1. Workgroup Vulnerable groups at risk of exclusion ICT for Social Inclusion Ivan Stojilovic & Gordana Stankov Stojilovic, IAN Peter Pavlogy, DemNet Serbia, 24.09.2015 This project has been funded with the support of the Lifelong Learning Programme of the European Union

2. Themes for discussion Tools and methodology Goals, successful strategies / best training practicies, tools and methodologies Awareness raising Best ways to target vulnerable groups Possible cooperation of TE members/ joint projects Persons with disabilities Elderly Migrants Rural population Women Unemployed

3. ICT and Social Inclusion Are the links between digital and social disengagement really significant? Is digital engagement primarily driven by one’s socioeconomic status? Can ICTs help disadvantaged individuals improve their position in society? Helsper, Ellen (2012) A Corresponding Fields Model for the Links Between Social and Digital Exclusion, Communication Theory, Volume 22, Issue 4, p 403–426 Helsper, Ellen (2008) Digital inclusion: an analysis of social disadvantage and the information society. Department for Communities and Local Government, London, UK

4. Social exclusion Exclusion can be divided into four broad fields grouping Economic (income, employment, access to financial services), Cultural (norms, beliefs, aspirations), Social (norms, beliefs, aspirations), and Personal resources (psychological and physical well- being and aptitudes)

5. Digital exclusion Four areas from which one can be excluded: Access to Internet or other ICTs, Skills, Attitudes (usefulness and dangers of ICTs), and Types of engagement (basic, intermediate, and broad engagement / entertainment, information, finance, and social uses) Digital inclusion is less determined by whether someone uses technologies and more by whether the nature of their use enhances their life However, just having the right access, skills, and attitudes without actually making broad use of ICTs would surely not improve digital and, therefore, social exclusion

6. Digital inclusion Social inclusion

7. Levels of digital and social exclusion Deep social exclusion consists of a combination of no or little education, low income, unemployment, health problems, and low social status. Deep digital exclusion consists of no access or access only outside the home, no or low quality access at home, negative attitudes towards technologies, and a limited use of the Internet Those who are most deprived socially are also least likely to have access to digital resources

8. Unexpectedly (Dis)engaged Unexpectedly EngagedUnexpectedly Disengaged Those who are generally socially disadvantaged but unexpectedly digitally engaged tend to: be younger be single have higher educational outcomes have children not be retired, separated or widowed Those who are generally socially advantaged and unexpectedly digitally disengaged tend to: live in rural areas be older be unemployed be less likely to live in a household with children

9. Barriers to fuller digital engagement Those who suffer specific social disadvantages are least likely to benefit from the very applications of technology that could help them tackle their disadvantage: A poor education is a barrier to accessing education and learning resources on the Internet. Being elderly (and more likely to be isolated, with constrained social networks) reduces the likelihood of benefiting from social applications of the Internet.

10. Barriers to fuller digital engagement Having a disability (and potentially being less mobile) reduces the likelihood of accessing the Internet in general (which reduces the need for mobility). Being unemployed (and therefore more likely to be financially constrained) reduces the likelihood of benefiting from online buying (which could save money). Being retired, unemployed and having fewer educational achievements (and potentially being more dependent on government services and support) reduces the choice and the likelihood of benefiting from electronic government services (which can be more convenient and responsive than traditional services).

11. Conclusion Digital exclusion is a complex compound problem involving cultural, social, psychological, and economical factors. Digital inclusion must go beyond the physical connection, and access to the hardware. Importance of access, skills, attitudes, and types of engagement

12. Terms Social exclusion is the ‘‘deprivation from goods, services and activities which the majority of the population defines as being the necessities of modern life’’ Include economic, social, and political aspects of life

13. Awareness raising Encouraging vulnerable groups to become more aware of necessity of e- inclusion. What are expectations? And best approaches? Creating pan-European campaigns (Get Online Week, Silver surfers, etc.) Global - local

14. Tools, resources and methodology Identify best tools and methodology for raising e-inclusion of vulnerable groups. Identify best training practices and resources

15. Topics to address Awareness - How do we raise awareness of the opportunities of digital skills and jobs? Tools, Campaigns, Resources – How do we make the most of existing initiatives? Skills matching - How do we bridge the supply and demand for digital jobs? IT Apprenticeships, Internships & Mentoring - How do young people get on, and stay on the IT ladder?

16. Awareness Importance of digital skills among young people: exploring the issues and barriers Encouraging young people to choose ICT careers: exploring issues and barriers Creating pan – European( regional) campaigns that talks to young people

17. Tools, Campaigns, Resources How do we make the most of existing initiatives? Profiling tools and methodologies that help young people evaluate their ICT skills level and potential Support schemes for young people to upgrade their ICT skills (Pan- European, national) Employment/employability campaigns Best training practices and tools to upgrade ICT skills for young people Best motivation schemes and good practices initiatives to replicate/upscale ( Unite IT data base )

18. Skills matching How do we bridge the supply and demand for digital jobs? How to link young peoples’ career plans with employer needs at different levels At a general level ( ICT practitioners ) At a higher level within the programmimg, cloud and mobile sectors ( ICT professionals ) How can young people understand what skills are needed to get a new digital job, and where they can get those skills locally?

19. IT Apprenticeships, Internships & Mentoring How do young people get on, and stay on the IT ladder? How do we encourage and support industry to create valuable apprenticeships and internships? How can we enable and encourage in-service ICT training (when its often the first area to be cut in difficult economic times) to build a wider base of highly skilled IT professionals? How can mentoring schemes be encouraged? How do we overcome geographic issues for young people to be able to afford to take up schemes away from their homes?

20. Deliverables/Outcomes of workgroup Workplan for end 2013/ 2014 Collecton of Pan – European studies on ICT skills levels and jobs for young people Collection of support schemes, best practices and tools Plan of Pan- European ( regional ) activities to organize

21. Tools for the WG ongoing activities Webinars (every 3 months): Outcomes of the webinars: report +minutes; Next webinar planned for: December 2013 Other collaborative platforms: Basecamp, Forum on Unite IT portal

22. Establishment of workgroup – by 5 of November 2013 Development of workplan by 5 Dec 2013 Review and approval of workplan – by 20 Dec 2013 Next steps

23. Call for joint actions ! This project has been funded with the support of the Lifelong Learning Programme of the European Union