WP3.2 SURVEY OF THE TRAINING RECIPIENTS & THE CONTROL GROUP

Transcript

1 Leonardo da Vinci A EUROPEAN OBSERVATORY OF THE USE OF ICT-SUPPORTED LIFELONG LEARNING BY SMES, MICRO-ENTERPRISES & THE SELF-EMPLOYED IN RURAL AREAS WP3.2 SURVEY OF THE TRAINING RECIPIENTS & THE CONTROL GROUP GREECE NATIONAL REPORT Stefanos Dodouras Athens, August 2007

2 LIST OF CONTENTS 1. INTRODUCTION METHODOLOGY CRITICAL ANALYSIS OF THE TWO TARGET GROUPS RESULTS Training Recipients Information about Training Methods of Training Delivery Motivation for Participating in the Training Control Group People who have Received Training People who have not Received Training Motivation for Participating in the Training COMPARISON OF TRAINING RECIPIENTS OF ICT-SUPPORTED TRAINING & CONTROL GROUP DISCUSSION CONCLUSIONS LIST OF TABLES LIST OF FIGURES ABBREVIATIONS LIST OF APPENDICES REFERENCES

3 1. INTRODUCTION. The European Council meeting held in Lisbon in March 2000 proclaimed that Life-Long Learning (LLL) and the continuing updating of skills and competences represent indispensable conditions for business competitiveness, economic prosperity and social cohesion in the context of an increasingly globalised economic environment (European Council, 2000; Sellin, 2002). Apparently, emphasis was placed on the need for adaptation of European education and training systems to the requirements of the knowledge-based economy, and endorsement of new skills and competences, in particular in Information and Communications Technologies (ICT), as a main component for the promotion of digital literacy (CEDEFOP, 2002; 2003; 2004). LLL for everyone is seen as instrumental in achieving, not only a more competitive economy and a highly skilled workforce, but also for social stability, active citizenship and personal development (European Commission, 2002a). This is strongly supported by the Action Plan e-europe 2002, which followed the Lisbon Strategy, and identifies e- learning as an important policy issue for the effective integration of ICT in the European education and training systems (European Commission, 2002b, e-europe, 2005). Further, e-learning can assist the future development of enterprises, especially the Small and Medium sized Enterprises (SMEs) whose size does not allow for expensive time consuming staff training solutions (European Commission, 2002c; 2002d). Traditional education and training models are not very applicable to LLL because they mainly concentrate on individual processes of learning and are based on pre-structured content. Consequently, the introduction of new technologies, the changing global economic environment and the instability in employment justify to some extent the increasing need for continuous learning throughout the work-life of individuals. The modernisation of the European education and training systems should aim to meet the needs of society at particular stages of economic and social development (Attwell, 2007). In other words, contemporary education and training systems should focus not only on the enhancement of skills and knowledge of the labour force but also on the development of social capital. These new skills and competencies can only be meaningful and useful in the real world if they are the outcome of qualitative and widely accessible education and training systems (European Commission, 2003). Thus, education and training policy developments must be seen in an integrated manner by all involved stakeholders such as government departments, trade unions, universities, chambers, Non-Governmental Organisations (NGOs), training institutions and other agencies. In this context, cooperation on policy development should aim to cover areas such as national training policies, establishment of institutional frameworks, introduction of LLL schemes, competency-based training systems, etc. New technologies can help deliver basic services, including education and training, more efficiently, effectively and innovatively. Thus, by not putting these technologies to work it means missed socio-economic opportunities (European Commission, 2003). Therefore, placing emphasis on the previously noted policy areas is essential because they can hugely affect the individuals future employability. 3

4 The Euracademy Observatory project addresses those stakeholders that are directly involved in the economy of rural areas. The project builds a body of information and knowledge through research, mapping the emerging learning needs of managers and employees in rural areas and assessing the uptake or potential uptake of ICT-supported learning. In other words, the Euracademy Observatory supports the creation of a resource centre and databank of research findings concerning the LLL needs of SMEs, microenterprises and the self-employed in rural areas, with emphasis on the role ICT can play in meeting these needs. Work sub-package 3.1 (WP3.1) collected data from training providers that are involved in LLL or ICT-supported training in the form of e-learning or blended learning. The subsequent analysis revealed that the training sector needs to develop a range of services aimed at meeting specific ICT needs of trainees, especially those living and working in rural areas. Following WP3.1 s main conclusions, the specific aim of this work sub-package (WP3.2) was to collect data from a sample of recipients of ICT-supported continuing Vocational Education and Training (VET), in the context of LLL, including employees of SMEs, self-employed persons in rural areas, as well as the unemployed. The information collected assisted in building the profile of trainees using ICT within companies and outside them, regarding their socio-economic characteristics, including their aspirations and the contribution of this form of learning in their employment career and personal development. Additionally, a control group of people with similar socio-economic characteristics, working in rural SMEs or seeking work in rural areas was also contacted in order to investigate constraints, such as accessibility to ICT, access to LLL, personal attitudes, etc. The data collected from the two samples assisted in developing demand section of the Observatory, and supplied the basic material for the related databank. This report concerns the survey of the training recipients and control group in Greece. The results of WP3.2 are published electronically ( and are available to the involved stakeholders to inform policy and practice. 4

5 2. METHODOLOGY. In structuring transparent research methods, consultations within the project team and perhaps the broader community should be initiated. Such discussions could yield strong conceptual frameworks that serve as guidelines for current and future research and analysis (Heppner & Heppner, 2004). A crucial part of a good research design concerns making sure that the research methods address the aims and objectives of WP3.2. In other words, once the aims of this research have been established then the key aspects and the appropriate questions of the survey were identified. The survey design took account of the need to utilise two separate samples; one consisting of the training recipients of ICT-supported LLL and the other of non-users of this type of learning, as a control group. The survey was designed in such as way in order to get useful insights of both the expressed (i.e. training recipients) and latent (i.e. control group) demand amongst the targeted groups of respondents. Nevertheless, the accuracy and reliability of the collected data should always be assessed. This is a crucial step of any research because inaccurate and unreliable data can affect the validity of the research s conclusions (Carmines & Zeller, 1979). The collection of valuable data, the comprehensive sampling design, the utilisation of the training providers network and the careful statistical analysis in order to identify any errors, inadequacies and repetitions were essential steps in ensuring data s reliability and accuracy. The research design was proposed by the leading partners of WP3.2, namely PRISMA and Nicolaus Copernicus University (NCU). The research design followed the usual sequence of setting detailed objectives for the survey; defining the variables; determining the sampling base; drawing the samples; structuring the questionnaires and making them available to the rest of the project team for translation in their own languages; administering the survey through the internet; codifying the data; working out a plan for the analysis presentation of results, including comparisons between the targeted groups of respondents. It has already been mentioned that literature review conducted during the implementation of WP2, as well as the results and conclusions derived from the WP3.1, were utilised to inform the research design. The research in Greece was carried out by PRISMA. The sampling base for the training recipients survey was derived through the training institutions contacted during WP3.1. They were asked to provide PRISMA with the contact details of their past and present trainees. Usually, this was not possible due to confidentiality constraints. In these cases, the training institutions were asked to make the survey available to their trainees via , upload it to their official websites and/or direct them to the Euracademy Observatory website where they could fill in the online questionnaire. The questionnaire was translated into Greek for its better administration and carefully structured with precoded answers (see Appendix 1). The sample design was based on a stratified base. The strata were defined in terms of geographical spread, type and size of enterprise where the recipient is working, employment status, successful completion of the course, etc. The sampling base for the control group survey was derived from lists of SMEs operating in rural areas of Greece, Greek Technical Chambers and Chambers of Commerce and 5

6 Industry, and other agencies. Prior to contributing to this research, the members of the control group had to make clear that they have not received continuing VET or other form of LLL assisted by ICT. It was agreed by the project team that for reasons of economy, the members of the control group could come from a single geographical region. In Greece, the participants of the control group survey came from several different regions such as the Greater Athens Area (Attiki), Western Greece, North Aegean, Crete, Thessaly, Makedonia, Thrace and Epirus. Similar to the case of the training recipients survey, this questionnaire survey was translated into Greek for its better administration (see Appendix 2). The process of revising survey questions and restructuring the questionnaire (i.e. piloting process) cannot be done every day or in a week (Fowler, 1995). The project team invested a considerable amount of time in identifying all the flaws of the questionnaires and managed to cope with time pressures and tension. However, a certain degree of sampling error should always be expected. In Greece, the process of pilot testing took place during March A number of questionnaires were pilot tested on a number of informed individuals. During this process, a small but representative sample (i.e. approximately 15% of the actual surveys) filled in the questionnaires. At the end of this process, the Greek research team was able to identify any omissions, inadequacies, vague and/or biased questions. The questionnaires were carefully designed and written in a language that was simple and meaningful, gathering this way the desired responses and attaining a sufficient level of objectivity (Morgan, 1988). The order of the questions was based on the concept of funnel sequence to enable the respondents to answer straightforwardly and at ease, i.e. each question measured a specific variable and a logical sequence was followed (Gendall, 1998). The actual questionnaire survey was divided in four sections and the respondents were asked to give their opinions regarding, inter alia, the training courses, methods used for ICT delivery, training support and qualifications, etc. Even though, there is not a clear view as far as the questionnaires anonymity policy is concerned (Watkins, 1978), the respondents of the WP3.2 surveys were not asked to give their full names or any other contact details whatsoever. However, the contact details of some of the participants of both surveys (i.e. those contacted by telephone and/or ) are available for internal use and future reference. Theoretically, one of the main goals of all surveys is to enable the researcher to predict accurately the characteristics, concerns and/or thoughts of a predefined sample (Henry, 1990). Yet, it is impractical to survey the entire population. However, if chosen wisely a relatively small sample can yield highly accurate predictions. The actual WP3.2 survey was carried out during April-June A sample of recipients was sought in each country, depending on the size of the country. In the case of Greece, a possible threat to this target, which is also related to the research carried out for WP3.1, was the size and the number of organisations providing ICT-supported courses. Couple this with the observation that ICT-supported LLL in rural areas of Greece is still not very widely accepted and disseminated and the total size of 115 questionnaires can be considered as satisfactory. It is noteworthy that the first two questions of the training recipients 6

7 questionnaire were compulsory filter questions. This implies that those respondents who have answered NO to any of these questions, they were asked not to continue with the questionnaire. Thus, initially 125 recipients completed the questionnaires but after analysing the responses of the second filter question, 115 responses were relevant to this study and subject to further analysis (see Figures 1 and 2). FIGURE 1: TRAINING RECIPIENTS FILTER QUESTION 1 Have you participated in any form of formal or non-formal continuing vocational training after you completed your initial education (i.e. after you completed school, college or university)? 95% 5% YES NO FIGURE 2: TRAINING RECIPIENTS FILTER QUESTION 2 Was your training supported by IT, e.g. CD-ROMS, e-learning platforms, web-materials, etc? 97% 3% YES NO In the case of the control group, a sample of respondents was sought according to the size of the country. In Greece, the previously mentioned target has been attained since a total of 70 responses were gathered. The first two questions of the control group questionnaire were compulsory filter questions. Those participants, who have answered YES to the first filter question, were asked not to complete the questionnaire and were directed to the training recipients questionnaire. Nevertheless, all 70 respondents stated that they have not received any training supported by IT, e.g. CD-ROMs, e-learning platforms, web-materials, etc. In addition, the second filter question assisted in categorising the respondents of the control group survey in two distinct groups, i.e. those who have received vocational training and those who have not received any kind of training at all. Accordingly, based on their answer to the second filter question, the respondents were asked to complete certain sections of the questionnaire, i.e. those who have answered YES were asked to consider Questions 2 to 9 and 16 to 26 whereas those who have not received any kind of training at all were asked to answer questions 10 to 26. Thus, as shown in Figure 3, 31% of the respondents stated that they have received vocational training in the past and as such their views are presented and analysed in more detail in section 3.2.1, while 48 7

8 respondents (i.e. 69%) replied that they have not received any form of vocational training at all and therefore their views are discussed in section of this report. FIGURE 3: CONTROL GROUP FILTER QUESTION 2 Have you participated in any form of formal or non-formal continuing vocational training after you completed your initial education (i.e. after you finished school, college or university)? 69% 31% YES NO In the last section of both WP3.2 questionnaires, the respondents were asked to give a few more details about themselves, i.e. sex, age, place of residence, level of education, Internet connection at home and at work, and work status. This information assisted in building their profile and producing a comparative statistical analysis, which revealed that: - (a) In the case of training recipients, more females (73%) than males completed the questionnaire, while more men (59%) took part in the control group survey (see Figure 4); (b) None of the respondents in both WP3.2 questionnaires was aged 65 (or more) years old. The majority of the participants of both the training recipients (65%) and the control group (59%) survey were up to 35 years old (see Figure 5); FIGURE 4: RESPONDENTS PROFILE SEX Training Recipients Control Group Female 73% Male 27% Female 41% Male 59% FIGURE 5: RESPONDENTS PROFILE AGE Training Recipients Control Group Up to 35 65% % % Up to 35 59% 8

9 (c) All the participants of the control group survey are well-educated people, since they have received, at least, higher technical education (see Figure 6). In addition, the majority of the participants of the training recipients survey stated that they have received university education (63%) while a considerable number of the same respondents (27%) argued that they have received secondary (post-compulsory) education (see Figure 6); (d) Most of the training recipients (74%) proclaimed that they live in a Greek city (i.e. more than residents), while in the case of the control group survey, most of the respondents (46%) suggested that their place of residence can be described as a small city, i.e. from to residents (see Figure 7); FIGURE 6: RESPONDENTS PROFILE LEVEL OF EDUCATION Training Recipients Control Group 8% 27% 1% 1% 63% 3% 97% No school degree Completed compulsory education Received secondary (post-compulsory) education Received higher technical education Received university education Received higher technical education Received university education FIGURE 7: RESPONDENTS PROFILE PLACE OF RESIDENCE Training Recipients Control Group 74% 33% 7% 16% 14% 6% 3% 1% 46% Village up to residents Tow n from to residents Small City from to residents City more than residents No Answ er Village up to residents Tow n from to residents Small City from to residents City more than residents (e) The majority of the participants of the control group survey stated that they have a Broadband Internet connection both at home (58%) and at work (73%). However, only 33% of the respondents of the training recipients survey argued that they have a Broadband Internet connection at home, while a significant 49% of them argued that they have no Internet connection at all in their workplace (see Figure 8); and (f) The previous fact, however, can be explained in terms of employment (see Figure 9) since most of the participants of the training recipients survey are unemployed (55%). In the case of the control group survey, the majority of the respondents stated that 9

10 they are either self-employed (40%) or employees of a medium ( staff) enterprise (21%). Finally, those respondents who chose the Other option, they claimed that they are public servants or employees of a large company (i.e. more than 250 staff). FIGURE 8: RESPONDENTS PROFILE INTERNET CONNECTION Training Recipients (Home) Training Recipients (Work) 3% 23% 25% 10% 3% 10% 33% 16% 49% 28% Dial-up (PSDN, slow ) ISDN (a little faster than dial up) Broadband (ADSL, very fast) No Internet connection at all No Answ er Dial-up (PSDN, slow ) ISDN (a little faster than dial up) Broadband (ADSL, very fast) No Internet connection at all No Answ er Control Group (Home) 11% 17% 14% Control Group (Work) 3% 24% 58% 73% Dial-up (PSDN, slow ) ISDN (a little faster than dial up) Broadband (ADSL, very fast) No Internet connection at all ISDN (a little faster than dial up) Broadband (ADSL, very fast) No Internet connection at all FIGURE 9: RESPONDENTS PROFILE WORK STATUS Training Recipients Control Group 15% 8% 10% 5% 7% 4% 21% 1% 13% 21% 55% Employee of a micro-enterprise (up to 10 staff) Employee of a micro-enterprise (11-50 staff) Employee of a medium enterprise ( staff) Self-employed Unemployed Other 40% Employee of a micro-enterprise (up to 10 staff) Employee of a micro-enterprise (11-50 staff) Employee of a medium enterprise ( staff) Self-employed Unemployed Other Some of the key features of e-learning include autonomy in student learning, an environment which promotes collaborative learning, promotion of personalisation, development of ICT and personal learning skills (Ewing & Miller, 2002). In addition, Pea (1994) suggested that the involvement of ICTs in education and training presents the challenge of a greater level of interaction because this approach recognises the roles of each participant (i.e. teacher and learner), their cultural backgrounds and their previous experiences from other learning environments. In this context, the wide dissemination and 10

11 acceptance of ICT-supported LLL is not an easy task, but significant progress can be made through the promotion of collaborative learning within the ICT learning medium and interpersonal communication. In the next section, the data collected for the two separate samples of the WP3.2 surveys, is thematised, interpreted and analysed in more detail. 11

12 3. CRITICAL ANALYSIS OF THE TWO TARGET GROUPS RESULTS. Most SMEs and their staff are at disadvantage, especially those operating in rural areas, because they find it difficult to adapt to the structural changes affecting rural areas and acquire the new skills and competences necessary for remaining competitive (European Commission, 2001). In order to present a more comprehensible analysis of the results, this section of the report consists of two sub-sections, which are related to the two targeted group of respondents, i.e. the training recipients and the control group Training Recipients. It has already been mentioned that the training recipients questionnaire was divided into four different sections. The results of the fourth section of the questionnaire (i.e. respondent s profile) have already been presented in the introductory section of this report. What follows is the first section of the questionnaire where the respondents were asked to provide details about the forms of training they have received so far. Then, the second section focused on gathering information about the methods of training delivery. Finally, in the third section of the training recipients questionnaire, the respondents explained the reasons that motivate them to participate in this form of training Information about Training. Adult education is a complex field where formal (structured) and non-formal (nonstructured) forms of education, leading to degrees and certificates for personal and professional growth, are included. This complexity is mirrored in the extended network of training institutions, dealing with adult education, as well as in various types of educational programmes (i.e. short-term, technical, and post-secondary vocational programmes), in which individuals participate (Hippel, 1988). Most of the respondents of the training recipients survey (59%) stated that they have participated in programmes associated with the acquisition of IT Skills (see Figure 10). In addition, approximately the same number of respondents argued that the latest training course they participated in could be described as Technical Skills (17%) or Other Training of Trainers (15%). FIGURE 10: QUESTION 3 WHICH OF THE FOLLOWING BETTER DESCRIBES THE CONTENT OF THE LATEST TRAINING COURSE YOU PARTICIPATED IN? 17% 15% 9% 59% Business Skills IT Skills Technical Skills Other - Training of Trainers Greece, as a full EU member state, is facing the challenges of globalisation and the transition to a knowledge-based society, too. To cope with these emerging trends 12

13 investments in human resources are required and therefore it comes as no surprise that much effort has been put into the modernisation of VET, the introduction of flexible educational programmes, the integration of work and learning, etc (Doukas, 2003). The training programmes attended by the respondents of this survey could be grouped in several different categories, with regard to their duration. Although, several respondents stated that the duration of the latest training programme they participated in was more than a month and up to 2 months (36%), the majority of the training recipients (39%) proclaimed that the duration of their latest training programme was more than 3 months (see Figure 11). FIGURE 11: QUESTION 4 PLEASE STATE THE DURATION OF THE LATEST TRAINING YOU PARTICIPATED IN 4% Up to a month 39% 21% 36% More than a month & up to 2 months More than 2 months & up to 3 months More than 3 months Knowledge is becoming an increasingly important factor of employability, production and competitiveness. Sufficient investment in education and training is a prerequisite for increasing the economy s competitive capability and, at the same time, eliminating problems of social exclusion, unemployment, poverty, fragmentation of the labour market, etc (Tidd et al. 1997). Recognition of these adverse effects must be considered in accordance with the fact that different areas, regions and territories are not affected in the same way. The specific characteristics of these areas modify the formation of strategic plans and goals, and alter the likelihood of achieving the desired results. The vast majority of the respondents (86%) of the training recipients survey argued that the cost of their training programme was covered by National or European funds (see Figure 12). Those respondents who chose the Other option (7%) they specified that the cost of their last training course was partly covered by public funds and partly by themselves or by the National Accreditation Centre for Continuing Vocational Training (EKEPIS). FIGURE 12: QUESTION 5 WHO COVERED THE COST OF THE TRAINING? 86% My employer all of it Myself all of it Fully subsidized by Public funds (e.g. National/Local Government) 6% 1% 7% Other - EKEPIS, Partly EU-Partly myself 13

14 Modern conceptions consider literacy as a prerequisite for acquisition of new skills, active citizenship, permanent education as well as a potential that increases individual s mobility at the labour market. Most of the training recipients (73%) stated that they registered themselves in the latest training course they participated in. Additionally, some respondents (17%) suggested that the training organisation approached and registered them to the training course whereas 10% of the training recipients suggested that the Greek Manpower Employment Organisation (OAED) acted on their behalf and registered them to the latest training course they have attended (see Figure 13). Further, although several respondents proclaimed that on successful completion of their training programme they received a nationally (30%) or an internationally recognised certificate (23%), the majority of the training recipients (31%) stated that they received just a certificate from the training organisation (see Figure 14). In this question, the respondents were able to choose up to two possible answers. FIGURE 13: QUESTION 6 HOW WERE YOU REGISTERED IN THIS TRAINING COURSE? 17% 10% I registered myself 73% I was approached by the training organisation Other - OAED FIGURE 14: QUESTION 7 WHAT KIND OF CERTIFICATE/QUALIFICATION DID YOU RECEIVE AT THE END OF THE TRAINING? 31% 1% 30% Nationally recognised certificate Internationally recognised certificate A certificate, which is part of a larger qualification Just a certificate 15% 23% No certificate at all The new global socio-political context requires from people new skills that could be hardly obtained in the traditional forms of education and learning. The supply and demand in the field of education and training are constantly increasing (Gordon, 2001). Thus, it is essential to assure high-quality education and training services, especially in rural areas that vary enormously in character. Prior to answering the question of how ICT-supported LLL is about to serve society, it is crucial to understand the demands and concerns of the citizens of this new knowledge society. In any contemporary education and training system, learning is a continuous and innovative process that supports the development of knowledge. ICTs, as an integrated facilitator in this process, can have profound consequences for education and training. 14

15 Methods of Training Delivery. Adult education is characterised by substantial programme diversity. The main target groups of these programmes, which are carried out by numerous public and private institutions, are individuals with no vocational qualification, unemployed, socially marginalised groups and other people who try, through education and training, to enhance their professional careers and improve their quality of life. Markets in the new economy are likely to develop if the European education and training systems are of high quality. Then, the success of this new socio-economic system will depend on the EU citizens ability to take full advantage of these new opportunities on offer (e-europe, 2005). The majority of the respondents (43%) who took part in this survey argued that most of the activities of their training took place in the facilities provided by the training organisation (see Figure 15), while a significant 37% of the respondents stated that most of the training activities took place at their homes. Again, it must be noted that in this question, the respondents were able to choose up to two possible answers. FIGURE 15: QUESTION 8 WHERE DID MOST OF THE ACTIVITIES OF THIS TRAINING TAKE PLACE? At my workplace 43% 37% In other facilities provided by my employer In the facilities provided by the training organisation At home At a communal space 5% 4% 1% 10% Other Family s/friends Place The programmes offered by the training organisations must respond to the needs of the training recipients (European Commission, 2004a). However, putting the economic cost aside, usually the selection of a course depends on the training organisation s facilities and reputation, and the trainees personal preferences and current concerns. A respectable 45% of the training recipients described their training course as blended learning, i.e. distance learning and face-to-face learning aided by electronic material. Also, approximately one-fourth of the respondents stated that theirs was a distance learning training course, which was tutor assisted. Finally, 17% of the respondents described their training course as face-to-face learning aided by electronic material (see Figure 16). FIGURE 16: QUESTION 10 CAN YOU DESCRIBE YOUR TRAINING COURSE AS 17% 12% Distance learning without a tutor 26% Distance learning, tutor-assisted Blended learning 45% Face to face learning aided by electronic material 15

16 According to the participants of the training recipients survey, the training organisations use various means to provide ICT-support for their training (see Figure 17). Since there were no restrictions posed in this question, many respondents took the option of selecting up to 5 different answers. The most popular answer, however, was the CD-ROMs, DVDs, Videos and Audio-clips (30%), whereas a considerable number of respondents stated that e-learning platforms (24%), s (15%) and telephone tutorials (14%) were also used to provide ICT-support for their training. In the light of this evidence, the improvement of staff quality and course content in the education and training system is an important prerequisite for improving the quality of adult learning in Greece. Educational programmes must try to identify new ways of adult learning and training, develop innovative programmes, improve the teacher-student communication, enhance the motivation for learning as well as the access to education and training (Clayton, 1999). FIGURE 17: QUESTION 9 WHAT MEANS WERE USED TO PROVIDE IT-SUPPORT TO YOUR TRAINING? E-learning platforms 11% 15% 2% 2% Web-sites 30% Teleconferences Chat-rooms or discussion groups 24% 1% 1% 14% CD-ROMs, DVDs, Videos, audio tapes Telephone tutorials Telephone conferences Special educational broadcasts Motivation for Participating in the Training. Realisation of the concept of LLL requires the modernisation of educational infrastructure and contemporary approaches to education and training. Individuals must have the opportunity to take advantage of the training support adapted to their specific needs. The majority of the training recipients (48%) suggested that they decided to attend a particular training programme in order to take forward their personal interests, whereas approximately one-third of the respondents (28%) stated that they did start their training course with the view of finding a job or continuing with their present employment (see Figure 18). Following the main points of the previous question, in Figure 19 it can be seen that only 7% of the respondents have actually managed to get a job or continue with their current occupation. A significant 12% of the participants of the training recipients survey stated that on the successful completion of their training programme they applied for a new/better job; yet, the vast majority of the respondents (75%) argued that the only benefit that they have actually had was the opportunity to take forward their personal interests. It is noteworthy that in both questions, the respondents were able to choose up to two possible answers. 16

17 FIGURE 18: QUESTION 11a HOW DID YOU EXPECT TO BENEFIT FROM THIS TRAINING COURSE, WHEN YOU STARTED? 18% 48% 2% 2% 28% 1% 1% It would allow me to get a job/continue with my job I expected a promotion (higher position) I expected a salary increase It would enable me to apply for a new/better job I would take forward my personal interests/development I did not expect the training to be beneficial at all Other - Renew my Trainers Qualification from EKEPIS FIGURE 19: QUESTION 11b HAVE YOU ACTUALLY HAD ANY BENEFIT FROM THIS TRAINING COURSE? 75% 2% 1% 7% 12% 1% 2% It allow ed me to get a job/continue w ith my job I got promoted at present job (higher position) I got a salary increase I applied for a new /better job I took forw ard my personal interests/development The training w as not beneficial at all Other - Qualification Renew ed, Too soon to say Regardless of the expected and actual benefits, the vast majority of the respondents (96%) stated that they are likely to participate again to vocational training that is ICT-supported (see Figure 20). Those few who argued that they would not be interested in participating again to a similar training programme, they justified their answers by stating that they prefer the traditional way of teaching or they do not see ICT-supported LLL as the immediate solution to their unemployment problem. Nevertheless, potential trainees must be motivated to take up ICT-supported programmes and act as a vehicle in disseminating the benefits of ICT-supported education and training more broadly. ICT-supported LLL could offer numerous possibilities for the development of transferable knowledge and skills as well as further professional and personal growth for both employees and employers (RED, 2003; Leney, 2004). FIGURE 20: QUESTION 12 WOULD YOU BE INTERESTED IN PARTICIPATING AGAIN TO VOCATIONAL TRAINING THAT IS IT-SUPPORTED? 4% Yes No 96% 17

18 ICTs are constantly evolving, yet they should be inclusive to all. New technologies open gateways of information and knowledge and as such offer untold rewards in education, training, employment, prosperity, etc. Even though modern technologies enable people to communicate differently and quite possibly more efficiently, barriers remain. In Question 13, the respondents were asked to state whether they agree or disagree with a number of statements related to ICT-supported LLL. These statements referred to: - The cost of ICT-supported training (see Figure 21). The majority of the training recipients (90%) disagreed with this statement; yet, most of them did not have to pay for the cost of their training programmes, i.e. National/European subsidies; The level of computer skills (see Figure 22). Only a few of the participants of this survey (9%) believed that they have not enough computer knowledge and skills required for the successful completion of their training course; The technical equipment (see Figure 23). Most of the respondents (95%) agreed that they had good access to the technical equipment needed for the course. Perhaps, the fact that the majority of them have previously stated that most of the training activities took place in the premises of the training organisation, can justify this result; The training support and counselling (see Figure 24). Following the training recipients views on the technical equipment, the majority of respondents (94%) suggested that the training organisation had a good support system for its trainees; The use of ICT-tools learning (see Figure 25). The vast majority (95%) of the respondents clearly suggested that ICT-tools can make learning easier; FIGURE 21: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (1) The cost was too high 10% 90% Agree Disagree FIGURE 22: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (2) I had not enough computer knowledge and skills for the course 9% 91% Agree Disagree 18

19 FIGURE 23: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (3) I had good access to the technical equipment needed for the course 5% 95% Agree Disagree FIGURE 24: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (4) The training organisation had a good support system for the participants 96% 4% Agree Disagree FIGURE 25: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (5) IT-tools made learning easier 5% 95% Agree Disagree The time management (see Figure 26). With regard to the amount of time that the trainees were required to devote to their training course, the views of the respondents are not very clear. In other words, it cannot be stated with certainty that studying with ICT support is more time-consuming or not, since 53% of the participants of this survey agreed with the previous statement whereas 47% thought otherwise; The use of ICT-tools time (see Figure 27). Following the outcomes of the previous question, the former views become clearer now since the majority of the training recipients (90%) agreed that using ICT-tools in the training course can save time; The motivating factors (see Figure 28). The factors that motivate the trainees to participate in ICT-supported training can be of social, economic and cultural nature. Regardless of the recipients views on issues of methods of training delivery and course duration of ICT-supported training, the majority of them (79%) described this form of training as the main motivating factor for registering in their courses; and 19

20 The flexibility of training times (see Figure 29). In general, it can be stated that ICT offers great potential for reaching scattered and isolated populations in cost-effective ways. In this context, almost all of the respondents agreed that the most notable advantage of ICT-supported training is the flexibility of training times (98%). FIGURE 26: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (6) Studying with IT support is more timeconsuming than I expected 53% 47% Agree Disagree FIGURE 27: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (7) Using IT-tools in the training course saved time 10% 90% Agree Disagree FIGURE 28: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (8) IT-supported training was more motivating for me than taking a traditional training course 21% 79% Agree Disagree FIGURE 29: QUESTION 13 PLEASE STATE WHETHER YOU AGREE OR DISAGREE WITH THE FOLLOWING STATEMENTS (9) The most notable advantage of IT-supported training is the flexibility of training times 2% Agree Disagree 98% 20