European Policy and ICT Developments in Learning, 2015 – Economic Context and Technology Environment

Abstract

The state of art of ICTs in education and training and the policies in Europe early 2015 is, due to several transitional factors and by intense changes in ICT enhanced learning, a most complex one. Several factors have initiated paradigm-changing transformations in the past years.The ever-improving performance of mobile devices and the development of networking infrastructure , new tools, better affordability are transforming rapidly the information society - mostly outside of institutional settings This was leading to the rapid spreading of cutting edge technologies, resulting huge increase of demand for and use of them. Changing notion of access, accompanied by larger volume and better quality of digital content, the transforming user habits resulted new interpretations and have re-positioned the social impact of ICTs in learning.We are at a „meta-stable point” of the development-change curve in 2015. Productivity, competitiveness and innovation in the EU have to grow. Considerations of human aspects, the desires of the society and demands of the civil sphere are becoming weaker in the policies.Growing attention prevails however to relationships between learning, living and society, to learning communities extending beyond education, as well as the way learning is organized in different communities and spaces (intergenerational, cross cultural, learning).In the EU Education & Training 2020 Strategic Framework, the common objectives are led by making lifelong learning and mobility a reality; improving quality and efficiency, promoting equity, social cohesion, and active citizenship; finaly enhancing creativity and innovation, including entrepreneurship.The Europe 2020 targets in education include reducing the rates of early school leaving below 10%, and at least 40% of 30-34–year-olds completing third level education. The targets aim to reinforce educational improvements to help employability and reduce poverty. ICTs acknowledgely support online learners to develop core 21st century transversal-horizontal and soft skills such as communication, critical thinking, collaboration, time management, multi-tasking, maintaining a sense of well-being, and developing connectedness through social media. The approach started to change recently contesting the feasibility of economic models in institutions. New stakeholder alliances emerge, supported by fresh social and economic demands and clusters of interest.