Irish case study

National focus on e-learning: strategies, action plans and funding

The evaluator considers that national strategies, action plans and funding represent important

opportunities with regard to the use of e-learning in iVET.

Respondents come from Austria, Belgium, Denmark, Finland, Ireland, Italy, Germany, Portugal,

Luxembourg, Spain and the United Kingdom consider that this is one of the most important factors

with regard to the use of e-learning, suggesting the opportunity exists in all three country

categories.41

No general pattern in the degree of political focus can be identified among these countries. Finland

has a strong national political focus on e-learning, whereas it is more modest in countries such as

Italy, Ireland and Portugal. This indicates that national strategies and action plans can generally

play an important role with regard to the integration of e-learning in teaching and learning in iVET.

The political focus on e-learning and education as a whole is regarded as an important facilitator

and driver in relation to the extended use of e-learning in iVET. A respondent from Luxembourg

says, “An important driver is the political will to do more.” Similarly, a Belgian government

stakeholder says, “Government initiatives are important. Regulations mean that Belgium is forced

to follow other countries – i.e. to have the same level of education and skills.” A German

stakeholder says, “National initiatives are important for developing new methods of learning,

making learning and teaching more efficient, and solving problems related to e-learning.”

41 See also Commission of the European Communities, 2001, ‘The eLearning Action Plan. Designing tomorrow’s education. Published at http://europa.eu.int/eur-lex/en/com/cnc/2001/com2001_0172en01.pdf




The evaluator considers that national action plans and initiatives in relation to lifelong learning are

having a considerable influence on the use of e-learning in iVET, as the implementation of lifelong

learning strategies is raising political awareness concerning the advantages of e-learning.

Accompanying national lifelong learning strategies is an increasing awareness of the right of

everyone to have access to training and education, no matter where they are living. This increases

the focus on people who live far away from educational institutions and do not have the same

learning opportunities as urban dwellers. In some countries (e.g. Portugal and Finland), this focus

has led to an increasing motivation to use e-learning as a means of creating equal educational

opportunities for everyone.

Finally, connected with national strategies is the question of funding. The evaluator considers that

funding is an important factor in relation to the use of e-learning and therefore represents an

opportunity regarding the use of e-learning in teaching and learning in iVET.

According to a number of respondents, funding (national as well as regional) is one of the most

important drivers with regard to the use of e-learning. A French government representative says,

“One of the most important drivers is funding from the Ministry of Education, e.g. for providing

cheaper or free programs.” In addition, respondents stress the importance of predictable funding

and funding on a long-term basis.

Among the new Member States, government representatives from the Czech Republic and Latvia

also point to national strategies, action plans and funding as being among the most important

factors that are affecting the use of e-learning.

The evaluator considers that this opportunity is also apparent in relation to the case studies. This is

especially the case with regard to the Austrian and Finnish cases, and to some degree the Spanish

one. The Finnish Ministry of Education has formulated a national IT- and e-learning strategy.

Besides placing e-learning on the agenda, the national strategy provides the institutions with

funding, ideas and principles for the use of e-learning. Finally, it states technical requirements (e.g.

concerning the number of computers). The management of the Finnish institution stresses the

importance of the national strategy: “The national strategy is important. It supports our work and

gives us ideas concerning the use of e-learning. It provides us with objectives for our work.

Besides, the national strategy provides me with an argument for prioritising e-learning during

budget negotiations. It gives me back-up. When the ministry thinks it is important, we too have to

emphasise it.”

Some of the case studies show that the institutions in question are more advanced than the

national plans. For instance, this is the case with regard to the French and Irish case studies. The

fact that some of the case study institutions are more advanced than the strategies indicates that

in some of the good-practice cases, the national strategies do not really currently represent an

opportunity. This situation is primarily found in countries that are characterised by a relatively

modest national focus on e-learning.


In the Spanish case, the manager of the case study institution considers that the importance of

national strategies depends on the willingness to finance the realization of good ideas. He sees a

particular need for national actions concerning infrastructure. The manager says, “Things coming

from the top do not have too much impact. If the government really wants to push IT and e-

learning, they must provide money to finance the ideas, especially as regards the infrastructure.”

The evaluator considers that so far the national strategies have not had a significant effect on the

use of e-learning at the institution, though its potential is clear.

Emphasis on e-learning at EU level: initiatives, projects and funding

The evaluator considers that EU initiatives, projects and funding represent important opportunities

with regard to the use of e-learning in iVET.

Respondents from Austria, Belgium, Finland, Germany, Italy and Luxembourg mention this as

being one of the most important factors in this connection. This tendency is therefore evident in all

three groups of countries, although primarily among the front-runners and the middle group.

However, the evaluator considers this factor to be prevalent in all EU Member States.

The evaluator considers that the political focus on e-learning and education as a whole at a

European level represents an important opportunity for the extended use of e-learning in iVET in

the Member States. A German manager says, “Our involvement in innovative Leonardo projects

have been the most important driver. The funding allowed the school to buy new technologies and

permitted our students to get involved with using e-learning. It makes you think about new

developments.” A government representative from Luxembourg says, “The Lisbon convention and

the 2010 goals to make EU the most competitive and qualified society are very important.”

In this connection, the evaluator considers that EU initiatives concerning lifelong learning are

having a considerable influence on the use of e-learning in iVET in the Member States, because the

national implementation of EU lifelong learning strategies is also raising political awareness

concerning the advantages of e-learning.

As regards the new Member States, respondents from the Slovak Republic and Malta point to EU

initiatives, projects and funding as being one of the most important factors affecting the use of e-

learning in iVET. A government representative from Malta says, “EU co-operation is very important

in relation to our strategies and plans.”

The evaluator considers that this opportunity also plays a role in relation to the case studies (e.g.

the Irish and the British cases). This is especially so with regard to the Irish case. The evaluator

considers that EU funding is an important factor for this project and hence for the use of e-learning

at the institution as the additional EU funding opens up further possibilities.

Public/private partnerships concerning e-learning

The evaluator considers that public-private partnerships represent an important opportunity in

relation to the use of e-learning in iVET.


This is only explicitly mentioned by a few respondents (government representatives from Austria

and Sweden). However, the evaluator considers that this factor is generally important in several

Member States – not at least in the years to come. This assessment is based on the analysis of the

existence of public-private partnerships described previously, and is further confirmed in research

and policy papers42.

According to the respondents, public-private partnerships between iVET institutions and private

companies and organisations, as well as partnerships between public and private organisations, are

important to the use of e-learning in iVET. When asked about the most important drivers, an

Austrian government representative responds, “Public and private funding.” and adds, “Public-

private partnerships are very important.” A Swedish government representative says, “Institutions

work together with the field, which provides the institutions with modern equipment.”

Among the new Member States, a government representative from the Czech Republic considers

that public-private partnerships represent one of the most important factors for the use of e-

learning in iVET. The respondent says, “The collaboration between iVET institutions and significant

IT and e-learning companies is very important.”

The evaluator considers that this opportunity can also be seen in relation to the case studies (e.g.

those for Austria, Ireland and Spain).

This opportunity is very clear in the Irish case study. Course design is worked out in co-operation

with labour market representatives. In designing a course, the content is always based on an

analysis that assesses the specific needs of the labour market. As regards the MoFIT project, a

particularly extensive collaboration process has taken place with regard to the development of the

project itself, the learning content and the pedagogical approach. The project has been developed

in co-operation with Irish, Norwegian and Austrian partners that include companies, trade unions,

training centres and universities. In this way a number of different interests and perspectives have

been covered with the aim of strengthening the project.

In the Austrian case, public-private partnerships (‘SchulbuchExtra’) can also be seen as an

opportunity for the use of e-learning. The rationale of the ‘SchulbuchExtra’ (SbX) initiative is to

produce ministry-approved e-content as a supplement to ordinary textbooks. That programme is

based on extensive co-operation involving publishers, companies, government, universities,

teachers and student teams.

Co-operation between iVET institutions regarding e-learning

The evaluator considers that co-operation between iVET institutions is an important opportunity in

relation to the use of e-learning in iVET.

42 See e.g. Com 779, Investing efficiently in education and training: an imperative for Europe, 2002 http://europa.eu.int/eur-

lex/en/com/cnc/2002/com2002_0779en01.pdf or Commission of the European Communities, 2001, The concrete future objectives of education systems. http://www.europa.eu.int/eur-lex/en/com/rpt/2001/com2001_0059en01.pdf



http://www.europa.eu.int/eur-lex/en/com/rpt/2001/com2001_0059en01.pdf


For instance, the telephone interview respondents from Denmark, Germany, Finland, Spain and

Greece (covering all three country categories) point to this factor.

The evaluator considers that this factor is of general importance in all the EU Member States, even

though only a few respondents explicitly mention it as being particularly significant. This

assessment is based on the previous analysis of co-operation among iVET institutions. The analysis

shows that national and international co-operation is apparent in several Member States, and that

the respondents generally consider it to be highly important.

Asked about the most important drivers, a Danish government representative mentions the

exchange of experiences between institutions. Similarly, a German stakeholder mentions learning

from best practice examples while a Greek respondent mentions co-operation between EU

countries and the exchange of knowledge. A Finnish stakeholder says, “EU co-operation between

institutions means that they have the opportunity to learn from each other. The countries are at

very different developmental stages in relation to the use of e-learning and infrastructure. Good

practice examples are very important for showing what has been done and what can be done.”

Similarly, a Spanish publisher says, “Co-operation between countries is very important. It is very

helpful to share experiences across borders. By co-operating with countries that are further ahead

in relation to the use of IT and e-learning we can develop our own use of IT and e-learning.”

Among new Member States respondents from Estonia, Latvia and the Slovak Republic point to this

factor. An Estonian government representative says, “One of the most important drivers is co-

operation between schools. School initiatives which could lead to the sharing of knowledge and

learning material are important.”

The evaluator considers that this opportunity is also apparent in relation to the case studies (e.g.

the case studies for Austria, France and the United Kingdom).

In the Austrian case, the institution is part of a national cluster of e-learning schools (eLC), which it

is obligatory for the notebook schools to belong to. Among other things, the e-learning school

cluster is concerned with the exchange of experiences and web-based material.

In the British case the institution is part of WCC – an organisation of four colleges in the UK that

was established as a forum to share ideas, good practice and learning materials.

In the case of the French case study, the institutions of Lycée Nicephore Niepce and Lycée

Professionel Julien Balleure are in practice a single institution; the colleges are co-located, and the

management and administration are the same. The institution co-operates with the Institut

Universitaire Technique (IUT) of Le Creusot, and the status quo that prevails there is a role model

for Lycée Nicephore Niepce and Julien de Balleure in relation to their own use of e-learning.


Increased competition among iVET institutions

The evaluator considers that increased competition among the iVET institutions represents an

opportunity for them to use e-learning to improve their relative competitive positions.

The evaluator considers it noteworthy that even though competition among iVET institutions

represents an opportunity, the negative aspect of the opportunity is that competition might inhibit

co-operation among iVET institutions, which is itself another major opportunity. The evaluator

stresses that even though the data does not indicate the existence of this factor, it should be borne

in mind.

Telephone interview respondents from Portugal and Greece, explicitly mention competition as being

one of the most important drivers in relation to the integration of e-learning in iVET. This factor is

accordingly evident among the beginner countries. However, the evaluator considers that this

might not represent the complete picture, as it is not credible that it should only be seen among

beginner countries. Therefore the evaluator considers that this factor is likely to exist in the EU

Member States generally.

The study shows that the mobility of students in the EU Member States and the flexibility of

education programmes are applying new competitive pressures to the iVET institutions. Alongside

increasing competition among the iVET institutions is the corresponding need to offer their students

a wider range of educational opportunities, including the use of e-learning. IVET institutions are

therefore integrating e-learning in order to be competitive at a national and/or European level.

Seen from this perspective, the competition from rival iVET institutions therefore also represents

important opportunities in relation to the use of e-learning in iVET.

When asked about the most important drivers, a Greek manager responds, “Providing better

quality in education, and getting the school to be more competitive.”

This opportunity is also seen in relation to the good practice cases. At the Austrian case study

institution, e-learning has not been integrated merely in order to increase the quality of education

and training, but also to attract new students at a time of declining student numbers. The

institution is located on the outskirts of Vienna, a fact that makes it more difficult to attract the

best students. According to the respondents, today ‘everybody’ knows that the institution is a

notebook school. The respondents consider that this is a good marketing tool and an important

aspect of the institution’s profile.


Availability of adequate e-content

The evaluator considers that an important opportunity is connected with the availability of

adequate e-content.

Telephone interview respondents from the Netherlands and the United Kingdom mention this factor

as being one of the most important drivers in relation to the use of e-learning in iVET. Accordingly,

this tendency is identified in the front-runner and middle group countries.

The evaluator considers that the fact that this opportunity is only seen in a front-runner country

and a middle group country means that this factor has potential for all the Member States in the

years to come. Accordingly, the evaluator considers that the availability of e-content is relevant as

an opportunity for the increased future use of e-learning in all Member States. This is confirmed by

the fact that a lack of e-content has been identified as an important threat.

According to the respondents, publishers are beginning to produce digital learning materials that

can be used in Learning Content Management Systems on a larger scale. This means that more

sophisticated modules of learning materials are now gradually becoming available. When asked

about the most important drivers in relation to the use of e-learning, a Dutch manager says, “The

creativity of the publishers of e-learning content is a very important driver.” To the same question

a Dutch government representative response, “The fact that at last publishers are producing digital

learning materials that can be used in Learning Management Systems on a larger scale.” A British

government representative says, “More sophisticated learning materials and learning programmes

are available because of the internet.”

Among the new Member States, a Slovenian government representative points to the availability of

e-content as being one of the most important factors in relation to the use of e-learning.

In relation to the case studies, the evaluator considers that the availability of good-quality learning

material is also an important opportunity in relation to the use of e-learning. For instance, this is

seen in the British case.

9.4. Threats

The following external factors have been identified as the most important threats in relation to the

use of e-learning in iVET:


• Lack of political focus or unified strategy at the national level

• Lack of funding

Lack of e-content

The evaluator considers that a lack of e-content and e-learning resources represents a major threat

in relation to the use of e-learning.


Respondents from Austria, Denmark, Finland, France, Ireland, Sweden and the United Kingdom

point to this factor, suggesting that this factor primarily affects front-runner and middle group

countries. Even though the lack of e-content seems to be most important in countries that are

advanced in terms of IT integration in their societies, the evaluator considers that this cannot

represent the full picture.

It is implausible that a lack of e-content should be more prevalent in the front-runner and middle

group countries than in the beginner countries. The evaluator considers that a possible reason for

this finding is that the advanced countries are better informed about the e-content situation.

Because they have integrated e-learning to a high degree, they obviously need e-content more

than countries that are applying e-learning on a much smaller scale. Accordingly, the reason that

the respondents from the beginner countries are not mentioning the lack of e-content as a threat

may be that they are at an embryonic stage of development in which they are not yet fully aware

of their need for e-content.

The lack of e-content is seen in relation both to standard subjects and to those that have a

practical focus. Some institutions are facing the paradox of having enough computers and sufficient

bandwidth available, but insufficient e-content.

According to the respondents, the lack of e-content concerns availability as well as quality. Some

respondents stress that there is a lot of poor e-content available and that it is therefore difficult to

find learning resources of a useful quality. On the other hand, one respondent emphasises that the

quality issue should be resolved within the next couple of years, as the large publishers now know

that there is a new market waiting to be developed.

For instance, an Irish government representative says, “A barrier relates to the availability and

quality of e-content. The availability of software and learning resources that are relevant to the

curriculum is a problem.” A Swedish government representative says, “One weakness is that we

lack e-content and learning resources for e-learning. It is difficult to find learning resources that

are specific to the fields.”

According to the respondents, the lack of e-content is often due to the price of purchased e-content

on the one hand, and the cost of developing e-content on the other. A Danish manager says,

”Getting hold of the right programmes and learning materials is a financial issue.”

Among the new Member States, this threat is also seen in Estonia and Latvia. A government

representative from Estonia considers a lack of e-content to be one of the most important

weaknesses for the use of e-learning. The respondent says, “An obvious barrier is the expensive

learning materials and the lack of specific subject-oriented VET learning material,” and “E-learning

materials are truly needed.”

The evaluator considers that the lack of e-content is also a threat in relation to the use of e-

learning among the case study institutions. For instance, this applies to the Austrian and French

case studies.


In the Austrian case study, the evaluator considers that the lack of e-content is still a threat to

some extent, although it has partly been overcome. This is due not least to the national initiative

‘SchulbuchExtra’ (SbX), which focuses on producing ministry-approved e-content as a supplement

to ordinary textbooks. The respondents explain that in the beginning there was practically no e-

content available to the teachers. Content had been developed ad hoc. The students explain that

even though the lack of e-content was primarily a weakness earlier on, in their opinion insufficient

e-content remains a drawback.

In the French case study, the respondents consider that there is insufficient locally developed

content and applications. The respondents believe that in relation to the use of existing e-learning

applications and content, the Anglo-Saxon approach does not work in France as it is “based on

another way of thinking.” Hence, the respondents believe that e-learning applications and e-

content have to be developed locally, and therefore there is a manifest lack of e-content.

Lack of political focus and unified strategy at the national level

The evaluator considers that an important threat relates to the lack of national political focus.

Respondents from the telephone interviews from Denmark, Luxembourg, the Netherlands and Italy

point to this factor as being an important weakness for the use of e-learning in iVET, suggesting

that this factor is seen in all three country categories (front-runners, middle group countries and

beginners).

The respondents generally consider it important that the use of e-learning in iVET should be

supported by strategies and action plans at the national level. Without a political focus on this

issue, it can be difficult to motivate teachers, to raise funding and to establish knowledge-sharing

networks at a national level. As a consequence, a lack of political focus inhibits the use of e-

learning in iVET. A Dutch manager considers that one of the most important weaknesses is “Lack of

policies and plans.” A government representative from Luxembourg explains, “There is no overall

strategy, it is still individual projects. Since there is no national strategy or plan, everybody does

what they want with no guarantee of outcome.”

The evaluator considers that the lack of a national strategy in some Member States can cause

fragmentation in relation to the use of e-learning in iVET within a country. For instance, small

schools might hesitate to integrate e-learning, while large schools have generally integrated e-

learning more intensively.

The fragmented situation in relation to the use of e-learning in iVET is also mentioned among the

new Member States. For instance, a Maltese government representative says, “There is not yet a

national plan for this. It is still decentralised. Every institution is developing their own plan for the

use of IT and e-learning.”

Related to the lack of a national political focus on IT and e-learning in teaching and learning is a

corresponding lack of curricular focus. Some respondents from the old Member States point to the

lack of focus on IT and e-learning in curricula as being a weakness in relation to integrating and


applying e-learning in teaching and learning. Among the new Member States, a Lithuanian

government representative considers the fact that e-learning is not formally integrated into

curricula is a threat.

The evaluator considers that the lack of political focus or a unified strategy at the national level

cannot be regarded as a threat in relation to the use of e-learning in the case study institutions.

However, there is a related lack of focus on IT and e-learning in the curricula. This can for instance

be seen as a threat in the Irish case study, as it means that the institution itself has the

responsibility for integrating the use of e-learning and for bearing the associated financial costs.

Lack of funding

It is clear to the evaluator that a major threat in relation to the use of e-learning in iVET is

insufficient funding.

A great many respondents from Belgium, Denmark, Finland, France, Germany, Greece,

Luxembourg, Portugal and Spain identify a lack of funding as being one of the most important

threats for the use of e-learning in teaching and learning in iVET. Accordingly, this concern is seen

in all three country categories (front-runners, middle group and beginners).

The respondents mention that the costs relating to infrastructure, equipment, e-content,

maintenance, technical support etc. are very high. Consequently, many respondents consider the

lack of funding to be a major threat to the use of e-learning in iVET.43

For instance, a Portuguese manager says, “An important barrier is that there is not enough money

to buy new and modern equipment.”

This threat is also seen in several new Member States (the Czech Republic, Latvia, Lithuania,

Slovenia and the Slovak Republic).

The evaluator considers that this threat is only seen in relation to some of the case studies, namely

the French and to some extent the Spanish ones.

9.5. Overview of strengths, weaknesses, opportunities and threats

This section provides an overview of what SWOT factors exist in the three country categories

identified with regard to the use of e-learning in iVET respectively among the old Member States

(i.e. front-runner countries, middle group and beginners); the new Member States; and the good-

practice case studies.

43 See also 2002 (Com 629): European benchmarks in education and training : follow-up to the Lisbon European Council at:




As the overall SWOT analysis encompasses the situation in the new and old Member States, the

picture painted is very broad-brush. This analysis does not take into consideration the internal

differences within each country that may exist due to variations between iVET institutions.

IVET institutions that are at different stages of development in relation to the use of e-learning

exist in each of the three country categories (front-runners, middle group and beginners). It is

therefore interesting to compare the general situation with the good-practice situation, as the

experiences gained by good practice institutions are useful to take into consideration during the

integration of e-learning into iVET in the countries of the EU.

This section shows that a lot of the strengths, weaknesses, opportunities and threats identified in

the old Member States also exist among the new Member States. In addition, many of the factors

have been identified in all three country categories. Finally, a broad range of these strengths,

weaknesses, opportunities and threats also exists among the good-practice cases.

It must be stressed that even though many strengths, weaknesses, opportunities and threats are

seen across the country categories, this does not mean that these factors are equally prevalent in

front-runner and beginner countries. Even though the same factors may exist across country

categories, the degree to which they exist and the extent of their importance varies across country

categories. In relation to the front-runner countries and good practice cases, some of the

weaknesses and threats identified are already (partially) overcome, in contrast to the beginner

countries. Accordingly, although they have been identified in various contexts, the role that the

weaknesses and threats play in relation to the current use of e-learning in iVET varies across

country categories.


The strengths identified in the SWOT analysis are seen in the following country categories:

Table 4: Overview of Strengths in relation to the use of e-learning in iVET

Strengths

Front-runner

countries

Middle group

countries

Beginner

countries

New

Member

States

Good

practice

cases

Active support

from

management

• • • • •

Clear IT-and e-

learning

strategy at the

institution

•

•

Trailblazers and

front-runners

among the

teachers:

Teachers’

positive attitude

and

involvement

• • • • •

High level of IT

competences

among teachers

plus prevalence

of relevant

training

• • • • •

Great interest

and demand for

e-learning from

students and

parents

• • • • •

E-learning is

improving the

quality of

teaching and

students’

qualifications

• • • • •


Strengths

Front-runner

countries

Middle group

countries

Beginner

countries

New

Member

States

Good

practice

cases

High degree of

flexibility and

individualisation

• • • • •

Increased cost-

effectiveness • • • • •

Adequate

infrastructure

and equipment

• • •

•

Effective

technical

support

•

The table shows that most of the strengths identified in the SWOT analysis can be seen in all three

country categories. In addition, the table shows that most of the strengths identified in the old

Member States are also to be seen in the new Member States. Finally, all of the strengths identified

in the telephone interviews are also seen in the good-practice cases. Despite this, it must be

stressed that the extent to which these common strengths occur varies across country categories.

For instance, the strength in relation to the high level of IT competences among teachers and the

training of teachers is seen in all categories. However, the level of teachers’ competences and the

prevalence of the training of teachers is generally higher among the front-runner countries and

good practice cases than in the beginner countries.


The weaknesses identified in the SWOT analysis are seen in the following country categories:

Table 5: Overview of weaknesses in relation to the use of e-learning in iVET

Weaknesses

Front-runner

countries

Middle

group

countries

Beginner

countries

New

Member

States

Good

practice

cases

Lack of support

from

management

• •

•

Sceptical

attitude among

teachers

• • • • •

Lack of IT

competences

among teachers

and low degree

of training of

teachers

• • • • •

Sceptical or

indifferent

culture and low

degree of e-

readiness in

society

• • • •

Students’ low

degree of e-

readiness and

sceptical

attitude

• • •

Inadequate

infrastructure

and equipment

at institutions

• • • • •


Weaknesses

Front-runner

countries

Middle

group

countries

Beginner

countries

New

Member

States

Good

practice

cases

High

vulnerability to

technical

problems and

high

maintenance

costs

• •

•

Lack of

technical

support

• •

•

Lack of access

to computers at

the workplace

• •

•

The table shows that many (but not all) of the weaknesses identified in the SWOT analysis are

common to all three country categories. However, as was mentioned in the analysis, the evaluator

considers that some of the weaknesses are more general than initially appeared.

This applies to the following weaknesses: Lack of support from management; High vulnerability to

technical problems and high maintenance costs; Lack of technical support; and Lack of access to

computers at the workplace. As the analysis explains, it does not seem plausible that these

weaknesses should exist in front-runner countries and not in beginner countries. A reason for this

might be that due to their early stage of development in relation to the integration and use of e-

learning in teaching and learning, the beginner countries have not yet started to experience some

of the weaknesses found in the front-runner countries. For instance, this is the case regarding high

vulnerability to technical problems and high maintenance costs. The evaluator considers that it

does not seem very likely that this weakness should only exist in front-runner and middle group

countries as it is reasonable to assume that the vulnerability to technical problems and high

maintenance costs must be similar everywhere, not at least among the beginner countries. On the

other hand, as the integration of e-learning increases, so does the vulnerability to technical

breakdowns, because there may be no alternatives in the teaching situation due to its heavy

dependence on the use of e-learning. The evaluator accordingly highlights the fact that a strength

can be a weakness too.

The table also shows that many of the weaknesses identified occur not only across the three

different country categories, but also among the new Member States and the good-practice cases.

As mentioned, these are good-practice cases by virtue of the fact that they have succeeded in

overcoming important barriers, weaknesses and threats. This means that several of the


weaknesses identified in relation to the good practice studies have already been overcome and only

play a minor role today. However, they have been weaknesses that were encountered at the

institutions in the process of their integration of e-learning. Therefore it must be emphasised that

the role they play in the front-runner countries and good-practice cases versus middle group

countries and beginner countries is different.

The opportunities identified in the SWOT analysis are seen in the following country categories:

Table 6: Overview of opportunities in relation to the use of e-learning in iVET

Opportunities

Front-runner

countries

Middle group

countries

Beginner

countries

New

Member

States

Good

practice

cases

Momentum

towards the

information

society

• • • • •

Increased

requirements

from the labour

market

concerning IT

skills

• • • • •

National focus

on e-learning:

strategies,

action plans and

funding

• • • • •

Emphasis on e-

learning at EU

level:

initiatives,

projects and

funding

• • • • •

Public-private

partnerships

regarding e-

learning

•

• •


Opportunities

Front-runner

countries

Middle group

countries

Beginner

countries

New

Member

States

Good

practice

cases

Co-operation

between iVET

institutions

regarding e-

learning

• • • • •

Increased

competition

among iVET

institutions

•

•

Availability of

adequate e-

content

• •

• •

The table shows that most of the opportunities identified are common to all three country

categories but also occur among new Member States as well as the good practice cases. However,

the extent to which they occur varies. As was mentioned in the analysis, the evaluator considers

that some of the opportunities are more general than was initially indicated. For instance, this

applies to the opportunities created by competition among the iVET institutions. The evaluator

considers that it is unlikely that this opportunity should exist only among the beginner countries.

The opportunity concerning the availability of e-content cannot be identified in relation to the

beginner countries. The evaluator considers that the fact that this opportunity is only apparent in a

front-runner country and a middle group country means that the availability of e-content is

relevant as a potential opportunity for the increased future use of e-learning in all Member States.


The threats identified in the SWOT analysis are seen in the following country categories:

Table 7: Overview of threats in relation to the use of e-learning in iVET

Threats

Front-runner

countries

Middle

group

countries

Beginner

countries

New Member

States

Good

practice

cases

Lack of e-

content • • • • Lack of

political focus

and unified

strategy at

the national

level

• • • • •

Lack of

funding • • • • •


10. Lessons learned from the good practice case studies: Prerequisites for success and reasons for failure

On the basis of the lessons learned from the seven good practice case studies this chapter

identifies, analyses and describes potential success factors and reasons for failure in relation to the

use of e-learning in iVET.

In the process of integrating and using e-learning, the good practice institutions have experienced

these reasons for failure, some of which have already been overcome while others still remain as

challenges to some extent. The success factors are those that have helped in the integration of e-

learning, and which in some cases have helped to overcome barriers and weaknesses.

As these success factors and reasons for failure have been identified in relation to the good practice

institutions, they represent valuable lessons learned regarding the integration and enhancement of

the use of e-learning in iVET as a whole in the EU. They enable an understanding of possible

success factors and possible reasons for failure in relation to the use of e-learning in iVET in

general.

Please refer to Annex G for further information on the case studies.

10.1. Prerequisites for success

From the good-practice case studies, the evaluator considers that the following are some of the

most important success factors or prerequisites for success in relation to the use of e-learning in

iVET:

• Committed and innovative management

• Ownership among the teachers

• IT and e-learning strategy at the institution

• Trailblazers and front-runners among the teachers

• A strong focus on the training of teachers

• Reliable and effective IT support


• Student motivation, high level of IT skills and adequate equipment at home

Committed and innovative management

The evaluator considers that the successful integration of e-learning presupposes commitment and

support from the management of the iVET institutions. Similarly, it presupposes an innovative spirit

among the management. Accordingly, the management must take the lead in integrating e-

learning at the institution. The management must place strong emphasis on e-learning, requiring it

to be integrated into the teaching and learning. In addition, the management plays an important

role in selling the new idea to the teachers. In order to convince the teachers it is important that

the management clearly believes in it and stands behind it. Finally, the successful use of e-learning

presupposes that the management has the willingness and ability to learn from experience and


overcome the barriers met. (This lesson learned stems from the case studies conducted in Austria,

Finland, France, Ireland, Spain and the United Kingdom.)

Ownership among the teachers

The evaluator considers that the combination of a top-down and a bottom-up approach is a

prerequisite for successfully integrating e-learning and maintaining the good results. As has been

mentioned above, the management must take the lead through a strong emphasis on e-learning.

However, the successful implementation of the ideas (i.e. the successful integration of e-learning)

considerably depends on the involvement of the teachers in the decision-making process and in the

general process of integrating e-learning. The management’s decisions concerning how to actually

use e-learning should be based on thorough discussion involving both teachers and management in

order to create ownership among the teachers, which ensures sustainability. Accordingly, a

precondition is encouraging rather than compelling the teachers to use e-learning. This may mean

somewhat slower integration of e-learning. On the other hand, it means that the teachers will have

a more positive attitude towards the e-learning due to their ownership of it, which is essential for

its implementation. Finally, the students’ perspectives should also be taken into consideration

before making decisions. (This lesson learned stems from the case studies conducted in Austria,

Finland and Spain.)

IT- and e-learning strategy at the institution

The evaluator considers that the existence of an IT and e-learning strategy at the iVET institution

can be a precondition for successful integration and use of e-learning, provided it is not merely

symbolic. A strategy can play an important role in the integration of e-learning, because it focuses

on e-learning at the institution, sets goals, and allocates money for buying equipment and

investing in infrastructure. In addition, goals for the training of teachers can help to overcome the

barrier that is represented by their lack of e-learning competences. Also, a strategy can contain

guidelines for the actual use of e-learning in teaching and learning that state how the teachers are

supposed to use e-learning. The existence of a strategy can lead to a more systematic and

deliberate approach to the integration of e-learning. However, the evaluator considers that the

success of the strategy to a certain extent requires that teachers should be actively involved in the

discussions concerning the use of e-learning and the strategy itself. Finally, evaluator considers

that the lack of a systematic IT and e-learning strategy can have particular consequences – e.g. by

making the use of e-learning arbitrary. In the evaluator’s opinion, the absence of a systematic

strategy increases the importance of a positive attitude among the management. (This lesson

learned stems from the case studies conducted in Finland and Spain.)

Trailblazers and front-runners among the teachers

The evaluator considers that a precondition for the successful integration of e-learning is the

existence of trailblazers among the teachers. These front-runners are positive towards e-learning

and have the IT competences needed to use it – or are at least willing to acquire and improve

necessary IT skills in order to integrate it. This group of teachers plays an important role in the

process of integrating e-learning, as they are the ambassadors who will sell the idea of e-learning

to their colleagues. Accordingly, they will make the benefits clear to the other teachers in order to

overcome their scepticism and reluctance. The combination of this approach with active support


and commitment from the management is a success factor for the use of e-learning. An aspect of

this successful approach is the willingness of the management to allow front-runners among the

teachers to test their ideas and to provide them with the conditions needed to integrate e-learning.

(This lesson learned stems from the case studies conducted in Austria, Finland, France, Ireland,

Spain and the United Kingdom.)

A strong focus on the training of teachers

The evaluator considers that a successful integration of e-learning presupposes that the institutions

will have (and will maintain) a strong focus on the IT training of their teachers. In addition, it is not

only important to offer such training to the teachers. It is equally important to allocate time for

them to participate in it, as the lack of time is seen as a barrier for the training of teachers. The

evaluator considers that one of the most important barriers for the successful integration of e-

learning in teaching and learning is scepticism and the inadequacy of IT skills among the teachers.

The good practice institutions have gradually overcome this barrier, and today they are minor

factors. However, the attitudes and notably the skills still vary considerably among the teachers

and therefore the use of e-learning is generally still highly dependent on the individual teachers’

skills and motivation. (This lesson learned stems from the case studies conducted in Austria,

Finland, the United Kingdom and Spain.)

Reliable and effective IT support

The evaluator considers that technical support and guidance is a prerequisite for success. It is clear

to the evaluator that effective and reliable technical assistance plus personal guidance are essential

for the integration of e-learning, and for the practical usage of IT and e-learning in daily teaching

and learning. The ability of teachers to get help when they need it is a prerequisite for a positive

attitude towards e-learning among the teachers. Accordingly, the existence of a reliable support

function makes the teachers feel more comfortable with using e-learning in teaching and learning,

and correspondingly increases its use. (This lesson learned stems from the case studies conducted

in Austria, Finland and Spain.)

Availability of adequate e-content

The evaluator considers that the availability of adequate good-quality e-content is a precondition

for the successful use of e-learning in iVET. A successful integration of e-learning in iVET

presupposes that the learning material is tailored to the specific educational area and course, so

that it is highly relevant to the specific purpose. It is also clear to the evaluator that on the one

hand, it is important to develop sophisticated e-content that motivates students and teachers. On

the other hand, if blended learning or distance learning is being considered, the students’ domestic

technical facilities must be taken into consideration in order to achieve the successful use of e-

learning. For instance, the solutions used should be fast to download, because many students lack

access to high-speed connections. Accordingly, it is important to keep the design of e-content and

learning platforms fairly simple, while at the same time getting the most out of them. (This lesson

learned stems from the case studies conducted in Ireland and the United Kingdom.)


Student motivation, high level of IT skills and adequate equipment at home

The evaluator considers that the students’ motivation in relation to the use of e-learning in

teaching and learning is a precondition for success. If the students are motivated and are

demanding to use e-learning in their teaching and learning, e-learning is more likely to be

integrated and the teachers will tend to be more positive towards it. Besides, the students tend to

benefit more from the use of e-learning if they are positive towards using it. A related precondition

for success is preparing students for the use of e-learning by providing them with the IT skills they

require, as students with the necessary IT skills are more likely to benefit fully from the use of e-

learning in teaching and learning in iVET. Finally, a precondition for success relates to the students’

home equipment. When students have adequate equipment at home (a computer and a high-speed

internet connection), the scope for using e-learning for teaching and learning increases. This

applies to the use of e-learning in general, and to the use of blended learning and distance learning

in particular. (This lesson learned stems from the case studies conducted inter alia in Austria,

Finland, Ireland and Spain.)

10.2. Reasons for failure

On the basis of the good-practice case studies, the evaluator considers that the following factors

are some of the most important reasons for failure in relation to the use of e-learning in iVET:

• Assuming there is no need for the training of teachers

• Assuming that the students have the necessary skills

• Unstructured use of discussion forums and chat rooms

• Lack of access to computers and internet

Assuming there is no need for the training of teachers regarding the new approach

It is clear to the evaluator that ignoring the important step of training the teachers in technical

matters as well as the pedagogical use of e-learning is a major reason for failure. The management

cannot just assume that teachers are able to teach using an e-learning approach without any prior

introduction and rely solely on their general teaching experience, since the new e-learning based

approach is quite different from traditional teaching and learning. In order to succeed it is

necessary to prepare the teachers to use the new approach. The evaluator considers that

inadequate training of teachers is a common reason for failure, even when active steps have been

taken to overcome it. (This lesson learned stems from the case studies conducted in Ireland,

Austria, Finland, France and Spain.)

Assuming that students have the necessary skills

The evaluator considers that making the assumption that the students have the skills required to

use e-learning is a reason for failure. This reason for failure is especially important where blended

learning or distance learning are used (e.g. in relation to the com-model or the flex-model). If the

students have not been prepared for the use of e-learning, some of them might not be able to

complete their course. In addition, this situation will be time-consuming not only for the students

but also for the teachers, as it will put an extra pressure on them if they are continually having to

help students who run into problems. Prior to the e-learning courses active steps must be taken in


order to ensure that all students have the given minimum level of IT skills necessary to follow the

e-learning based courses. Virtual courses should be initiated by preparing the students for this

learning format. This could for example take the form of team-building seminars which establish

the social rules needed for successfully adapting to the virtual learning and teaching methods (e.g.

how to conduct discussions with others via e-mail or forums). Ignoring these preparatory steps is a

reason for failure. (This lesson learned stems from the case studies conducted in Germany, Ireland

and Finland.)

Unstructured use of discussion forums and chat rooms

The study shows that discussion forums and chat rooms are often set up in web-based learning

environments but are not used much, even though the teachers regard them as being useful

frameworks for knowledge sharing. The evaluator considers that one reason for failure is omitting

to schedule discussions to start at a specified time. As a consequence, students who are actually

interested in using the discussion forum might be disappointed when they use it, because no one

else is online when they log on due to the lack of planning. The evaluator therefore considers that

the successful use of discussion forums and chat rooms presupposes prior planning of the

discussions. To structure the use of the discussion forum, timetables for the various subjects to be

discussed should be agreed among teachers, students and workplace tutors to make them

convenient for all parties, which increases the likelihood that the forum will be used. The evaluator

considers that an additional reason for failure may be that many teachers do not know how to

encourage online interactivity between students. The training of teachers is a way of solving that

problem. Finally, the evaluator considers that a reason for failure is that some teachers find it very

difficult to cope (not at least in relation to the time they spend), because they need to intervene

frequently in order to keep the discussions on track and supplement the students’ questions and

reflections with their own knowledge and answers. A solution is careful planning of the time

resources needed by the teacher, as well as consideration of the exact purpose and benefits of the

interactive services before they are set up and introduced to the students. (This lesson learned

stems from the case studies conducted in Finland, Ireland and the United Kingdom.)

Lack of access to computers and the internet

It is obvious that the absence of adequate equipment and infrastructure at iVET institutions

represents a reason for failure. Apart from this, the evaluator considers that a further reason for

failure is the fact that some students do not have computer and internet access at home or at their

workplaces during their on-the-job training periods. This impedes the students’ ability to benefit

fully from the use of e-learning in teaching and learning, and creates an inequality of opportunity

among the students. The lack of access to computers and the internet prevents the students from

participating in online discussions and having access to the learning material contained in learning

platforms etc. The evaluator considers that this is mostly a problem during the periods of on-the-

job training, when students could truly benefit from discussion forums and chat rooms in order to

keep in touch with their institution-based teachers for the purpose of integrating their theoretical

and practical knowledge. In addition, with computer and internet access the students can take

advantage of the on-line platforms that contain the theoretical content of their courses, which can

be very valuable and useful to be able to consult during their on-the-job training. The evaluator

considers that providing students with USB flash drives is a relatively easy partial solution to this


problem. The use of flash drives means that students can use the learning platform services

without having access to the internet. Another solution is using learning platforms that allow

students who do not even own a PC to use a television set instead. (This lesson learned stems from

the case studies conducted in Finland, France and Germany.)


11. Future scenarios

This chapter presents some future scenarios which were developed with the purpose of creating

several possible alternative visions about the future use of e-learning in iVET. The chapter is based

on the conclusions from the expert workshop in which the following experts in the field

participated:

Table 9: List of experts participating in the workshop

Participating experts

Name Organization/Institution Earlier participation in the study

Mr. Pete Hodgson Western College Consortium, United Kingdom Case study Ms. Sirkka Wiman Espoon Terveys- Ja Sosiaalialan Oppilaitos, Finland Case study Mr. Hans Hebenstreit

HAK und BHAK Zell am See, Austria -----

Ms. Tove Larsen Tietgen School, Denmark ----- Ms. Jill Clair QCA, Qualifications and Curriculum Authority, United

Kingdom -----

Ms. Carina Baptista Penitenciary Training Centre

(formerly at: Institute for Innovation in Training), Portugal

Interview with government representative

Mr. Johan van der Sanden

Eindhoven University, Netherlands -----

Ms. Valérie Hellouin

Centre INFFO, France -----

Mr. Gilberto Collinassi

EnAIP ISP, Innovation, Development & Design, Italy Interview with stakeholder

Other participants

Name Organization/Institution Ms. Patricia De-Smet

EU Commission, DG Education and Culture

Mr. Peter Baur EU Commission, DG Education and Culture Ms. Eila Heikkilä CEDEFOP

The aim of the chapter is not to anticipate and predict what will happen in the future but to shed

light upon the factors that are and will be drivers for future development, and to visualise the

future conditions affecting the use of e-learning in iVET the EU.

This chapter tries to anticipate the needs and use of e-learning in iVET in the near future. It

assesses how e-learning supported teaching and learning could support a stronger European

dimension in iVET and facilitate lifelong learning.

The chapter validates the new models of education and training that have been developed (i.e. the

com-model, the flex-model and the sim-model), as the experts agree that the models are already

being used in iVET today. However, the experts draw attention to the fact that their use is still

relatively limited in relation to the immense potentials of the models, due to high cost of the

technology and the constraints on the technological solutions. The experts consider that the use of

these three models will increase extensively in the future as prices gradually decline and additional

technological solutions become available thanks to technological advances. So while today the e-

learning scene is principally dominated by the front-runner institutions, the future is likely to see

the general use of these three models of education and training in iVET, all of them based on an

extensive use of e-learning.

In addition, the chapter validates and elaborates the results from the SWOT analysis, as the

experts are generally in agreement concerning the factors identified in the analysis. The experts

point to drivers and barriers for the future scenarios that are similar to the factors indicated in the

SWOT analysis in relation to the present use of e-learning.

11.1. Future scenarios

At the workshop the experts were divided into groups so that they could discuss future scenarios

concerning the use of e-learning in learning and teaching in iVET. The main question to be

discussed by the experts was how the use of e-learning in the future will support the integration of

theory and practice in iVET.

Experts working on future scenarios at the workshop

An overall future scenario containing four key elements was generated by the participants of the

workshop and further elaborated by Ramboll Management. They relate to:

• M & M technologies

• Falling walls

• Teacher identity

• Me- and we-learning (the ‘me-student’)


According to the experts, the future scenario containing the four elements will lead to an increased

integration of theory and practice in iVET, which in turn will lead to curriculum change. The future

scenario is illustrated below.

Fig. 9: Future scenario for the use of e-learning in teaching and learning in iVET

As a result of this scenario, the experts consider that the use of the previously-described com-

model, flex-model and sim-model will increase in the future. The elements comprising the scenario

are described below.

The experts present their thoughts on the future scenarios concerning the use of e-learning in iVET

in relation to e-tutoring, knowledge management and simulations. See video

M&M technologies

One key element of the future scenario relates to the use of ‘M & M technologies’ (Modular learning

and Mobile learning) in learning and teaching in iVET. Modular learning involves the use of brief

learning objects (streaming video, video on demand). Mobile learning involves the use of mobile

technology such as cell phones, PDAs and other mobile devices.

In order to implement these forms of learning, synchronous technologies are used. Accordingly,

solutions such as videoconferencing, webcams and simulations are extensively used for teaching

and learning in iVET. In addition, mobile learning makes use of small highly advanced technological

objects that the students can bring along to the various learning and teaching settings.

Change of curricula

Future teaching And

Learning in iVET

M & M technology

Falls of the walls


Curriculum change

Future teaching and

learning in iVET

M & M technology

Falling walls



http://www.plsproject2.dk/homepage/video/workshop_.wmv


The study shows that the factors tending in the direction of this scenario are already apparent in

iVET today. However, the workshop experts consider that the full realization of this scenario will

start to be achieved as the prices of the technologies gradually decline. They therefore consider

that the use of these technologies and new forms of learning will increase in years to come.

According to the experts, this scenario is beneficial for the students, since it provides new sources

of knowledge and involves new ways of learning. The use of these technologies is generally

increasing and facilitates the students’ access to information, which is accessible via websites. A

participant explains, “It is all accessible via websites. It is at your fingertips - a few clicks away. It

gives added value - information without dust.” Another expert says, “They will have access to more

and better information than previously. It is a great advantage.” As a result of the increased

access to information, this element of the future scenario stresses the need to teach students to

select information critically, i.e. to manage knowledge.

In addition, the streaming video provides the students with information about how competent

staffs do their work. This means that regardless of where the student is located, he/she will have

the possibility of watching competent staff demonstrate how things should properly be done.

Also, by using simulations the students have the opportunity to practise themselves what they

have just seen on video. A participant states, “By using video and simulations they learn how

competent individuals do it. They can see something and be in it themselves using simulations.”

According to the experts, the use of the sim-model described previously will increase in the years

to come.

Therefore, according to the experts the manner in which e-learning is used in teaching and learning

in this scenario definitely supports the integration of theory and practice.

In spite of the advantages of this scenario, the experts emphasise the need to learn via direct as

well as indirect experience. The experts consider that there is great potential for the use of e-

learning to provide indirect experience. Accordingly, by using streaming video the students are

given access to experienced individuals, providing the students with the indirect experience they

need. “In this way they have access to indirect experience. By using video on demand they are

shown how it is done ideally. The exchange of knowledge between workers can be exploited

strongly through IT and e-learning. This is a strong advantage.”

On the other hand, the experts agree that the direct experiences needed cannot be obtained solely

through e-learning. Accordingly, the use of simulations is not enough to provide the students with

direct experience. Face-to-face learning and hands-on experience is needed in order to obtain the

right qualifications. An expert says: “By using IT and e-learning you can learn all the theory, but

practice for real is necessary in order to be able do it for real and know how to do it for real.

Simulation is different from real practice. It is important to have access to other competent people

in order to learn. For this IT and e-learning can be used. But it is also important to have access to

your own mistakes.”


Falling walls

Another key element of the future scenario emphasises various ‘falling walls’ resulting from the use

of e-learning in learning and teaching in iVET:

• A falling of classroom walls

• A falling of the walls separating school-based and workplace-based teaching and learning

• A falling of the walls separating school from home and institution from workplace

• A falling of the walls separating teachers from different iVET institutions

The scenario implies a falling of classroom walls through the use of e-learning. The use of e-

learning means that school-based teaching and learning are not restricted to taking place in

physical iVET institutions. Instead, virtual learning and teaching prevails, which means that

students can participate in their virtual learning and teaching from home or from the workplace.

The scenario also implies a falling of the walls separating the iVET institution and enterprises – i.e.

school-based and workplace-based teaching and learning. As a consequence of the falling of the

classroom wall, school-based learning can take place at the workplace instead of the student

having to be released in order to be physically present for school-based learning and teaching.

According to the experts this opens up the potential for lifelong learning as it becomes easier to

attend courses. In addition, it holds great potential for early school leavers as education becomes

accessible to them. According to the experts there will be intensified co-operation with enterprises.

Another aspect of the falling of walls between iVET institutions and enterprises relates to the

existence of similar learning at the workplace and the institution. Due to the use of similar

equipment in institutions and workplaces, the knowledge acquired in both settings is directly

transferable and applicable.

Thirdly, the scenario implies a falling of the walls separating the iVET institution and the home, as

well as of those separating institutions and enterprises (i.e. teachers and trainers). According to

the experts the use of the com-model described previously will be extended in the future. By

extensively using discussion forums, chat rooms etc., communication will increase. However, the

model will not only include extensive communication between students and students and teachers.

According to the experts the model will also lead to increased communication between institutions

and enterprises. For instance, teachers and trainers will discuss learning processes and approaches

etc. According to the experts, such increased communication will lead to the increased integration

of theory and practice. In addition, it will improve the teachers’ knowledge of the practical world,

as they will be kept continuously up-to-date concerning new developments in the field in question.

It will also lead to increased communication between the institution and the home.

Fourthly, the scenario implies a falling of the walls between teachers from different iVET

institutions. The use of e-learning provides the teachers with an opportunity to work together

across iVET institutions, and also across regions. The experts are convinced that interaction

between teachers will increase in the future as they become more familiar with using e-learning,

and as the infrastructure and access to IT equipment improve. The experts see this as being highly

useful for novice teachers and hence also for the students.


Teacher identity

A third key element of the future scenario relates to the teachers’ roles and identity, which are

changing due to the use of e-learning. According to the participants at the workshop, the use of e-

learning implies the prevalence of a new pedagogical approach. This approach stresses teamwork

and problem-based learning in which students are supposed to solve concrete problems. This will

lead to a new role and identity for the teachers. The experts suggest that instead of being a

lecturer the teacher will instead become a learning facilitator or knowledge manager who helps the

students to find answers for themselves instead of supplying solutions. An expert explains, “This

leads to a new role for the teacher, who becomes a facilitator… The teacher only gives hints, not

solutions.”

In addition, the use of e-learning is itself changing the role and professional identity of the teachers

due to the prevalence of e-learning and e-teaching, which often takes place virtually instead of in

the traditional classroom setting. The teacher accordingly becomes an e-mentor or e-tutor.

Me- and we-learning

The fourth and final key element of the future scenario relates to ‘me- and we-learning’. The use of

e-learning in teaching and learning in iVET leads to ‘me-learning’. Through the use of e-learning,

teaching and learning in iVET become more flexible and individualised. Hence the learning and

teaching are customised to meet the specific needs and demands of each student. Learning is

characterised as ‘me-learning’ because it focuses on the individual student - the ‘me-student’. This

means that the use of the flex-model previously described will increase in the future.

Since the students have different interests, learning capabilities and requirements the students will

design and plan their own learning process jointly with the teachers. As a consequence, this

scenario stresses individualised learning that caters to the particular needs of the students.

In addition to emphasising me-learning, this scenario is characterised by ‘we-learning’. The use of

e-learning in teaching and learning in iVET leads to individualised learning, but at the same time

this scenario emphasises collaborative learning. In e-learning, teaching and learning is based on

teamwork and e-peer to peer learning.

Both me-learning and we-learning focus on learning to learn and learning to think. According to the

experts this is critical, as it prepares the students for lifelong learning.

11.2. Drivers and barriers in relation to future scenarios

The experts point to various drivers and barriers in relation to the future scenarios developed.

These are described in the following.


11.2.1. Drivers for the future scenarios

The experts identify the following drivers for the increased future use of e-learning in iVET, i.e. for

the realisation of the future scenarios described above:

• Supportive management and ownership

• Development of pedagogical thinking

• Teachers’ attitudes and competences

• Students’ requirements

• Adequate infrastructure and technology

• Availability of e-content

• Prevalence of partnerships

• EU initiatives

Supportive management and ownership

The experts emphasise that active support and commitment from the management in combination

with ownership throughout the organisation is a powerful driver .

In the beginning of the process, everyone must be involved (management, teachers, students as

well as technical and pedagogical technicians) in order to create ownership and commitment to e-

learning throughout the institution. However, later in the process the management needs to take

the lead and insist on the implementation of the e-learning process.

Development of pedagogical thinking

According to the experts, a driver for the future scenarios relates to the prevalence of a new

pedagogical approach which is already emerging today. This involves a shift away from an

emphasis on content to focusing on the competences that are required in working life. Accordingly,

teaching and learning are based on a problem-solving approach, collaborative learning and project

work.

Teachers’ attitudes and competences

According to the experts, an important driver relates to the teachers’ attitudes and skills. In their

view it is important to support teachers in the new pedagogical role that is being brought into

existence for them through e-learning. The reason is that a positive attitude towards e-learning

among the teachers is a highly important driver for the practical application of e-learning in

teaching and learning. As a consequence, initiatives that create greater teacher confidence in how,

when and when not to use e-learning/e-teaching are very important. Initiatives that promote the

acquisition of appropriate qualifications (pedagogical as well as technical) and attitudes are an

important driver in relation to the future scenarios. In addition, specialised support

services/teacher training focusing on SME trainers/tutors are important, according to the experts.

Students’ requirements

The experts consider that an important driver relates to the students’ desire to use e-learning in

teaching and learning in iVET. According to the experts, the students will actually drive the

changes, as their education will be customised to suit their individual needs.


Adequate infrastructure and technology

According to the experts, an important driver is having an appropriate amount of it as well as

adequate infrastructure and technology being of high quality. The experts also point to the

importance of access to the internet, connection speed and adequate bandwidth. In addition, they

highlight the importance of security issues. Finally, the experts stress the importance of both

pedagogical and technical support.

Availability of e-content

The experts stress that the availability of sufficient and appropriate e-content is an important driver

in relation to the future scenarios.

In addition, the availability of and easy access to more concrete models of work practice (e.g.

streaming video, video on demand) for students and teachers will be a driver. The profession itself

must assist in developing e-content. According to the experts, the e-content should focus on an

interdisciplinary approach in the use of the learning resources. Additionally, the developers of e-

content must focus on developing good quality e-content and strengthening the pedagogical

approach. Finally, the e-content must be attractive and suited to the particular users and

curriculum.

Prevalence of partnerships

The experts point to various kinds of partnership as representing an important driver in the future

scenarios.

According to the experts public-private partnerships will play an important role in the future use of

e-learning in iVET. In their opinion economic necessity will lead to extensive and useful

collaboration between the iVET institutions and the workplaces they serve. In addition, close co-

operation concerning the use of e-learning in iVET is needed in order to meet the needs of

enterprises. Teaches, students and employers will be working and learning together in learning

partnerships. For instance, the prevailing problem-solving learning approach will mean that

students are solving real problems for industry through the use of e-learning, which will bring

learning closer to reality. Due to these partnerships, the students’ qualifications will keep up with

the needs of the labour market, which represents a related driver for the use of e-learning and for

the future scenarios. According to the experts these partnerships are a particular driver in countries

where the structure of the iVET system does not itself provide a link between the institutions and

the real world because of their purely school-based training.

Finally, the experts consider that IT-supported learning partnerships will increase among the iVET

institutions, which is also a driver for the future scenarios.


EU initiatives

According to the experts, EU initiatives are an important driver for the future use of e-learning in

iVET.

For instance, in their view EU initiatives that focus on the construction of e-learning partnerships

across Member States are highly important to their development. The experts also consider that EU

initiatives covering the development of skills and competences represent an important driver.

Another important focus area of EU initiatives that is pointed to by the experts is the renewal of the

curriculum in the direction of e-learning, which will also be a major driver.

11.2.2. Barriers for the future scenarios

The experts point to the following barriers in relation to the future scenarios:

• Cultural factors

• Lack of research, evaluation and standards

• Conservative management

• Scepticism and lack of IT competences among teachers

• Lack of e-content and technology

• Lack of co-operation

• Lack of strategy and funding

Cultural factors

According to the experts, cultural, linguistic and other related factors could inhibit the development

of e-learning in Europe. This might represent a fear of change in some European countries. This

could lead to a drawing-out of the changes in the curricula that are needed for an increase in the

use of e-learning. In addition, language issues connected with the learning resources could inhibit

the future scenarios.

Lack of research, evaluation and standards

According to the experts, the lack of research, and evaluation or evaluation indicators means that

positive impacts cannot be demonstrated. Accordingly, the benefits or possibilities that are enabled

by e-learning are not being properly evaluated. This is a barrier to the future scenarios, because

many institutions prefer someone else to test new initiatives before they implement them in their

own institutions. Besides, good evaluation results might persuade the institutions to integrate e-

learning. Finally, in the view of the experts a lack of standardisation in areas such as the

terminology applied to systems and e-learning materials is a further barrier.

Conservative management

The experts consider that a conservative attitude among the management of some iVET institutions

is a barrier in relation to the future scenarios. Institutional inertia and a lack of vision and

innovation are therefore inhibitors.


Scepticism and lack of IT competences among teachers

The experts consider that many teachers are sceptical and not open to new learning methods and

are afraid of new technologies. As a consequence some teachers are not adopting e-learning, as

they consider it to be too technology-driven and that it does not add value for the user. In the

experts’ view, the fact that some teachers and trainers are not ready for the adoption of e-learning

is inhibiting the realization of the future scenarios. The inadequate training of teachers is a related

barrier, since many teachers lack the competences required to use e-learning in teaching and

learning.

Lack of e-content and technology

According to the experts, inadequate infrastructure and e-content represent a major barrier in

relation to the future scenarios. In many institutions the students have poor access to the

equipment required, in addition to which there is a lack of suitable and relevant e-content. The

experts also consider that access to online learning resources is too poor. Finally, the cost of the

equipment – not least for individuals – is too high, which also limits access.

Lack of co-operation

The experts consider that a lack of co-operation among the various iVET institutions and between

iVET institutions and the private sector in general and workplaces in particular is a major barrier.

As a consequence of the latter, iVET institutions and workplaces are two completely different

worlds, which means that an important potential link between school-based and workplace-based

teaching and learning does not exist. The lack of co-operation among iVET institutions implies a

failure to share experiences, inhibiting the future scenarios.

Lack of national political strategies and funding

The experts see the lack of national strategies and funding as being important barriers for the

future scenarios, since the existence of political strategies places a focus on the use of e-learning,

which applies pressure to the iVET institutions.

According to the experts, a lack of strategies that focus on the use of e-learning also means that

the curricula are often failing to meet current requirements in relation to the integration of e-

learning in teaching and learning. Finally, a lack of financial resources for the development of e-

learning in iVET is inhibiting the future scenarios.

11.3. Ideal world scenarios

In the workshop the experts were divided into groups in order to develop three ideal-world

scenarios regarding the future use of e-learning in learning and teaching in iVET. The starting

assumption was that the above-mentioned barriers will have been overcome.


The three scenarios that were developed emphasise different attributes. However, common

features can also be identified. Among other things, these involve:

• Informal learning and teaching via virtual networks

• Extensive use of e-learning for teaching and learning (an infinite number of technological

possibilities)

• Customised learning and teaching

The ideal world scenarios draw on elements of the scenarios described above – especially the

concept of ‘falling walls’.


Ideal world scenario 1: Ambient intelligence

Learning and teaching in iVET make successful use of a myriad of technologies (e.g.

satellites and mobile technology) arising from the solution of technological problems and

the availability of numerous technological solutions for learning and teaching at reasonable

prices. Students have access to global learning networks, and teachers all over the world

can be consulted in response to the specific needs of the students. Accordingly, thanks to

these worldwide communities of learning, teaching and practice, the scenario of these new

learning environments is characterised by customized learning that meets the individual

needs of each student. In addition, the students create their own learning programmes.

The only problem that students face is the issue of which of the wide range of available

opportunities they will choose. In addition, learning and teaching in iVET is characterised

by the fact that it occurs in the ‘experience economy’. The students are provided with

unique learning and teaching experiences through iVET.

The scenario is characterised by so-called informalisation, meaning that learning takes

place in more informal networks compared to the physical iVET institutions in which iVET

takes place nowadays. In addition, due to the immense technological possibilities, the

scenario leads to an intensification of teaching and learning because of ambient

intelligence - i.e. ambient learning and teaching possibilities. A participant in the

workshop sums it up: “All technological problems have vanished. Intelligence is

everywhere, and teachers in Padua or New York can be consulted.”

Ideal world scenario 2: Access to virtual, trans-European courses and guidance

The cornerstone of the second ideal world scenario is enhanced access to guidance for

students, including new modes of guidance. The scenario is concerned with the

opportunity of securing a job in another EU Member State.

The departure point is the situation of those students who wish to become qualified to

obtain a job in another EU Member State. This, of course, requires particular qualifications

and experience. The student himself finds information about the virtual courses needed on

the internet and subsequently enrols. Students from all over Europe who wish to get a job

in the country in question undertake these web-based courses. However, there are no

language barriers, since the material is available in all languages and communication

between students and teachers is translated in real time. The students have to submit

virtual exercises. In addition, the courses include advanced simulations in order to provide

them with more concrete experiences. An expert considers that “In this scenario the

students have access to fantastic guidance.”


Ideal world scenario 3: Cost-efficient teaching and learning

In this scenario technology is indeed facilitating learning and teaching in iVET. This means

that in this scenario there are no longer any physical iVET institutions or campuses, as

learning and teaching are exclusively virtual. Learning takes place in the workplace

environment. As a consequence, there is only a limited need for staff in the virtual iVET

settings – i.e. only a small group of staff undertaking administration and technical support.

This scenario therefore implies the potential for reducing the cost of teaching and learning.

An expert says, “As technology is facilitating learning, which takes place virtually, there

are no institutions and hardly any need for staff.”

Learning and teaching is less formal compared to today, due to the virtual structure of

iVET. In addition, learning is customised to suit the specific needs of each student. In spite

of the virtual setting, the scenario stresses the importance of social values and social life

by seeking to bring people together virtually.


12. Recommendations for future action

On the basis of its analysis of the use of e-learning in iVET and the conclusions arrived at in the

study, Ramboll Management has produced the following recommendations. These

recommendations are targeted at the respective levels involved in iVET:

• EU level

• National level

• Institutional level

Accordingly, the following recommendations for future actions represent relevant considerations for

the institutional, national and European levels in relation to the process of integrating e-learning in

iVET in the future.

Finally, the chapter includes a presentation of areas in need of further research, as well as areas in

which e-learning could be used more in the future.

12.1. EU level



other European institutions, both including institutions in countries that are still in the middle and

initial phases in relation to their use of e-learning, and also institutions in front-runner countries;

the latter too can be in need of inspiration from other institutions that are undergoing similar

processes or have experienced some of the same challenges. The EU therefore has an opportune

potential role in facilitating more interactions among the European IVET institutions.

• Many iVET institutions in Europe have extensive experience in administering IT and using

e-learning in teaching and learning, and measures should therefore be taken to encourage

the transfer of expertise within the EU through networks at a European level. It would

therefore be beneficial to establish an organisation that could support the sharing of

knowledge and networking among the European iVET institutions. For instance, an

association could be established by those European institutions which are experienced in e-

learning and in publicising good practice and experience connected with e-learning

pedagogy, content development and co-operation with private partners and other European

iVET institutions. It is also important to share and spread experiences among iVET

institutions at an international level, since iVET institutions in Australia, for instance, have

important knowledge about the integrated use of e-learning in iVET. The association should

therefore also focus on the sharing of knowledge and networking at an international level.

Accordingly, Ramboll Management recommends the EU either to directly support an

organisation that focuses on the sharing of knowledge and networking in a European and

international perspective, or to assign this task to an existing organisation. The association

could take up the task of disseminating experiences and good practice using the internet.


• Ramboll Management recommends the EU to further support research projects and other

initiatives concerning the development of standards for quality assessment in connection

with both the use of e-learning in iVET and the practical implementation of quality

assessment procedures at the national and institutional levels. As the iVET institutions of

Europe are generally not systematically applying quality assessment, and as there is an

absence of national and European strategies and initiatives focusing on quality issues, we

recommend that the assessment of quality should be a primary focus for the EU in relation

to future initiatives for supporting the use of e-learning in iVET.

• Other relevant research issues that are recommended to be supported by the EU are

content development, how to change the attitudes of teachers towards e-learning, and e-

learning pedagogies (for more information on the research issues, please see the chapter

concerning areas in need of further research below).

• The study shows that the front-runner countries are characterised by co-operation among

the iVET institutions and between institutions and private partners, e.g. in relation to the

development of e-content and the use of e-learning in new and innovative ways. In this

connection there is a need for the EU to facilitate and support co-operation among relevant

institutions across Europe which share common interests and have a similar approach and

organisational culture; and also co-operation involving institutions and private partners. For

example, the EU could consider establishing a website that includes guidelines for various

forms of partnership, good practice examples and a ‘bank’ of potential institutional and

private partners.

• Across the whole of Europe, the lack of e-content is a major threat in relation to the use of

e-learning in iVET. The process of developing and implementing e-learning in iVET

institutions is resource-hungry, and therefore the EU should encourage and support the

development of e-learning resources for Europe’s iVET courses.

12.2. National level

The recommendations concerning the national level focus on the formulation of strategies and

action plans in relation to the use of e-learning in iVET. Furthermore, these recommendations focus

on the establishment of funding opportunities both in relation to institutions that are working to

implement e-learning in their teaching and learning, and in relation to the development of e-

content and research concerning the field of e-learning.


• It is important that the use of e-learning in iVET should be identified as a key priority at the

national level, and in this connection that specific strategies and action plans for using e-

learning in iVET (as in the rest of the education system) should be formulated. The

strategies and action plans concerning the use of e-learning in iVET could focus on the

following issues:

Visions for the use of e-learning

Infrastructure and equipment

E-content

The training of teachers (in relation to both IT skills and pedagogical skills)

A politic of incentives for teachers

Students’ use of e-learning, and also IT skills

Co-operation among the iVET institutions and between institutions and

private partners

• National governments should stress the importance of e-learning in iVET in explicit ways,

and should be oriented towards the practical implementation of e-learning in the iVET

institutions. Today, a major barrier in relation to the use of e-learning in iVET is a lack of

funding. The costs associated with the provision of infrastructure, equipment, e-content,

maintenance, technical support etc. are very high, and it is costly for the IVET institutions

to maintain a high standard of IT equipment and of e-learning material as a whole.

Therefore, it is important to ensure reliable funding for the institutions in relation to their

investments in e-learning, for instance by offering earmarked national-level funding. In this

way, the institutions will have the opportunity to apply for national funding for e-learning in

iVET, which will influence both the individual institutions’ ability to implement e-learning in

their various education programmes and also the general nationwide implementation

process.

• All across Europe, the lack of e-content is a major threat to the use of e-learning in iVET.

Governments should therefore support iVET institutions in securing access to high-quality

e-learning content. Accordingly, it is recommended that national learning networks should

be established which will focus on the development and sharing of e-content and on the

development of relevant quality standards for e-content. In this connection, it is also

important to provide national-level funding for the development of e-content and quality

standards. As regards knowledge sharing and provision of national-level funding focusing

on the use of e-learning in iVET it would also be beneficial to focus on the communication

potential of e-learning (e.g. discussion forums), as the communicative aspects of e-learning

are not directly negatively impacted by the absence of e-content.

• It would be beneficial to establish national associations that could support sharing of

knowledge and experiences among iVET institutions in the countries in question. The

association could consist of experienced IVET institutions, and could focus on establishing

different networks for the national iVET institutions for knowledge sharing in specific fields,

e.g. concerning good practice in relation to e-learning pedagogy, content development,


synchronous communication or co-operation with private partners. For instance, a national

association could establish knowledge sharing and co-operation at both institutional,

community and ministerial levels via electronic networks.

• It is highly recommended that the European nations should focus on the development of

quality assessment procedures for e-learning in iVET. The quality assessment procedures

should apply equally to accreditation, certification and student authentication and should

include both quantitative and qualitative aspects. As quality assessment in most countries

is an institutional matter, and is a huge challenge for the institutions to handle, the national

level is encouraged to support initiatives leading to common standards or agreements

concerning quality assessment.

• I-twinning – the sharing and co-operation that involves several partners in relation to e-

learning issues – is highly relevant for the future implementation of e-learning in iVET.

Ramboll Management therefore recommends that co-operation between iVET institutions

and private partners should be supported at the national level. Governments should

therefore encourage both IVET institutions and private partners to establish partnerships,

for instance concerning content development.

• It is recommended to support research in relevant fields concerning the use of e-learning in

iVET, e.g. in relation to developing innovative ways of using new technology in iVET,

content development, how to change the attitudes of teachers towards e-learning, and e-

learning pedagogies. (For more information on the research issues, please read the section

concerning areas that require further research below.)

12.3. Institutional level

The study has identified a range of internal factors, which are important for the integration and use

of e-learning at institutional level. In relation to the use of e-learning, the European iVET

institutions are accordingly recommended to:

• Develop and implement a clear and focused IT and e-learning strategy which matches the

needs and possibilities at the institution in question; and to develop European and national

strategies concerning e-learning in iVET.

• Ensure that they have adequate and appropriate infrastructure and equipment that will

enable them to follow national and institutional e-learning strategies and action plans.

• Initiate I-twinning, e.g. through partnerships with other iVET institutions inside or outside

their own countries, and by establishing partnerships with private partners. The

partnerships with other institutions and/or private partners could for instance focus on the

development of new e-content and the sharing of knowledge and experiences concerning

the use of e-learning.


• Actively support the use of e-learning among teachers and students at the management

level. In relation to teachers, the use of e-learning can be supported via funding, via

effective technical support that is able to help teachers in their daily practice, and via the

formal recognition of the increased IT skills of teachers. The support of the students’ use of

e-learning can be supported inter alia through implementing e-learning issues in the

students’ curriculum.

• Ensure a high level of IT competences among the teachers, e.g. through systematic

training of teachers, via provision of personal computers and home internet access to

teachers, and through the development of a politic of incentives for teachers.

• Ensure that the sharing of knowledge and good experiences between teachers takes place.

This can for instance be done by establishing structures that motivate networking and the

sharing of knowledge among the teachers in an individual institution, and between teachers

from different institutions. Furthermore, the teachers’ positive attitudes and motivation

concerning the use of e-learning can be supported through trailblazers and front-runners

among the teachers who can promote and explain the positive advantages of e-learning to

their colleagues.

12.4. Areas requiring further research

Interviews with experts, government representatives, managers and teachers plus the case studies

have pointed to the desirability of further research in the following areas:

- The development of standardised ways of evaluating and assessing the quality of e-

learning in iVET, including how to quality assure and accredit e-learning courses.

- Best practice in terms of content development. Development of common standards.

- Changing the attitudes and culture of teachers: How are incentives for the improvement of

teaching in which e-learning is used created? How is effective politics of incentives for

teachers formulated at national and institutional levels?

- Organisational issues affecting e-learning in iVET: The management of innovation, the

sustainability of solutions, and how to increase the iVET managements’ focus on

innovation.

- Research concerning e-learning pedagogies and pedagogical interactions between iVET

students and their teachers/tutors

- Cost/benefit studies of e-learning: Where is e-learning effective? And why?

- How to support the use of e-learning through the physical surroundings at the iVET

institutions. What comprises good practice in relation to the improved support and

facilitation of the use of e-learning in terms of the layout of the physical environment?


12.5. Areas where e-learning could be used in the future

Below follows a presentation of the respondents’ assessments of areas in which e-learning could be

used in the future. For a scenario-based description of the use of e-learning in the future, please

see Chapter 11.

Few respondents are able to identify particular areas where e-learning could be deployed more

extensively in the future. However, the respondents generally expect e-learning to be used more in

iVET in the future. This applies not only to the current use of blended learning in the European

institutions today, but also to the use of distance learning.

Today e-learning is primarily used in a blended format in which the students learn through a

combination of e-learning units, hands-on learning at their workplaces, and classroom teaching.

However, the respondents consider that distance learning might be used more in the future. In

some Member States, e.g. in Finland, several teachers and managers are convinced that pure e-

learning will be used within the next few years, while in Portugal, for instance, there seems to be

more resistance towards pure e-learning for cultural reasons. Generally, pure e-learning in the

sense of distance learning is currently regarded as being more suited to adult education, but it has

been mentioned by both teachers, managers, and government representatives that pure e-learning

could also be used more in iVET in the future.

As for practical learning, it has been mentioned that the additional use of e-learning would not

necessarily improve the teaching and learning that takes place because practical learning generally

requires real hands-on experience. This means that e-learning might be less relevant for the

practical than for the theoretical world. However, simulation is seen by most interviewees as an

important means of linking the theoretical and the practical worlds. On the other hand, the use of

e-learning is highly relevant to both the practical and the theoretical worlds in the sense that an

increased use of e-learning can usually improve teaching and learning in both settings.

Some fields/subjects are less computerised than others, e.g. those which deal with topics related to

agriculture, fishing and quarrying, and public and personal services. Nevertheless, as society in

general moves towards the ever-greater integration of IT in all aspects of life, several respondents

consider that the iVET education programmes concerning these fields/subjects will probably expand

their use of e-learning further in the future.

Finally, several respondents suggest that e-learning could be used more for the testing and

assessment of student skills. This is an area which is relevant to iVET students in general, and is

therefore not related to specific fields/subjects.