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Requirements Report based on comparative analysis w/eScouts sample August 2014.

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Presentation on theme: "Requirements Report based on comparative analysis w/eScouts sample August 2014."— Presentation transcript:

1 Requirements Report based on comparative analysis w/eScouts sample August 2014

2 2 Context Analys results: Youth survey Youngsters: comparison w/eScouts Country No of Surveys % of Surveys Spain2717.09% Italy3421.52% UK2515.82% Germany2314.56% Poland2415.19% Bulgaria2515.82% TOTAL158100%

3 3 Context Analys results: Youth survey In eScouts (2011-2012), sampled youths were a kind of socio-economic “elite”. At their early age (mostly 17-21) they were well educated, with good level of languages, low drop-out rates from school, and 94% private computers with internet access (already in 2011). A third part of them had started an independent living, a high percentage have been a volunteer, This was seen as an advantage for the project, provided that the e-Facilitators were able to keep their interest and motivation along the learning circle. In Trans-eScouts, youngsters are comparatively less educated (secondary school predominates), are less proficient in English, a quarter have interrupted their studies, 89% access internet from home. Only 17% is economically independent and a half have been volunteer. This might require reinforcing their interest on volunteering and transversal skills like learning-to-learn or a sense of initiative Socio-economic profile

4 4 Context Analys results: Youth survey In eScouts the sample showed a proficient knowledge of computer and internet operations and administration of operative systems. They were more experienced using office tools than multimedia; only a small part of them was able to write computer programmes or webpages. They showed an intensive use of Web2.0 tools but less familiarity with responsible and confident use of Internet, content syndication or new copyright schemes (e.g. creative commons) which would require a more critical use of Internet. It was detected in eScouts a higher interest in gaming than in studying; this was seen as relevant for the design of the learning path for youths, both in their role of trainers or mentees The profile of Trans-eScouts sample is similar, with the addition that respondents lack of sufficient knowledge for training others and or didactics and training resources (a gap to be tackled by the project) Digital profile: competences

5 5 Context Analys results: Youth survey In both projects, their preferred location to access Internet is at home; a third part accesses Internet from educational centres, but they use scarcely the access facilities of nonprofits and public internet access centres (less in eScouts than in Trans-eScouts) surely because they have enough online resources as to be online either at home or in mobility. Paradoxically, the critical, creative, constructive and community-oriented use of internet that eScouts intends to promote takes place mainly in non formal training courses embedded in social initiatives delivered by Third Sector organizations (like Conecta Joven network in Spain), happening in less measure at school (where occasionally the critical use is reinforced, but not the other uses enumerated above) and occasionally in informal learning (as here it is contingent to the capacities of informal learners and their improvised trainers). Digital profile: spaces

6 6 Context Analys results: Youth survey As in eScouts, Trans-eScouts would have a great opportunity to promote a virtuous intergenerational learning cycle not only across the Third Sector, but also in Education, provoking a cascade effect in Society. This means finding effective strategies to engage schools and school teachers in the process (i.e. formal training actors) and infect them with its community-service approach for digital teaching. Examples of appropriation of community-service approach by the Education system might be the youngsters delivering digital training to non-IT school teachers, or embedding the training of youngsters to become e-facilitators in secondary/upper school programmes. Trans-eScouts territorial partners might consider to explore these strategies in depth as they have implications for the future dissemination, exploitation and sustainability of Trans-eScouts innovative methodology. Digital profile: a reflection

7 7 Context Analys results: Youth survey In both projects more than 80% of the youth use the computer, Internet and the mobile daily, while more than a half uses them more than 2 hours each day. Asked in eScouts about, they didn’t mention ICT as a frequent activity in their leisure time. ICT is a means so embedded in youngsters life that they don’t see to be aware of and value sufficiently their own digital competences. In the Youth sample of both projects we observe an intensive activity as consumers and communicators (most of them use Web 2.0 tools, even if a few "publish") but less evidence of more creative, collaborative and productive uses of Internet. Internet, particularly in times of Web 2.0, offers a range of opportunities that goes beyond the mere consume of information. Movements like blogging, Open Source or p2p have created the conditions for users to take the word and express their ideas or dreams, to share and circulate their creations and works, and in doing so, to collaborate at distance. There is no proof that the youngsters are aware of the potential that this may have for their future employability and fulfilled life. Digital profile: use of Internet

8 8 Context Analys results: Youth survey Untapping new potential uses of what they already know is a challenge for the training that will prepare them to become facilitators or trainers of seniors Stimulating a critical, pro-active and creative attitude towards the new technologies is a key issue that needs to be considered in the design of their training, and not only when preparing them to become trainers but when they are training others as well. Indeed, how their pupils use Internet for their own personal purposes can make them discover innovative uses for their own lives, so feedback mechanisms need to be inserted in the training modules as to promote that the youth learn innovative uses of ICT for empowerment while teaching. Therefore, it was and is still recommended that the learning design would address (in the initial modules of the training of youngster trainers) how to raise their awareness about the potential of their digital capital, and how this capital can benefit themselves (e.g. for their employability) and society in general (e.g. sharing their know-how with less digitally competent citizens). Digital profile: more reflections

9 9 Context Analys results: Youth survey Potential usefulness: as seen by surveyed Youths in eScouts, Internet can be dramatically useful for job seeking, and in second term for information searching and – surprisingly- marketing. The contrast between their perceptions on economic (high valued) versus social utility (low valued) Internet, with learning somewhere in between, is for sure an expression of youngsters personal priorities for this phase of their lives. However, eScouts learning cycle can help changing their perceptions by demonstrating them that helping others (like volunteering) is not only altruism but an opportunity to develop personal skills that can increase their further employability. Additionally, in return to their voluntary teaching to elders they will receive recompense (be mentored by those who they had previously trained). This kind of training can perfectly enhance their ethical values and sense of community while contributing to satisfy their more urgent aims (study and work). Digital profile: use of ICT resources

10 10 Context Analys results: Youth survey Seniors: comparison w/eScouts Country No of Surveys % of Surveys Spain2213.84% Italy3320.75% UK2616.35% Germany2616.35% Poland2314.47% Bulgaria2918.24% TOTAL159100%

11 11 Context Analys results: Youth survey In eScouts (2011-2012), almost a quarter seniors was living alone or in a residence. They had a range of educational backgrounds (26% highly qualified, 21% middle school certificate); a third part was digitally illiterate while a quarter middle-high e- skilled, etc. This educational heterogeneity of the senior target group was a challenge for the design of the learning circle A 40% was in training at the moment of being surveyed, with some attending more than one course. Oppositely, most of those not in training had not studied for one to three decades, demanding special strategies to reengage them in training. In Trans-eScouts, seniors don’t live in residences, are comparatively more educated (58% university level); use ICT more frequently (specially mobile) and only a quarter is digitally illiterate; more than half is in training right now. We can say that there is a kind of elite among the seniors for Trans-eScouts to benefit from Most of the sampled seniors in both projects are unskilled in English Socio-economic profile

12 12 Context Analys results: Youth survey In eScouts around a third part of the sample was digitally illiterate, while only a 25% showed a medium-high level. They learnt what they know about ICT mainly through informal learning (from relatives and friends 47%; self-taught 31%). They hardly used Internet from public spaces. Thus, it was recommended that the recruitment strategy considered how to attract seniors to public Internet access venues for training -which could be particularly difficult with those who had been out of training for years-, to make them feeling like at home (a kind of informal learning) and to address their fear to technology In both projects seniors expressed a notably more frequent use of mobiles over PCs In Trans-eScouts at least 20% access Internet from public spaces like telecentres, while only a quarter of the sample is digitally illiterate. Surprisingly 41% says not to use Internet regularly due to lack of time while 27% don’t feels its need! It will be a challenge to change their perception about Internet value. Digital profile: competences

13 13 Context Analys results: Youth survey In eScouts most popular use types were (by popularity): 1) basic communication use (email), 2) information-related uses, 3) more sophisticated communication (social networking, VOIP), information and transactions (travel, health). In Trans-eScouts three uses are by far the most popular ones: 1) e-mail, 2) information search and 3) online banking 26% eScouts respondents vs. 16% Trans-eScouts respondents declared not to have used Internet during the last 12 months Trans-eScouts sample seems to be more digital competent that its predecessor, suggesting the need to adapt training contents to this new scenario In general, seniors privilege a practical use of internet over acquiring e-skills for economic (i.e. job) or social activities (i.e. for helping others). When they are trained on digital competences by the youngsters, they might need understanding the potential of Internet to improve the life of society. At the same time, their perception prevents taking a pure online approach for their mentoring activity to the Youngsters. Digital profile: use of Internet

14 14 Context Analys results: Youth survey In eScouts a 25% was part of a social network, only a 5% had a blog/website and a 4% was writing or contributing to online newspapers, web radios, web TV, portals In Trans-eScouts these figures are somehow higher (33%, 6% and 13% respectively) while 26% ignores what a blog is. Intrestingly, they contribute to online newspapers/ web radios/ web TVs / portals at the same level than surveyed youngsters! Digital literacy courses are driven by user motivation, which is expressed through proxies like declared purposes, actual uses and potential usefulness assigned to ICT. Seniors motivation needs further exploration by their trainers, an aspect that the design of training for the digital trainers of the Senior (i.e. the Youngsters) should consider in order to equip them with appropriate psycho-pedagogic resources. Seniors’ online participation is evidently underdeveloped, either due to a lack of competence or interest. Increasing their online social participation and self expression requires a training that not only teaches how to perform online operations but digitally empowers them. This requires trainers to be pretty aware of the potential of ICT in modern society. Digital profile: use of Internet

15 15 Context Analys results: Youth survey In eScouts, sampled seniors had worked in the more diverse fields. Almost a half was already retired while a third part was still working (and the rest unemployed). Even when their occupation was related to their training/field of study (61%), their jobs have satisfied less their expectations (44%). Their main motivations (priorities) when looking for a job had been economics (77%) followed by personal fulfillment (42%). Only an 18% had been guided by the desire of having enough free time to be able to do other activities and a 14% to contribute to their community/society. Seniors economic profile is somehow different in Trans-eScouts. More respondents are retired (65%) while only 2 respondents are currently unemployed. Their main motivations to work were personal fulfilment (58%) and maintain their families (53%). Two third are partially satisfied with their whole working life (62%), while a third part is fully satisfied (33%). They worked mostly in traditional sectors (administration, education, commerce) but no one of them has experience in in jobs related to ICT While previous project had to deal with seniors lack of satisfaction, Trans-eScouts can benefit from their self-confidence and satisfaction for their expected role as mentors. Economic profile

16 16 Context Analys results: Youth survey Engaging with youths: in eScouts seniors mostly appreciate from youngsters is their energy (58%) and sense of initiative (45%) In Trans-eScouts they highlights their sense of responsibility (62%) and sense of initiative (53%) eScouts seniors think that if they had coach the youngsters, they could have helped to alleviate their lack of effort and dedication capacity (40%), exclusion of the labour market (36%), emotional instability (30%), lack of interest on studies (25%) and economic dependency from parents (25%). In Trans-eScouts the pattern is similar except for their lower confidence on reducing youth exclusion from labour market (27%). Their training as mentors will need to develop all these subjective aspects. Engaging in voluntary mentoring to the Youth

17 17 Context Analys results: Youth survey Volunteering: as formal occupation, volunteering was residual in eScouts sample. A 25% had collaborated with NGOs, 42% did some kind of social work/volunteering either in Youth associations (14%) or entities usually frequented by youngsters. Their activities as volunteers included cultural animation (13%), youth care (9%), social awareness/campaign events (9%) or education (8%). A third part had experience as group leaders (e.g. coordinator of a youth group); a 21% as a group facilitator and a 23% working with young people (under 25). In Trans-eScouts 38% makes some kind of social work/volunteering (most occupied in Cultural animation, Education & training (of others) and Elderly care). 50% has to do with NGOs (doubling eScouts figures), half of which senior associations. Seniors interact with young people beyond family context as a teacher (25%), job coordinator (22%), volunteer (10%) and/or by participating in an exchange programme (10%). 91% has experience working with youngsters while 51% as their mentor/trainer. 65% has experience leading a group. All in all, conditions are better now to develop seniors role as mentors, however… Engaging in voluntary mentoring to the Youth

18 18 Context Analys results: Youth survey … while in eScouts 66% senior respondents were interested to be trained by the youngsters and 62% to mentor one or two youngsters to better join the job market and adult life, in Trans-eScouts there is a relevant gap: 72% vs. 54% These figures suggest the need to consider not only senior volunteering experience, but their willingness to mentor, as selection criteria for their participation to the pilot Engaging in voluntary mentoring to the Youth


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