1. INTRODUCTION A key conclusion of the European Council meeting held in Lisbon on 23 rd and 24 th March 2000 was that Life-Long Learning (LLL) and the continuing updating of skills and competences represent indispensable conditions for business competitiveness and economic prosperity 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, 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 inclusion, active citizenship and personal development (Commission of the European Communities, 2002a). This is strongly supported by the Action Plan e-europe 2002 that followed the Lisbon Strategy (Commission of the European Communities, 2002b). e-europe 2005 further identifies e-learning as an important policy issue for the effective integration of ICT in education and training systems (e-europe, 2005). E-learning can assist enterprises in the pursuit of further development, especially the Small Medium sized Enterprises (SMEs) whose size does not allow for expensive time consuming staff training solutions (Commission of the European Communities, 2002c; 2002d). The Euracademy Observatory project addresses those stakeholders that are directly involved in the economy of rural areas. Work sub-package 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. A basic conclusion drawn from WP3.1 was 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. Further, 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, attitudes and culture. This report, therefore, concerns the survey of training recipients and the control group in Greece. The data collected from the two samples assisted in developing demand section of the Observatory, and supplied the basic material for the related databank. The results of WP3.2 are published electronically (http://www.euracademy-observatory.org/) and are available to the involved stakeholders to inform policy and practice.
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 and Heppner, 2004). A crucial part of 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 right questions of the survey were identified. The survey design took account of the need to utilise two separate samples, one consisting of 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. The accuracy and reliability of the data should be assessed because they can affect the validity of the research s conclusions (Carmines and Zeller, 1979). The collection of valuable data, the careful sampling design, and the utilisation of the training providers network were essential steps in ensuring data s reliability and accuracy. The research design proposed by the leading partners of this work sub-package, PRISMA and Nicolaus Copernicus University, 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 recipients and control groups. The research in Greece was carried out by PRISMA. The sampling base for the 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. In most cases this was not possible due to confidentiality constraints. In these cases, the training organisations were asked to make the survey available to their trainees via email or direct them to the Euracademy Observatory website where they could fill in the online questionnaire. The questionnaire survey was translated into Greek for its better administration (see Appendix 1). Further, 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/unsuccessful completion of the course, etc. The sampling base for the control group was derived from lists of SMEs operating in rural areas, Economic and Technical Chambers of Greece, and other organisations and 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 control group could come from a single geographical region. In Greece, the control
group came from several different regions such as Attiki, Western Greece, North Aegean, Crete, Thessaly, Makedonia, Thrace, etc. 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 cannot be done every day or in a week. 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 2007. 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. This gave the researcher the opportunity to find out any omissions, inadequacies, vague and/or biased questions (Fowler, 1995). The questionnaires were carefully structured with pre-coded answers, 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 easily 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 survey were not asked to give their full names or any other contact details whatsoever. Theoretically, the goal of all surveys is to enable the researcher to predict accurately the characteristics or thoughts of a predefined sample (Henry, 1990). Yet, it is impractical to survey the entire population. If chosen wisely a relatively small sample can yield highly accurate predictions. The actual WP3.2 survey was carried out during April-August 2007. A sample of 500-1000 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. A total of 26 training recipients have completed the questionnaire so far. The first two questions of the training recipients questionnaire were compulsory filter questions, which means that if the respondents have answered NO to any of these questions then they were not allowed to continue with the questionnaire. Thus, initially 31 recipients completed the questionnaires but after the second filter question 26 responses where relevant to this study (see Table 1 and Table 2). In the case of the control group, a sample of 50-150 respondents was sought according to the size of the country. In Greece, 5-6 weeks after the research was initiated, 58 responses were gathered; a fact that implies that the minimum target has been attained. The first two questions of the control group questionnaire were
compulsory filter questions. This implies that if the respondents have answered YES to the first one then they were asked not to complete the questionnaire and were directed to the training recipients questionnaire. This point justifies the percentages that appear in Table 3. In addition, the control group respondents could be categorised in two different 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. Thus, as shown in Table 4 17 (29.3%) respondents stated that they have received vocational training in the past and as such their views will be presented and analysed in more detail in section 3.2.1, while 41 (70.7%) respondents replied that they have not received any form of vocational training at all and therefore their views will be discussed in section 3.2.2 of this report. TABLE 1: FILTER QUESTION 1 Have you participated in any form of formal or non-formal continuing vocational training after you completed your initial education (that is, after you completed school, college or university)? Yes 28 90.3 90.3 No 3 9.7 100.0 Total 31 100.0 TABLE 2: FILTER QUESTION 2 Was your training supported by IT, e.g. CD-ROMs, e- learning platforms, web-materials, etc? Yes 26 92.9 92.9 No 2 7.1 100.0 Total 28 100.0 TABLE 3: FILTER QUESTION 1 Have you received any training supported by IT, e.g. CD- ROMs, e-learning platforms, web-materials, etc? Yes 58 100.0 100.0 No 0 0.0 100.0 Total 58 100.0 TABLE 4: FILTER QUESTION 2 Have you participated in any form of formal or non-formal continuing vocational training after you completed your initial education (that is, after you finished school, college or university)? Yes 17 29.3 29.3 No 41 70.7 100.0 Total 58 100.0 In the last section of both WP3.2 questionnaires, the respondents were asked to provide the research team with a few more details about themselves, i.e. sex, age, place of residence, level of education, Internet connection at home and at work, and
employment status. These details assisted in building the profile of the respondents and produce a comparative analysis. Profile responses showed that: - In the case of training recipients, more females (69.2%) than males completed the questionnaire, while in the case of the control group the situation was exactly the opposite. That is, more males (60.3%) than females took part in the survey (see Table 5); It is noteworthy that none of the respondents in both WP3.2 questionnaires was aged 65 (or more) years old. The majority of both the training recipients (61.5%) and the control group (63.8%) are up to 35 years old (see Table 6); It can be argued that all the participants of the WP3.2 survey are educated people, since they have received, at least, secondary (post compulsory) education. Approximately three-quarters of the training recipients (73.1%) argued that they have received university education, whereas the vast majority of the control group (98.3%) stated the same (see Table 7); Most of the training recipients (57.7%) proclaimed that they live in a Greek city (i.e. more than 100.000 residents), while in the case of the control groups, exactly half of the respondents (50.0%) suggested that their place of residence can be described as a small city (i.e. from 20.001 to 100.000 residents) (see Table 8); Surprisingly, the majority of the control group (55.2%) stated that they have a Broadband Internet connection at home, while a respectable 38.5% of the training recipients argued that they have no Internet connection at all (see Table 9). In addition, the majority of both the training recipients (38.5%) and the control group (72.4%) suggested that they have a Broadband Internet connection at their workplace (see Table 10); Finally, the majority of the training recipients stated that they are unemployed (38.5%) while a considerable 34.6% chose the Other option without however specifying their exact occupation. Further, the majority of the control group participants (37.9%) argued that they are self-employed, whereas more than onequarter (25.9%) proclaimed that they are employees of a medium enterprise (i.e. 51-250 staff) (see Table 11). TABLE 5: Respondents profile - Sex Male 8 35 30.8 60.3 30.8 60.3 Female 18 23 69.2 39.7 100.0 100.0 Total 26 58 100.0 100.0 TABLE 6: Respondents profile - Age Up to 35 16 37 61.5 63.8 61.5 63.8 36-65 10 21 38.5 36.2 100.0 100.0 Total 26 58 100.0 100.0
Received secondary (post-compulsory) education Received higher technical education Received university education TABLE 7: Respondents profile Level of Education 5 0 19.2 0.0 19.2 0.0 2 1 7.7 1.7 26.9 1.7 19 57 73.1 98.3 100.0 100.0 Total 22 58 100.0 100.0 TABLE 8: Respondents profile Place of residence Village up to 2.000 residents 1 3 3.8 5.2 3.8 5.2 Town from 2.001 to 20.000 residents 3 10 11.5 17.2 15.4 22.4 Small City from 20.001 to 100.000 7 29 26.9 50.0 42.3 72.4 residents City more than 100.000 residents 15 16 57.7 27.6 100.0 100.0 Total 26 58 100.0 100.0 TABLE 9: Respondents profile Internet connection at home Dial-up (PSDN, slow) 3 9 11.5 15.5 11.5 15.5 ISDN (a little faster than dial up) 5 10 19.2 17.2 30.8 32.8 Broadband (ADSL, very fast) 6 32 23.1 55.2 53.8 87.9 No Internet connection at all 10 7 38.5 12.1 92.3 87.9 No Answer 2 0 7.7 0.0 100.0 100.0 Total 26 58 100.0 100.0 TABLE 10: Respondents profile Internet connection at work Dial-up (PSDN, slow) 1 0 3.8 0.0 3.8 0.0 ISDN (a little faster than dial up) 4 16 15.4 27.6 19.2 27.6 Broadband (ADSL, very fast) 10 42 38.5 72.4 57.7 100.0 No Internet connection at all 2 0 7.7 0.0 65.4 100.0 No Answer 9 0 34.6 0.0 100.0 100.0 Total 26 58 100.0 100.0
TABLE 11: Respondents profile Work status Employee of a microenterprise (up to 10 staff) 4 1 15.4 1.7 15.4 1.7 Employee of a microenterprise (11-50 staff) 1 5 3.8 8.6 19.2 10.3 Employee of a medium enterprise (51-250 staff) 1 15 3.8 25.9 23.1 36.2 Self-employed 1 22 3.8 37.9 26.9 74.1 Unemployed 10 3 38.5 5.2 65.4 79.3 Other 9 12 34.6 20.7 100.0 100.0 Total 26 58 100.0 100.0
3. RESULTS Low take-up of training is an acknowledged problem that stems from two factors that affect rural areas, i.e. limited access to training provision services locally as a result of the remoteness of rural areas from urban centres where training demand and training services are concentrated; and the predominance of small business size in rural areas that affects severely the propensity to take-up training even when it is available locally (European Commission, 2004a; Council of the EU, 2003, Office for Official Publications of the European Communities, 2003). Most SMEs and their staff, especially those operating in rural areas, find it difficult to adapt to the structural changes affecting rural areas and acquire the competences necessary for remaining competitive (Commission of the European Communities, 2001). To this end, most SMEs are at disadvantage. In order to present a more comprehensible analysis of the results, this section of the report consists of two subsections, i.e. one about the training providers and the other is related to the control group. Then, the next section of this report is concerned with a comparative analysis and discussion of the data collected from the two samples. 3.1. Training It has already been mentioned that the training recipients questionnaire was divided into four different sections. In the first section, the respondents were asked to provide information about the forms of training they have received so far. The second section focused on gathering information about the methods of training delivery. In the third section, the respondents were asked to explain the reasons that motivate them to participate in this form of training. Finally, the results of the fourth section of the questionnaire (i.e. Respondent s profile) have already been presented in this report. 3.1.1. 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 varied network of educational institutions, dealing with adult education, as well as in various types and forms of educational programmes, in which adults do participate (Hippel, 1988). Adults can attain their education by taking programmes that lead to vocational and technical qualifications (short-term vocational programmes, vocational and technical programmes, and post-secondary vocational programmes). The same number of training recipients (23.1%) stated that the latest training course they participated in could be described as either Business Skills or Training of Trainers (i.e. Other );
yet, the majority of training recipients (26.9%) participated in programmes associated with the acquisition of Technical Skills (see Table 12). TABLE 12: QUESTION 3 Which of the following better describes the content of the latest training course you participated in? Business Skills 6 23.1 23,1 IT Skills 3 11.5 34.6 Technical Skills 7 26.9 61.5 Other - Training of Trainers 6 23.1 84.6 No Answer 4 15.4 100.0 Greece, as a full EU member state, is facing the challenges of globalisation and the transition to a knowledge-based society. All of these require investments in human resources and therefore it comes as no surprise that much effort has been put into the modernization of VET, the introduction of educational programmes of greater flexibility, 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. However, the vast majority of the training recipients (84.6%) clearly stated that the duration of the latest training programme they participated in was more than 3 months (see Table 13). TABLE 13: QUESTION 4 Please state the duration of the latest training you participated in Up to a month 1 3.8 3.8 More than a month & up to 2 months 1 3.8 7.7 More than 2 months & up to 3 months 1 3.8 11.5 More than 3 months 22 84.6 96.2 No Answer 1 3.8 100.0 Knowledge is becoming an increasingly important factor of production and national competitiveness. Sufficient investment in education and training is a prerequisite for increasing the economy s competitive capability and, at the same time, can contribute towards the elimination of problems such as social exclusions, unemployment, poverty, fragmentation of the labour market, etc (Tidd et al. 1997). It should be mentioned that none of the training recipients who participated in this survey stated that their employers covered the cost of their programmes. The vast majority of the respondents (84.6%) argued that the cost of the training was covered by National or European funds. Only 2 respondents specified that the cost of their training was partly covered by public funds and partly by themselves (see Table 14), while all but one of the training recipients registered themselves in the latest training courses they participated in (see Table 15).
TABLE 14: QUESTION 5 Who covered the cost of the training? Myself all of it 2 7.7 7.7 Fully subsidized by Public funds (e.g. National Government, EU) 22 84.6 92.3 Other 2 7.7 100.0 TABLE 15: QUESTION 6 How were you registered in this training course? I registered myself 25 96.2 96.2 I was approached by the training organisation 1 3.8 100.0 However active participation in the new socio-political context requires from people new skills and competencies that could be hardly obtained in the traditional forms of education and learning. The supply and demand in the field of adult education are increasing. Therefore it is becoming more and more important to assure high-quality services (Gordon, 2001). Exactly 50.0% of the training recipients proclaimed that on successful completion of the training programme they received a certificate from the training organisation, while approximately one-quarter (23.1%) of the respondents stated that at the end of the training programme they received a nationally recognised certificate (see Table 16). TABLE 16: QUESTION 7 What kind of certificate/qualification did you receive at the end of the training? Nationally recognised certificate/qualification Internationally recognised certificate/qualification A certificate from the training organisation for successfully completing a course, which is part of a larger qualification Just a certificate from the training organisation for completing the course 2 nd choice A certificate from the training organisation for successfully completing a course, which is part of a larger qualification 1 st choice 6 23.1 23.1 4 15.4 38.5 3 11.5 50.0 13 50.0 100.0 1 3.8 3.8 Just a certificate from the training organisation for completing the course 1 3.8 7.7 No Answer 24 92.3 100.0
3.1.2. Methods of Training Delivery Adult education is characterised by substantial programme diversity. These programmes are intended for various target groups like young adults with no vocational qualification, unemployed, marginal groups and employees who try, through education and training, to improve the quality of their lives. Various public and private institutions carry out these programmes. According to the training recipients, these organisations use various means to provide ICT-support for their training (see Table 17). The most popular 1 st choice answers were e-learning platforms (23.1%), emails (19.2%) and websites for downloading material (15.4%); yet, a considerable 30.8% refrain from answering this particular question. Since there were no restrictions posed in this question, many respondents took the option of selecting up to 5 different answers. Thus, CD-ROMs is the most popular 2 nd choice answer (23.1%), while the choice of telephone tutorials seemed to appear regularly to the replies of those respondents who choose more than 2 alternative answers. TABLE 17: QUESTION 9 What means were used to provide it-support to your training? 1 st choice E-learning platforms 6 23.1 23.1 Web-sites 4 15.4 38.5 E-mail 5 19.2 57.7 Chat-rooms or discussion groups 1 3.8 61.5 CD-ROMs, DVDs, Videos, audio tapes 2 7.7 69.2 No Answer 8 30.8 100.0 2 nd choice E-learning platforms 1 3.8 3.8 Web-sites 1 3.8 7.7 E-mail 5 19.2 26.9 Teleconferences (including or not video) 1 3.8 30.8 Chat-rooms or discussion groups 1 3.8 34.6 CD-ROMs, DVDs, Videos, audio tapes 6 23.1 57.7 Other 1 3.8 61.5 No Answer 10 38.5 100.0 3 rd choice E-mail 1 3.8 3.8 Teleconferences (including or not video) 1 3.8 7.7 CD-ROMs, DVDs, Videos, audio tapes 6 23.1 30.8 Telephone tutorials 3 11.5 42.3 No Answer 15 57.7 100.0 4 th choice CD-ROMs, DVDs, Videos, audio tapes 1 3.8 3.8 Telephone tutorials 4 15.4 19.2 No Answer 21 80.8 100.0 5 th choice Telephone tutorials 1 3.8 3.8 No Answer 25 96.2 100.0
The courses/programmes offered by the training organisations must reflect the need for greater transparency of the educational systems and respond to the training needs of the recipients (European Commission, 2004b). However, putting the economic cost aside, usually the selection of the training programme depends on the training organisation s offer and the trainees personal preferences. The majority of the training recipients (61.5%) 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, while the commonest 2 nd choices were At home and At a communal space (15.4%) (see Table 18). TABLE 18: QUESTION 8 Where did most of the activities of this training take place? 1 st choice At my workplace 2 7.7 7.7 In other facilities provided by my employer 3 11.5 19.2 In the facilities provided by the training organisation 16 61.5 80.8 At home 2 7.7 88.5 At a communal space 1 3.8 92.3 No Answer 2 7.7 100.0 2 nd choice In the facilities provided by the training organisation 1 3.8 3.8 At home 4 15.4 19.2 At a communal space 4 15.4 34.6 No Answer 17 65.4 100.0 A respectable 42.3% of the training recipients described their training course as faceto-face learning aided by electronic material. Also, approximately one-third (30.8%) of the respondents stated that theirs was a blended learning training course since it involved distance learning and face-to-face learning. Finally, 19.2% of the recipients described their training course as distance learning, which is tutor assisted (see Table 19). In the light of this evidence it can be argued that the improvement of staff quality in the education of adults is an important prerequisite for improving the quality of adult learning in Greece. Educational programmes must try to identify new ways and strategies of adult teaching and learning; learning aims and motivation for learning and self-directed learning; effective teachers-student communication; innovative programmes and courses, etc (Clayton, 1999). In Lisbon, the EU for the first time had been clear about the crucial role of VET training in achieving economic progress and social inclusion (Coleman and Keep, 2001). Indisputably, there is a strong link between education, training, economic progress and social inclusion. Yet, there are no magic sticks that can immediately create a favourable situation because real world situations are capricious, they consist of constantly evolving and complex factors than sometimes assumed. The era of
immense globalisation, the introduction of new technologies in various parts of society s daily life and the transformation of the labour market has brought new challenges to policy-makers across Europe (European Commission, 2003a). In other words, people working in non-skilled, low wage and mobile sectors are subject to international competition as well as changes in demand and supply. These are issues that can create greater inequality between skilled and un-skilled labour force, the unemployed, socially disadvantaged groups, etc (Iversen and Wren, 1998). TABLE 19: QUESTION 10 Can you describe your training course as Distance learning without a tutor (self-administered) 1 3.8 3.8 Distance learning, tutor-assisted 8 30.8 34.6 Blended learning (distance learning and face-to-face learning) 5 19.2 53.8 Face to face learning aided by electronic material 11 42.3 96.2 No Answer 1 3.8 100.0 3.1.3. Motivation for Participating in the Training Realisation of the concept of LLL requires modernisation of educational infrastructure and the introduction of new approaches to learning and training. Individuals must have the opportunity to take advantage of training support adapted to their specific needs. The majority of the training recipients (46.2%) suggested that they did start their course with the view of finding a job or continuing with their present occupation on successful completion in their minds. As far as the 2 nd choice answers are concerned, most of the respondents (57.7%) expected to benefit from their training course in terms of taking forward their personal interests/development (see Table 20). TABLE 20: QUESTION 11a How did you expect to benefit from this training course, when you started? 1 st choice It would allow me to get a job/continue with my job 12 46.2 46.2 I expected a promotion (higher position) 1 3.8 50.0 It would enable me to apply for a new/better job 6 23.1 73.1 I would take forward my personal interests/development 6 23.1 96.2 Other - Renew my Trainers Qualification from EKEPIS 1 3.8 100.0 2 nd choice I expected a salary increase 1 3.8 3.8 I would take forward my personal interests/development 15 57.7 61.5 No Answer 10 38.5 100.0
The vast majority of the respondents (69.2%) argued that the only benefit that they have actually had was the opportunity to take forward their personal interests/ development (see Table 21). Nevertheless, only one respondent stated that he/she is not interested in participating again to vocational training that is ICT-supported, without however justifying his/her answer (i.e. Question 12). To this end, potential training recipients must be motivated to take up ICT-supported programmes and act as a vehicle in increasing the awareness of and disseminating the benefits of ICTsupported education and training more broadly. Moreover, it must be widely recognised that ICT-supported lifelong training 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). TABLE 21: QUESTION 11b Have you actually had any benefit from this training course? 1 st choice It allowed me to get a job/continue with my job 2 7.7 7.7 I got promoted at present job (higher position) 1 3.8 11.5 I applied for a new/better job 2 7.7 19.2 I took forward my personal interests/development 18 69.2 88.5 Other - Qualification Renewed 1 3.8 92.3 No Answer 2 7.7 100.0 2 nd choice I got a salary increase 1 3.8 3.8 I took forward my personal interests/development 2 7.7 11.5 No Answer 23 88.5 100.0 ICTs are constantly evolving, yet they should be inclusive and benefiting to all. New technologies open gateways of information and knowledge and as such offer untold rewards in education, development and prosperity. Even though modern technologies enable people to communicate differently and quite possibly more efficiently, barriers remain. In the last question of this sub-section (i.e. Question 13), the respondents were asked to state whether they agree or disagree with a number of statements related to ICT-supported training (see Table 22). These statements referred to: - The cost of ICT-supported training. The majority of the training recipients (38.5%) stated that the cost of their training programmes was not too high. However, most of the recipients did not have to pay for the cost of their training programmes, i.e. National/European subsidies. The technical equipment. All the respondents who have answered this subquestion (57.7%) agreed that they had good access to the technical equipment needed for the course. This answer comes naturally since most of the participants
of this survey have previously stated that most of the training activities took place in the premises of the training organisation. The level of computer skills. Most of the respondents (46.2%) believed that they have enough computer knowledge and skills required for the successful completion of their training course. Yet, half of the respondents did not take the option of answering this question. The use of ICT-tools (training). Following the previous point, it can be argued that since they respondents had adequate computer skills and knowledge they naturally suggested (61.5%) that IT-tools can make learning easier. However, the nonresponse rate was high in this question, too. The duration of the training course. The majority of those respondents (30.8%) who replied to this question proclaimed that studying with IT support was indeed more time-consuming than they expected. It is noteworthy that this point slightly contradicts the previously mentioned point where the training recipients stated that ICT-tools could make learning easier. The training support and counselling. Following the respondents views on the technical equipment needed for the completion of their training courses, there were no contradictions in this question since the majority of the respondents (53.8%) argued that the training organisation had a good support system for the participants. The use of ICT-tools (time). The majority of the training recipients (53.8%) agreed that ICT-tools can, not only make learning easier, but also save time. On one hand the respondents are satisfied with the use of ICT-support as far as the methods and time of training are concerned, while on the other hand they expected ICT-supported lifelong education and training to be less time-consuming. The factors that motivated the recipients to take up this form of training. Regardless of the recipients views on issues of methods and time of ICTsupported education and training, the majority of them (42.3%) described this form of training as the main motivating factor that made them to register in their training courses. The flexibility of training times. Finally, the majority of the respondents seemed to be very satisfied with the fact that ICT-supported education and training is characterised by the flexibility of training times (57.7%). Three respondents used the option of adding some extra comments with regard to the previous statements. They believed that e-learning platforms in other EU Member States are much more developed than those available in the Greek market. They explained their views on the basis of the course contents that are available on the Greek platforms (i.e. very similar to the contents of books that are used for traditional forms of education and training) and the difficultly in contacting the trainers (i.e.
blended or face-to-face learning). Nevertheless, the training recipients agreed that ICT-supported lifelong education and training are nowadays important to them in the effort to acquire new or upgrading existing skills and competencies. To this end, they suggested that all the previous statements should take the form of future suggestions and recommendations in the field of VET. Undeniably, ICTs offer new opportunities for social and economic transformation, are implemented in ways that are flexible, and can play an important role in meeting the multiple and complex requirements of contemporary markets. TABLE 22: QUESTION 11b Regarding your experience of IT-supported training, please state whether you agree or disagree with the following statements The cost was too high Agree 3 11.5 11.5 Disagree 10 38.5 50.0 No Answer 13 50.0 100.0 I had good access to the technical equipment needed for the course Agree 15 57.7 57.7 No Answer 11 42.3 100.0 I had not enough computer knowledge and skills for the course Agree 1 3.8 3.8 Disagree 12 46.2 50.0 No Answer 13 50.0 100.0 IT-tools made learning easier Agree 16 61.5 61.5 No Answer 10 38.5 100.0 Studying with IT support is more time-consuming than I expected Agree 8 30.8 30.8 Disagree 6 23.1 53.8 No Answer 12 46.2 100.0 The training organisation had a good support system for the participants Agree 14 53.8 53.8 No Answer 12 46.2 100.0 Using IT-tools in a training course saved time Agree 14 53.8 53.8 No Answer 12 46.2 100.0 IT-supported training is more motivating for me than taking a traditional training course Agree 11 42.3 42.3 Disagree 3 11.5 53.8 No Answer 12 46.2 100.0 Most notable advantage of IT-support is the flexibility of training times Agree 15 57.7 57.7 No Answer 11 42.3 100.0
3.2. 4. COMPARISON OF TRAINING RECIPIENTS OF IT-SUPPORTED TRAINING & CONTROL GROUP DISCUSSION 5. CONCLUSIONS Modern conceptions consider literacy as a prerequisite for acquisition of new skills, for permanent education as well as a potential that increases individual s mobility at the labour market and for active citizenship. During the last two decades, the Greek economy underwent radical changes, which were the logical culmination of global socio-economic trends and internal (national) transformative needs and processes. It goes without saying that such changes contributed to decreasing the number of jobs in the traditional industry based on less qualified working force. Also, such transformation increased the demand for new activities and flexible jobs, and naturally for new, skilled and highly qualified labour force. The EU is well aware of the drastic changes that ICT can bring to the national economies of its member states. However, the EU is also well aware of the associated risks that come with such transformative processes, e.g. digital divide, regional particularities, socio-cultural differences, etc. That is why it supports the participation in educational and training activities by trying to offer communication knowledge and skills at all levels and to all citizens ( ). The significant opportunities that ICTs can catalyse have not gone unnoticed in developing countries. Precisely those people, who could benefit most from these opportunities, are often excluded from the Information Society. The value of an inclusive information society is not limited to a country s borders, but lies precisely in the exchange of experiences, in accruing knowledge about what is yet foreign to us. Therefore it is critical to maintain an international perspective and include the South in the discussion even when formulating policy from a European perspective, in order to encourage a fruitful Information Society. 6. LIST OF TABLES 7. ABBREVIATIONS ICT - Information and Communications Technologies LLL - Life-Long Learning RED - International Association Rurality-Environment-Development SMEs - Small Medium sized Enterprises VET - Vocational Education and Training
8. LIST OF APPENDICES Appendix 1 Greek version of the WP3.2 Training questionnaire. Ευρωπαϊκό Παρατηρητήριο Ερωτηµατολόγιο ιεξαγωγή έρευνας πεδίου σε αποδέκτες επιµόρφωσης µε έµφαση στη µάθηση που υποστηρίζεται από Τεχνολογίες Πληροφορίας και Επικοινωνιών - TΠE (π.χ. εξ αποστάσεως εκπαίδευση και κατάρτιση) Σας παρακαλούµε πολύ να συµπληρώσετε το ερωτηµατολόγιο που ακολουθεί αναφορικά µε το πιο πρόσφατο πρόγραµµα επαγγελµατικής εκπαίδευσης και κατάρτισης, µε υποστήριξη ΤΠΕ, που παρακολουθήσατε (e-learning: on-line ή CD). Ευχαριστούµε θερµά εκ των προτέρων για τον χρόνο και την προσοχή σας. ΓΕΝΙΚΕΣ ΕΡΩΤΗΣΕΙΣ 1. Μετά την ολοκλήρωση των βασικών σπουδών σας (δηλ. σχολείο, τεχνική σχολή ή πανεπιστήµιο), συµµετείχατε ποτέ σε εκπαιδευτικά προγράµµατα συνεχιζόµενης επαγγελµατικής κατάρτισης; (α) Ναι 1 (β) Όχι 2 αν Ναι, µπορείτε να συνεχίσετε αν Όχι, παρακαλώ να µην απαντήσετε µε την Ερώτηση 2 σε αυτό το ερωτηµατολόγιο 2. Το εκπαιδευτικό πρόγραµµα στο οποίο πήρατε µέρος υποστηριζόταν από ΤΠΕ, δηλ. εξ αποστάσεως εκπαίδευση online ή µε CD-ROMs; (α) Ναι 1 (β) Όχι 2 αν Ναι, συνεχίστε να συµπληρώνεται αυτό το ερωτηµατολόγιο αν Όχι, παρακαλώ να µην απαντήσετε σε αυτό το ερωτηµατολόγιο A. ΠΛΗΡΟΦΟΡΙΕΣ ΣΧΕΤΙΚΑ ΜΕ ΤΟ ΕΚΠΑΙ ΕΥΤΙΚΟ ΠΡΟΓΡΑΜΜΑ 3. Ποιο από τα παρακάτω περιγράφει µε τον καλύτερο τρόπο το περιεχόµενο του τελευταίου εξ αποστάσεως εκπαιδευτικού προγράµµατος που παρακολουθήσατε; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Business Skills 1 (β) εξιότητες ΤΠΕ 2 (γ) Τεχνικές εξιότητες 3 (δ) Άλλο (παρακαλώ προσδιορίστε...) 4 4. Πόση ήταν η διάρκεια αυτού του εκπαιδευτικού προγράµµατος; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Έως 1 µήνα 1 (β) Περισσότερο από 1 µήνα και έως 2 µήνες 2 (γ) Περισσότερο από 2 µήνες και έως 3 µήνες 3 (δ) Περισσότερο από 3 µήνες 4 5. Ποιος κάλυψε τα έξοδα του προγράµµατος αυτού; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Ο εργοδότης µου κάλυψε όλα τα έξοδα 1 (β) Εγώ κάλυψα όλα τα έξοδα 2 (γ) Υπήρχε διαθέσιµη πλήρης επιχορήγηση από την Κυβέρνηση, ΕΕ, κ.α. 3 (δ) Άλλο (παρακαλώ προσδιορίστε......) 4
6. Με ποιον τρόπο πραγµατοποιήθηκε η εγγραφή σας στο εκπαιδευτικό αυτό πρόγραµµα; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Γράφτηκα στο πρόγραµµα µε δική µου πρωτοβουλία 1 (β) Ο εκπαιδευτικός οργανισµός µε πλησίασε ο ίδιος και µε έγραψε 2 (γ) Ο εργοδότης µου αποφάσισε να εγγραφώ 3 (δ) Άλλο (παρακαλώ προσδιορίστε)... 4 7. Τι πιστοποιητικό προσόντων αποκτήσατε µε την ολοκλήρωση του εκπαιδευτικού προγράµµατος αυτού; (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) Πιστοποιητικό που αναγνωρίζεται σε εθνικό επίπεδο 1 (β) ιεθνώς αναγνωρισµένο πιστοποιητικό 2 (γ) Πιστοποιητικό του εκπαιδευτικού οργανισµού που αποτελεί τµήµα κάποιας ευρύτερης 3 αναγνώρισης προσόντων (δ) Πιστοποιητικό του εκπαιδευτικού οργανισµού για την ολοκλήρωση του 4 προγράµµατος εκπαίδευσης (ε) Κανένα πιστοποιητικό 5 8. Που πραγµατοποιήθηκαν οι περισσότερες δραστηριότητες του τελευταίου εξ αποστάσεως εκπαιδευτικού προγράµµατος που παρακολουθήσατε; (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) Στο χώρο της δουλειάς µου 1 (β) Σε άλλες εγκαταστάσεις που παρέχονται από τον εργοδότη µου 2 (γ) Στους χώρους του εκπαιδευτικού οργανισµού 3 (δ) Στο σπίτι µου 4 (ε) Σε άλλους κοινόχρηστους χώρους κατάλληλα εξοπλισµένους 5 (στ) Αλλού (παρακαλώ προσδιορίστε...) 6 9. Τι µέσα χρησιµοποιήσατε στην εξ αποστάσεως εκπαίδευση; (µπορείτε να επιλέξετε παραπάνω από µια απάντηση) ιαδίκτυο (α) Πλατφόρµες εξ αποστάσεως εκπαίδευσης 1 (β) Ιστοσελίδες 2 (γ) Ηλεκτρονικό ταχυδροµείο 3 (δ) Τηλεδιάσκεψη (µε τη χρήση ή µη διαδικτυακής κάµερας) 4 (ε) Chat-rooms ή οµάδες συζήτησης 5 Ηλεκτρονικό Υλικό (στ) CD-ROMs, DVDs, Βίντεο, κασέτες 6 Τηλέφωνο (ζ) Τηλεφωνική ιάσκεψη (µε περισσότερους από 3 συµµετέχοντες) 7 (η) Υποστήριξη από καθηγητή µέσω τηλεφώνου 8 Τηλεόραση B. ΜΕΘΟ ΟΙ ΥΛΟΠΟΙΗΣΗΣ ΕΚΠΑΙ ΕΥΤΙΚΟΥ ΠΡΟΓΡΑΜΜΑΤΟΣ (θ) Ειδικές εκπαιδευτικές εκποµπές 9 (ι) Άλλο (παρακαλώ προσδιορίστε...) 10 10. Θα περιγράφατε το εκπαιδευτικό αυτό πρόγραµµα ως (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Εκπαίδευση εξ αποστάσεως, αυτο-διαχειριζόµενη από τον σπουδαστή 1 (β) Εκπαίδευση εξ αποστάσεως, µε βοήθεια καθηγητή 2 (γ) Συνδυασµός εκπαίδευσης εξ αποστάσεως και στην τάξη 3 (δ) Εκπαίδευση σε τάξη µε τη βοήθεια ηλεκτρονικού υλικού 4 (ε) Άλλο (παρακαλώ προσδιορίστε... ) 5 Γ. ΚΙΝΗΤΡΑ ΓΙΑ ΤΗ ΣΥΜΜΕΤΟΧΗ ΣΕ ΕΚΠΑΙ ΕΥΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ ΜΕ ΥΠΟΣΤΗΡΙΞΗ ΤΠΕ
11. Πως περιµένατε να ωφεληθείτε από τη συµµετοχή σας στο εκπαιδευτικό αυτό πρόγραµµα, οταν ξεκινήσατε να το παρακολουθείτε; (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) Πίστευα πως θα µπορούσα να βρω δουλειά /να συνεχίσω να εργάζοµαι 1 (β) Πίστευα πως θα είχα τη δυνατότητα να ζητήσω προαγωγή στη δουλειά που εργάζοµαι 2 (γ) Πίστευα πως θα είχα τη δυνατότητα να ζητήσω αύξηση µισθού στη δουλειά που εργάζοµαι 3 (δ) Πίστευα πως θα είχα τη δυνατότητα να αναζητήσω καινούργια /καλύτερη εργασία 4 (ε) Πίστευα πως θα βελτιώσω και θα αναπτύξω τα προσωπικά µου ενδιαφέροντα 5 (στ) εν περίµενα ότι το εκπαιδευτικό πρόγραµµα θα µε ωφελούσε καθόλου 6 (ζ) Άλλο (παρακαλώ προσδιορίστε... ) 7 11.β. Ωφεληθήκατε τελικά από τη συµµετοχή σας στο εκπαιδευτικό αυτό πρόγραµµα; (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) Κατάφερα να βρω δουλειά /να συνεχίσω να εργάζοµαι 1 (β) Πήρα προαγωγή στη δουλειά που εργάζοµαι 2 (γ) Πήρα αύξηση µισθού στη δουλειά που εργάζοµαι 3 (δ) Έκανα αίτηση σε καινούργια /καλύτερη δουλειά 4 (ε) Βελτίωσα και ανέπτυξα τα προσωπικά µου ενδιαφέροντα 5 (στ) Το εκπαιδευτικό πρόγραµµα δεν µε ωφέλησε καθόλου 6 (ζ) Άλλο (παρακαλώ προσδιορίστε... ) 7 12. Θα σας ενδιέφερε να συµµετάσχετε ξανά σε εκπαιδευτικά προγράµµατα που υποστηρίζονται από ΤΠΕ (δηλ. εξ αποστάσεως εκπαίδευση online ή µε CD-ROMs; (α) Ναι 1 (β) Όχι 2 αν Όχι, παρακαλώ δικαιολογήστε την απάντηση σας..... 13. Σύµφωνα µε την εµπειρία σας από την εξ αποστάσεως εκπαίδευση, παρακαλώ σηµειώστε αν συµφωνείτε ή διαφωνείτε µε τα παρακάτω. Συµφωνώ ιαφωνώ (α) Το κόστος ήταν πάρα πολύ υψηλό 1 2 (β) Είχα καλή πρόσβαση στον τεχνικό εξοπλισµό που απαιτείτο από το 1 2 πρόγραµµα (γ) Οι γνώσεις και τα προσόντα µου σχετικά µε την χρήση υπολογιστών δεν ήταν 1 2 αρκετά για να µπορέσω να παρακολουθήσω το πρόγραµµα αυτό (δ) Οι Τεχνολογίες Πληροφορίας και Επικοινωνιών έκαναν την εκπαίδευση 1 2 πιο εύκολη (ε) Η παρακολούθηση ενός προγράµµατος εξ αποστάσεως απαιτούσε 1 2 περισσότερο χρόνο από ότι περίµενα (στ) Ο εκπαιδευτικός οργανισµός είχε καλό σύστηµα υποστήριξης 1 2 για τους σπουδαστές (ζ) Η χρήση εργαλείων ΤΠΕ µου εξοικονόµησε χρόνο 1 2 (η) Είχα περισσότερα κίνητρα να παρακολουθήσω ένα πρόγραµµα εξ αποστάσεως από ότι ένα συνηθισµένο εκπαιδευτικό πρόγραµµα στην τάξη 1 2 (θ) Το πιο σηµαντικό πλεονέκτηµα του εκπαιδευτικού προγράµµατος εξ αποστάσεως είναι η ευελιξία του χρόνου παρακολούθησης του 1 2 Παρακαλώ προσθέστε τυχόν επιπλέον σχόλια:. ΤΟ ΠΡΟΦΙΛ ΤΩΝ ΣΥΜΜΕΤΕΧΟΝΤΩΝ
Θα µπορούσατε να µας δώσετε κάποιες πληροφορίες σχετικά µε τα προσωπικά χαρακτηριστικά σας 14. Φύλο Άνδρας 1 Γυναίκα 2 15. Ηλικία Έως 35 χρονών 1 Από 36 έως 65 χρονών 2 Παραπάνω από 65 χρονών 3 16. Εκπαίδευση εν έχω ολοκληρώσει την υποχρεωτική εκπαίδευση 1 Υποχρεωτική εκπαίδευση ( ηµοτικό, Γυµνάσιο) 2 Μέση (µη-υποχρεωτική) εκπαίδευση (Λύκειο) 3 Ανώτερη τεχνική εκπαίδευση (ΙΕΚ, κτλ) 4 Ανώτατη/ Πανεπιστηµιακή εκπαίδευση (ΑΕΙ, ΤΕΙ) 5 17. Τόπος Κατοικίας Χωριό µέχρι 2.000 κάτοικους 1 Κωµόπολη/ Μικρή Πόλη από 2.001 έως 20.000 κατοίκους 2 Μεσαία Πόλη από 20.001 έως 100.000 κατοίκους 3 Αστικό Κέντρο περισσότεροι από 100.000 κάτοικοι 4 18. Internet στο σπίτι Είδος Σύνδεσης Dial-up (PSDN, αργή) 1 ISDN (λίγο πιο γρήγορη από τη σύνδεση dial-up) 2 Broadband (ADSL, γρήγορη) 3 εν έχω σύνδεση Internet στο σπίτι 4 19. Internet στο χώρο εργασίας Είδος Σύνδεσης Dial-up (PSDN, αργή) 1 ISDN (λίγο πιο γρήγορη από τη σύνδεση dial-up) 2 Broadband (ADSL, γρήγορη) 3 εν έχω σύνδεση Internet 4 20. Επαγγελµατική Κατάσταση Εργαζόµενος/η σε πολύ µικρή επιχείρηση (µέχρι 10 εργαζόµενοι) 1 Εργαζόµενος/η σε µικρή επιχείρηση (από 11 µέχρι 50 εργαζόµενοι) 2 Εργαζόµενος/η σε µικρο-µεσαία επιχείρηση (από 51 µέχρι 250 εργαζόµενοι) 3 Αυτο-απασχολούµενος/η 4 Άνεργος/η 5 Άλλο 6
Appendix 2 Greek version of the WP3.2 questionnaire. Ευρωπαϊκό Παρατηρητήριο Ερωτηµατολόγιο ιεξαγωγή έρευνας πεδίου σε «οµάδα ελέγχου» µε έµφαση στη συνεχιζόµενη επαγγελµατική εκπαίδευση και κατάρτιση σε αγροτικές περιοχές Σας παρακαλούµε πολύ να συµπληρώσετε το ερωτηµατολόγιο που ακολουθεί και δικαιολογήστε τις απαντήσεις σας οταν σας ζητηθεί. Ευχαριστούµε θερµά εκ των προτέρων για τον χρόνο και την προσοχή σας. ΓΕΝΙΚΗ ΕΡΩΤΗΣΗ 1 0. Έχετε πάρει ποτέ µέρος σε εκπαιδευτικά προγράµµατα τα οποία υποστηριζόταν από ΤΠΕ, δηλ. εξ αποστάσεως εκπαίδευση online ή µε CD-ROMs; (α) Ναι 1 (β) Όχι 2 αν Ναι, παρακαλώ να µην απαντήσετε σε αν Όχι, µπορείτε να συνεχίσετε αυτό το ερωτηµατολόγιο, αλλά σας µε την Ερώτηση 2 παρακαλούµε να συµπληρώσετε το ερωτηµατολόγιο που αφορά τους αποδέκτες εκπαίδευσης (link or attachment) ΓΕΝΙΚΗ ΕΡΩΤΗΣΗ 2 1. Μετά την ολοκλήρωση των βασικών σπουδών σας (δηλ. σχολείο, τεχνική σχολή ή πανεπιστήµιο), συµµετείχατε ποτέ σε εκπαιδευτικά προγράµµατα συνεχιζόµενης επαγγελµατικής κατάρτισης; (α) Ναι 1 (β) Όχι 2 αν Ναι, παρακαλώ να συνεχίσετε αν Όχι, παρακαλώ να συνεχίσετε µε τις µε τις Ερωτήσεις 2 έως 9 και 16 έως 26 Ερωτήσεις 10 έως 26 A. ΑΤΟΜΑ ΠΟΥ ΣΥΜΜΕΤΕΙΧΑΝ ΣΕ ΕΚΠΑΙ ΕΥΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ ΣΥΝΕΧΙΖΟΜΕΝΗΣ ΕΠΑΓΓΕΛΜΑΤΙΚΗΣ ΚΑΤΑΡΤΙΣΗΣ 2. Μετά την ολοκλήρωση των βασικών σπουδών σας (δηλ. σχολείο, τεχνική σχολή ή πανεπιστήµιο), σε πόσα εκπαιδευτικά προγράµµατα συνεχιζόµενης επαγγελµατικής κατάρτισης συµµετείχατε; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Σε ένα 1 (β) Από 2 έως 5 2 (γ) Από 6 έως 10 3 (δ) Παραπάνω από 10 4 3. Ποιο από τα παρακάτω περιγράφει µε τον καλύτερο τρόπο το περιεχόµενο του τελευταίου εκπαιδευτικού προγράµµατος που παρακολουθήσατε; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Business Skills 1 (β) εξιότητες ΤΠΕ 2 (γ) Τεχνικές εξιότητες 3 (δ) Άλλο (παρακαλώ προσδιορίστε).... 4 4. Πόση ήταν η διάρκεια αυτού του εκπαιδευτικού προγράµµατος; (α) Έως 1 µήνα 1 (β) Περισσότερο από 1 µήνα και έως 2 µήνες 2 (γ) Περισσότερο από 2 µήνες και έως 3 µήνες 3 (δ) Περισσότερο από 3 µήνες 4 5. Ποιος κάλυψε τα έξοδα του προγράµµατος αυτού; (παρακαλώ επιλέξτε µόνο µια απάντηση)
(α) Ο εργοδότης µου κάλυψε όλα τα έξοδα 1 (β) Εγώ κάλυψα όλα τα έξοδα 2 (γ) Υπήρχε διαθέσιµη πλήρης επιχορήγηση από την Κυβέρνηση, ΕΕ, κ.α. 3 (δ) Άλλο (παρακαλώ προσδιορίστε)... 4 6. Με ποιον τρόπο πραγµατοποιήθηκε η εγγραφή σας στο εκπαιδευτικό αυτό πρόγραµµα; (παρακαλώ επιλέξτε µόνο µια απάντηση) (α) Γράφτηκα στο πρόγραµµα µε δική µου πρωτοβουλία 1 (β) Ο εκπαιδευτικός οργανισµός µε πλησίασε ο ίδιος και µε έγραψε 2 (γ) Ο εργοδότης µου αποφάσισε να εγγραφώ 3 (δ) Άλλο (παρακαλώ προσδιορίστε)... 4 7. Τι πιστοποιητικό προσόντων αποκτήσατε µε την ολοκλήρωση του εκπαιδευτικού προγράµµατος αυτού; (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) Πιστοποιητικό που αναγνωρίζεται σε εθνικό επίπεδο 1 (β) ιεθνώς αναγνωρισµένο πιστοποιητικό 2 (γ) Πιστοποιητικό του εκπαιδευτικού οργανισµού που αποτελεί τµήµα κάποιας ευρύτερης 3 αναγνώρισης προσόντων (δ) Πιστοποιητικό του εκπαιδευτικού οργανισµού για την ολοκλήρωση του 4 προγράµµατος εκπαίδευσης (ε) Κανένα πιστοποιητικό 5 8. Πως ωφεληθήκατε από τη συµµετοχή σας στο εκπαιδευτικό αυτό πρόγραµµα; (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) Κατάφερα να βρω δουλειά /να συνεχίσω να εργάζοµαι 1 (β) Πήρα προαγωγή στη δουλειά που εργάζοµαι 2 (γ) Πήρα αύξηση µισθού στη δουλειά που εργάζοµαι 3 (δ) Έκανα αίτηση σε καινούργια /καλύτερη δουλειά 4 (ε) Βελτίωσα και ανέπτυξα τα προσωπικά µου ενδιαφέροντα 5 (στ) Το εκπαιδευτικό πρόγραµµα δεν µε ωφέλησε καθόλου 6 (ζ) Άλλο (παρακαλώ προσδιορίστε... ) 7 9. Θα σας ενδιέφερε να συµµετάσχετε ξανά σε παρόµοια εκπαιδευτικά προγράµµατα; (α) Ναι 1 (β) Όχι 2 9.α. Αν Όχι, παρακαλώ δικαιολογήστε την απάντηση σας (παρακαλώ επιλέξτε µέχρι 2 απαντήσεις) (α) εν έχω χρόνο λόγω οικογενειακών υποχρεώσεων 1 (β) εν έχω χρόνο λόγω επαγγελµατικών υποχρεώσεων 2 (γ) Το κόστος του προγράµµατος αυτού είναι πολύ υψηλό 3 (δ) Τα εκπαιδευτικά προγράµµατα συνεχιζόµενης επαγγελµατικής κατάρτισης δεν καλύπτουν τα ενδιαφέροντα µου 4 (ε) εν έχω πληροφορηθεί κατάλληλα για εκπαιδευτικά προγράµµατα συνεχιζόµενης επαγγελµατικής κατάρτισης 5 (στ) Οι γεωγραφικές αποστάσεις που πρέπει να καλύψω για να παρακολουθήσω το πρόγραµµα αυτό είναι µεγάλες 6 (ζ) Άλλο (παρακαλώ προσδιορίστε... ) 7 Β. ΑΤΟΜΑ ΠΟΥ ΕΝ ΣΥΜΜΕΤΕΙΧΑΝ ΠΟΤΕ ΣΕ ΕΚΠΑΙ ΕΥΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ ΣΥΝΕΧΙΖΟΜΕΝΗΣ ΕΠΑΓΓΕΛΜΑΤΙΚΗΣ ΚΑΤΑΡΤΙΣΗΣ 10. Έχετε ποτέ σκεφτεί να πάρετε µέρος σε εκπαιδευτικά προγράµµατα συνεχιζόµενης επαγγελµατικής κατάρτισης, µετά την ολοκλήρωση των βασικών σπουδών σας (δηλ. σχολείο, τεχνική σχολή ή πανεπιστήµιο); (α) Ναι 1 (β) Όχι 2 αν Ναι, µπορείτε να συνεχίσετε αν Όχι, µπορείτε να συνεχίσετε µε την Ερώτηση 11 µε την Ερώτηση 12 11. Ποιο από τα παρακάτω περιγράφει µε τον καλύτερο τρόπο το περιεχόµενο του εκπαιδευτικού προγράµµατος που θα θέλατε να παρακολουθήσετε; (παρακαλώ επιλέξτε µόνο µια απάντηση)