• Title: The E- Team: Partnership for Online Adult Education
    • Running dates: December 2020 – October 2022
    • Programme: ERASMUS+ KA2 STRATEGIC PARTNERSHIP – adult education, exchange of good practice
    • ID number: 2020-1-PL01-KA204-082291
    • Website: –

Description

Technology and computers nowadays are parts of our everyday life in almost all levels. From communication and business to education and entertainment. Moreover, ICT skills are essential in the labor market, for the reason that most of the business processes nowadays require a minimum level at least of digital competence.

Greece has been under a severe economic crisis since 2010, which affected both the labor market and the digitalization process of the economy. Additionally, the level of digital skills of Greek citizens is behind the EU 28 average, while Greece belongs to the category of the low-performing countries in the European Commission’s ‘Digital Economy and Society Index. However, there are initiatives from various public and private organizations, in order to develop digital skills to citizens.

The enhancement of digital skills of the wider population will create an open and more inclusive digital society and economy in Greece. A good level of digital competence nowadays is a requirement in most of the job positions in the labor market, regardless of age or another characteristic. The digital era we live in, demands every individual to acquire a good level of digital skills in order to be an active member of the digital economy and digital society. In this regard, the present report aims to identify the relevant context of digital skills, the policies, and practices regarding digital skills training, and a possible generation gap. Finally, the target group of this study is low-skilled/low-qualified unemployed persons over 45, who have fewer opportunities to develop their digital competence.

In this vein, young people who grew up and growing up in this constant technological progress, are considered to be “digital natives”, while people from older generations may be referred to as “digital immigrants” (VanSlyke, 2003). Consequently, these “digital immigrants” might feel inferior and be most fearful of technology. Various studies examined the barriers of older people regarding technology. For instance, Jimoyiannis & Komis (2006) identified four correlated dimensions regarding adults’ attitudes about ICT:

a) anxiety, resistance, or cautiousness of using technology;
b) self-efficacy and confidence in the ability to use ICT;
c) liking to use computers and ICT tools; and
d) value and usefulness of using ICT in personal life.

For those adults who are more reluctant and resistant to technology, there is a need to introduce them to digital literacy, in order to participate equally in the labor market. Improving adult digital competence would bridge the digital gap between generations and would allow more people who are now excluded and marginalized, to be integrated in modern social life. The increasing of digital literacy in a wider part of the population will reduce inequalities and will ensure the access of more people into social, economic, and political life in the information age.

Moreover, as digital competence and ICT skills are essential for businesses nowadays, a more inclusive approach in digital competence education will allow people from older age groups, to strengthen their position in the labour market and better access to employment.  In the European Commission’s annual ‘Digital Economy and Society Index Greece ranks in the last places and so belongs to the cluster of low-performing countries.

More specifically, in terms of connectivity, Greece features wide availability of fixed broadband, but the transition to fast broadband connection is slow and prices are relatively high, while Greece remains last in NGA coverage per household. Regarding human capital, though more people are using the internet nowadays, ICT skills levels remain low. However, a positive sign for the future is the number of science and technology graduates, which is relatively high. Additionally, Greeks are active internet users of social networks and online content, while internet banking usage is growing as well. (EC, 2017).

Our project’s main objective to support educators working with adults (teachers, instructors, trainers, mentors, etc.) in making use of various ICT and other solutions that improve the quality and accessibility of adult learning will contribute towards. The project shall contribute to increasing adults’ participation in lifelong learning activities.

The direct goals of the project include creating a database about ICT and modern methods in adult education, enhancing partners’ potential as providers of adult education and expertise in this area, as well as generating resources (scenarios, solutions, approaches, etc.) that will help educators across Europe develop their online offer.”