Promoting
Digital Literacy
Case studies from around the world
Volume 2
1
Reader’s Guide
This booklet of case studies is a selection of the initiatives in which, through our global
network of partners, we have actively participated in the promotion of digital literacy
worldwide.
For the purpose of the booklet, we have assigned the initiatives recorded herein to various
categories, or main ‘pillars’ of activity; they are:
• Government and Public Administration
• Corporate and Private
•Education
• Accessibility (to ICT for marginalised groups or those with a disability)
The impact of some of the case studies assigned to these categories also touches on
further topical economic and social spheres of interest, which can be classified as follows:
• Capacity Building
• Workforce Development
• Rural Development
The layout of the booklet has been colour coded to reflect the fact that some of the
initiatives recorded have an impact in areas other than the more vertical pillars listed above.
Please note that while all initiatives and projects in ICT skills development could be
described as educational, we have restricted the categorisation of education to its narrow
definition, i.e. initiatives that impact upon the primary, secondary, or tertiary education
systems of a country.
Also, the terms ‘Information and Communications Technology’ (ICT) and ‘Information
Technology’ (IT) are both used in this booklet. However, as the means of communication
through technology – such as email, smart phones etc. – become increasingly widespread,
‘ICT’ is preferred. ‘Information Technology’ (IT) is used sparingly and usually to describe an
official title, such as IT Administrator.
Key
Capacity Building
Workforce Development
Rural Development
2
Contents
GOVERNMENT/PUBLIC ADMINISTRATION
Knowledge Stations (Jordan) WD CB RD
07
NTUC EqualSkills (Singapore) WD
10
ECDL in Public Administration Reform (Romania) WD CB
13
Case Management in the Courts (Croatia) WD CB
16
Police Force (Colombia)
WD CB RD
18
EDUCATION
Teachers’ Professional Training (Poland) WD CB RD
23
Falcone Institute (Italy) 25
City of Winterhur Teachers
(Switzerland) WD
27
Anyang University (South Korea) 29
ICDL in Schools (Jordan)
31
CORPORATE/PRIVATE
LUKB Bank (Switzerland) WD
35
La Poste (France) WD CB
37
GECOL (Libya) WD CB
Community Development Fund (Sudan)
39
WD CB RD
41
ACCESSIBILITY/INCLUSION
Training Without Boundaries (Romania) WD
47
ECDL for Young Cancer Patients (Austria) 49
Darda Municipality (Croatia) 52
ACFE Pilot Project in Victoria (Australia) 55
UNRWA Centres (Jordan, Syria, Lebanon, and Palestine) WD CB
58
Various Disadvantaged Groups (Romania)
61
Emerald Hill Children’s Home (Zimbabwe)
63
South Tyrol (independent L) WD
67
3
4
Case Study Booklet: Volume 2 - Introduction
Digital literacy is increasingly being regarded as an essential
21st century competence, without which an individual is at
risk of not being able to participate fully in society. Digital
devices are the means by which more and more of us now
perform an ever-widening range of tasks on a daily basis,
such as banking, engaging with government, purchasing
essential goods and services, and even communicating
with one another. The readiness with which countries
embrace technology – both in the developing and more
developed world – is likely to have a major impact on their
innovation and, ultimately, on their competitiveness. As jobs
increasingly rely on technology, those without the skills to
operate that technology will only have access to an everdecreasing number of positions. Outside of the world of
work, the ongoing integration of technology into our daily
lives leaves those without access to it increasingly subject
to marginalisation. Access to ICT is not only related to
physical access (hardware, software, broadband internet
etc.), it is often also skills related. This booklet highlights the
positive impact that skills development initiatives can have
on the lives of individuals, and on the efficiency of certain
organisations.
About ECDL Foundation
ECDL Foundation is the certifying authority for the leading international computer skills
certification programme - ECDL / ICDL. ECDL Foundation’s mission is to enable proficient
use of ICT that empowers individuals, organisations and society, through the development,
promotion, and delivery of quality certification programmes throughout the world. With
over 12 million candidates participating in a range of programmes, ECDL Foundation has
set the global benchmark in end-user skills certification. For more information about ECDL
Foundation, please visit www.ecdl.org
4
Government/
Public
Administration
5
GOVT/PUBLIC ADMINISTRATION
WD
CB
RD
7
Knowledge
Stations
(JoRDAN)
ICDL for Remote and
Underprivileged Citizens:
Knowledge Stations
Background to the Project
The ‘Knowledge Stations’ (KS) initiative started
in 2001. Its aim has been to prepare Jordan
for the knowledge economy by enhancing
the competitiveness and skills of citizens and
communities. It has achieved this by enabling
Jordanian citizens to possess ICT skills to effectively
use technology.
From the outset, the project has focused on remote and underprivileged areas, in order to
bridge the digital gap between different administrative regions of the country. The initiative
started with the support of the government, and it was implemented by the ‘National
Information Technology Centre’ (NITC), with partial funding from the ‘United Nations
Development Programme’ (UNDP), the Ministry of Planning and International Cooperation,
and the Royal Court.
With time, the Knowledge Stations initiative gradually grew to become a significant
government department. As of July 2012, the Knowledge Stations Department at NITC
comprised of 185 Knowledge Stations. Each Knowledge Station is a small ICT centre
aimed at serving the local community. Centres are hosted by public organisations (such
as municipalities, schools, colleges), by NGOs, or by the private sector. The infrastructure
of these centres (computer hardware, software, networks, etc.) is either provided by
public organisations or through donations from the private sector - mainly large ICT or
telecommunications companies. NITC manages these KSs to enable them offer different
services to citizens, which are offered either free of charge or at a very low cost.
ICDL Jordan has been involved with the KS initiative since its inception. Several hundreds
of older citizens were ICDL trained and certified in 2002 and 2003. Later on, when control
for the project was assumed by NITC, ICDL Jordan signed an agreement for the official
adoption and implementation of the ICDL programme in the KSs in 2007. The objective was
to raise the standard of ICT skills training at the KSs to an international level, and to enable
those citizens to obtain the internationally recognised ICDL certification.
Project Delivery Details
After signing the agreement, joint ICDL Jordan and NTIC teams began visiting the KSs to
assess their suitability as ICDL Accredited Test Centres. Based on these visits, the NITC
management, and the centres themselves, started upgrading the centres to address the
identified issues until all target centres met the ICDL accreditation requirements.
Upon accrediting the centres, training sessions were arranged for their staff, which covered
all operational aspects, so that centres were able to commence training and testing after
that. Centres were also given marketing material, which included posters to be placed
in the centres, and pamphlets were sent to partner organisations who might nominate
candidates for ICDL training and testing.
8
Being part of the Ministry of Information and Communication Technologies in Jordan, NITC
was able to easily arrange training agreements with several government organisations that
would include the ICDL programme as part of staff training measures. As a result of these
arrangements, candidates from several organisations1 underwent ICDL training and testing
at KSs spread all over Jordan. Additionally, people from the various local communities
registered for ICDL training sessions and sat ICDL tests. These included school students,
recent graduates from universities and community colleges, and other citizens, in an
attempt to enhance their suitability for the job market and/or to be exempted from studying
a required university ICT course (Computer Skills 1).
Impact
Since the beginning of the programme, 5,030 individuals have received ICDL training
and testing at the KSs. Out of these, almost 4,000 persons have already achieved ICDL
certification - the rest are still in the process.
Interestingly, 78% of those who obtained the ICDL are female, whereas only 22% of the
participants are male. The fact that the KSs are based within the communities seemed to
encourage women to attend the ICDL training and to sit for the tests when they were ready.
A large number of under-18-year-olds have also participated in the programme.
The candidates themselves have reported great satisfaction upon obtaining their ICDL
certificates, irrespective of whether they enrolled in the programme on their own, or as part
of a capacity building programme at the organisation for which they work. Additionally,
school students are happy to be exempted from a three-credit ICT course when they are
admitted to a university or college. For those who are employed, several organisations offer
salary increments for those who are ICDL certified. Other organisations have even stricter
conditions as they require ICDL, either as a hiring requirement, or for promotion. Finally, for
the unemployed, ICDL certification helps them to find a job because the skills they possess
are at a higher level than before.
NITC has the mandate of developing a national information system in the country, and
assisting organisations and individuals in using this information. This includes capacity
building of citizens, without which they cannot access or make use of such information.
Therefore, NITC feels proud that they have indeed played an important role in community
service by strengthening the ICT skills of citizens through a prestigious programme, namely
ICDL. Moreover, NITC was able to recruit more staff to do the training and was able to
enhance the capacity of its own staff to international standards.
Candidate Testimonials
“ICDL helped me find a second job as an ICDL trainer in a private centre in the city.” Eman
Akel Awad, ICDL trainer
1
These organisations included: the Ministry of
Energy and Mineral Resources, Department of
Statistics, Ministry of Transport, Royal Retirement
Authority, Ministry of Justice, Ministry of
Municipalities, All Jordan Youth Authority, Civil
Status Department, Civil Defence Department,
Ministry of Social Development, Aman Fund for
Orphans.
“With ICDL certification, I had a raise in salary, a change in job description, and an increase
in self-confidence through knowing computer skills.” Ghazi Abed Alaziz Mesleh, a teacher
at the Ministry of Education
“The ICDL certification has helped me to be more efficient in teaching and faster, and has
increased my salary. It has made me more confident, and I can now get into discussions
9
with others, plus help my colleagues to accomplish their mission using the computer.”
Mona Shouker Alnbrawy, an employee at the Ministry of Education
“After getting my ICDL certificate, I introduced myself to the women’s union through the
Knowledge Station in my region. This helped me to accomplish different training courses,
and then I set up my own business.” Maryam Salah Alqadi
“After getting the ICDL certificate, I became a trainer for people with learning difficulties.
This improved my skills in the preparation of Illustrative materials for the training of
children.” Wala Nasser Albehari, 20 years old, unemployed, with Diploma grade education
“After the ICDL programme, I became more familiar with computer usage and the Internet,
which improved my communication skills with family and friends. This also helped me to do
volunteer job at community-based rehabilitation centre.” Eman Khader Alkabneh, 21 years
old, high school graduate, unemployed
GOVT/PUBLIC ADMINISTRATION
WD
10
NTUC
Equalskills
(Singapore)
EqualSkills Joint Pilot Project:
Delivering Introductory ICT Skills Singapore
Background to the Project
In July 2011, ‘NTUC LearningHub Pte Ltd’ (LHUB)1
submitted a proposal to ECDL Foundation Singapore
to collaborate on a joint project, with the aim of
understanding how the EqualSkills programme2
can help people in Singapore who have little or no
computer skills to gain competence in computer
usage.
Statistics have shown that more than half of the total candidates taking the WSQ ICDL
programmes3 in Singapore are self-sponsored candidates and that the success rate for this
group of candidates is significantly lower than those who are sponsored by their employers.
This self-sponsored group tends to be made up of individuals who are unemployed or selfemployed, or from the middle and above age group, with little exposure to formal training.
As such, starting directly into more formal, test-based programmes, such as full ICDL
certification, is challenging. A low pass rate in their first attempt would further discourage
them from continuing with other modules.
It was therefore felt that there is a need to introduce the EqualSkills programme in
Singapore to address the needs of this group of people, so as to prepare them for a more
structured ICT training programme, such as ICDL. It was decided that a pilot project
for EqualSkills would first be implemented to test the model before a comprehensive
nationwide launch.
Delivery Details of the Project
‘e2i’, Singapore’s employment and employability institute, was approached to support
the pilot project as a source of funding and to provide the referral of trainees. In early
September 2011, e2i approved the joint proposal for implementation - from 26 September
2011 to 31 March 2012 - for up to 1,500 candidates.
To be eligible for the e2i funding and support, candidates would need to fulfil the following
1
NTUC LearningHub Pte Ltd is a leading,
employment-focused education and lifelong
learning provider in Singapore.
2
EqualSkills is an ECDL Foundation
introductory programme. It helps to remove
the fear of using a computer for complete
novices by using a simple, non-threatening
approach to educating individuals in the
basic skills of using a computer, email and
the Internet.
3
Under an agreement signed between ECDL
Foundation and the Singapore Workforce
Development Agency (WDA), ICDL Syllabus
5.0 and ICDL Advanced modules are
currently offered as part of Singapore’s
National Employability Skills’ ‘Workforce
Skills Qualifications’ (WSQ) programme.
criteria:
• Be either Singaporean or Singapore permanent residents
• Be first time candidates for the EqualSkills programme
• Achieve a minimum of 75% attendance
• Complete all the prescribed assessments
e2i has agreed to fund up to 100% of the course fee for unemployed candidates and
90% of the course fee for employed candidates. LHUB is required to perform checks on
the candidates’ eligibility, in relation to the criteria set by e2i, and to prepare the required
supporting documents to facilitate the processing and disbursement of funds from e2i. At
the same time, LHUB would need to inform eligible trainees of the availability of course fee
funding from e2i at the point of course registration.
11
LHUB would also be required to track the training progress of candidates and to submit
monthly and quarterly reports to e2i.
Impact of the Project
As targeted in the project, 1,500 trainees were selected, and completed the EqualSkills
programme successfully. In general, feedback from candidates revealed that they are now
more self-confident, as they are better equipped to proceed to full ICDL certification, having
been given the opportunity to do ‘hands-on’ practice during the lessons. The curriculum
and the structure of the EqualSkills programme have been well received by both trainers
and learners, as they have aided learning and the acquisition of skills. There is also a
greater sense of accomplishment amongst candidates of having developed their ICT
competence through practical performance.
Despite this positive feedback, some trainees continue to face challenges when
progressing through the EqualSkills programme, primarily due to their general literacy
levels. This problem is similarly being experienced when they progress to full ICDL training:
the candidates for this programme are predominantly mature trainees with long-sighted
vision, and they have experienced problems reading the learner guide, as the font size is
too small for them. This has slowed down their progress in following the classroom-based
lessons. To mitigate this problem, trainers have been providing additional coaching in
Mandarin to these trainees.
In conclusion, the EqualSkills programme has helped trainees who have little or no
computer skills gain competence in computer usage, which they can put to use in their
daily lives. ICDL Singapore is considering collaborating on another joint project to further
study the significant impact that completing the EqualSkills programme has on the pass
rate for ICDL modules.
12
Candidate Testimonials
“After this training, I am now more confident of using the Internet and email.” Chook Nam
Wah, programme graduate
“This course really let me understand more about computers and how they function.” Lee
Han Chiew, programme graduate
“I like the programme because it is really simple and easy to understand. It enables us to
understand the usage of several computer programmes.” Selvaravindren Paul, programme
graduate old, high school graduate, unemployed
GOVT/PUBLIC ADMINISTRATION
WD
CB
13
ECDL IN PUBLIC
ADMINISTRATION
REFORM
(Romania)
National Agency of Civil Servants
(NACS) / ECDL Project Provides ICT
Skills for 12,000 Civil Servants
Background and Context
The project was initiated by the ‘National Association
of Civil Servants’ (NACS) 1 as the Project ‘European
Standards in ICT Use for Public Administration –
National Certification Programme for Public Servants’
Project. The project’s main goal was to develop the
ICT skills of 12,000 civil servants from central and
local public administrations nationwide, across all age
groups. This was to be achieved by using the ECDL
certification programme.
The importance of introducing ECDL in Romania had previously been noted by government
authorities. In Government Resolution 1007/2001, regarding the preparation of public office
workers as users of information technology, the following was referred to: “The instruction
and improvement courses will follow the ECDL model, which has been adopted as standard
by governments of many countries”. Government Resolution 1007/2001, and Order
252/2003 of the Public Administration Ministry (for approving Methodological Directions for
training and specialisation in ICT of public servants) were the main factors in choosing ECDL.
As part of a continuous effort to contribute to the smooth running of the public sector in
Romania, a national survey/analysis of civil servants’ skills was conducted. The urgent need
for a comprehensive ICT skills training and certification measure was highlighted by certain
findings of the survey/analysis that were reported. These findings reported:
• Lost time due to the inefficient use of computers and IT software applications
• Low levels of administrative efficiency and productivity due to employees lacking the necessary skills
• High costs due to the over-use of telephone services
• Low quality and slow provision of services for citizens
• Low morale amongst employees (due to poor skill levels)
• The lack of a national database with ECDL trained public servants
• High paper use
Project Delivery
Initial Phase
The project started on 30 November 2009 with an opening conference, and finished on 14
February 2012 with a final conference. The training and certification services were put out to
public tender by NACS. The contract between NACS and the winning tender company ‘SC
Euroaptituni SA’ (a pre-existing ECDL Accredited Test Centre) for the training and testing
package was signed in October 2010. SC Euroaptitudini S.A. led an association for project
1
In Romania, this organisation is referred to
as the ‘Agentia Nationala a Functionarilor
Publici’ (ANFP)
delivery, which also involved the companies, ‘S.C. Mining Information Centre’, and ‘S.C.
GMB Computers’ (along with 12 other national subcontractors). The three main test centres
14
involved in the association were already ECDL Accredited Test Centres. The whole project
was coordinated by ECDL Romania.
Preliminary Test Phase
A pre-testing phase of PC operating knowledge took place in November 2010. The pretesting phase was conducted via an online questionnaire and the results were used to
establish a candidate’s competency level. From this, participants were separated into the
following levels: beginners, intermediate and advanced.
Main Phase of the ECDL Project
ECDL training started in November 2010. There were 168 ECDL trainers involved in the
project, training a total of 824 groups (10 - 15 candidates per group). Groups were formed
based on the preliminary test phase.
The ECDL courses consisted of the following 7 modules2: Concepts of ICT, Using the
Computers and Managing Files, Word Processing, Spreadsheets, Using Databases,
Presentation, Web Browsing and Communication.
Training Facilities
In order to provide fast and cheap access to training for the candidates, training sessions
took place within the participants’ own institution or as close to it as possible – namely,
county municipalities, major cities, towns, and smaller villages in each county. The training
and the testing took place in 20 pre-existing ECDL Accredited Test Centres and 134 ECDL
test centres that had been specifically accredited for the project.
2
For a detailed explanation of the ECDL
certification programme and the modules
offered, please visit: www.ecdl.org
Funding
15
The project was co-financed by the European Social Fund under the Operational
Programme Administrative Capacity Development 2007 - 2013, and NACS funds – costing
13.4 million lei (approx. €3.07 million) in total.
Project Impact
Pre- and Post-Evaluation
In order to evaluate the impact of the ECDL training and certification, 405 candidates were
tested before and after the programme to determine their improvement in computer use,
with the following results:
• Time for completing the test was improved by 62%
• Performance in resolving the test was improved by 92%
• Efficiency in resolving the test was improved by 89%
There were 12,000 ECDL Skills Cards 3 issued. Initially, there was a target that 75% of the
candidates would successfully complete the certification, but the actual results were much
better, with 97.77% of the candidates obtaining the ECDL certificate (only 268 candidates
failed the tests). The vast majority of the candidates were aged between 25 and 54 years
(91.3%).
Benefits
The following are some of the benefits reported by the candidates:
• Less time in creating and managing documents, spreadsheets, databases, presentations etc.
• Better communication between public administration institutions and citizens
• Greater efficiency and less time required in resolving tasks
• Improved quality of work
• More motivation and have better competences
• Obtaining an important internationally recognised certificate - at no cost to the candidate
“I remember a quote in the beginning of the ECDL manual: ‘Do you know how to use
a computer?’ At this time, I can firmly affirm that yes, I know.” – Cosmin Sandu, ECDL
Graduate
3
A Skills Card is a document that records the
candidate’s registration and that is updated
by the Accredited Test Centre as candidates
pass the test in each module
GOVT/PUBLIC ADMINISTRATION
WD
CB
16
CASE
MANGEMENT
IN THE COURTS
(CROATIA)
Improving Court and Case
Management Efficiency at the
Misdemeanour Courts in Croatia
Project Aims
The project’s overall objective was to improve the
operation and functioning of the Croatian judicial
system. The project was aimed in particular at
supporting and enhancing the operation and
improving the efficiency of the Misdemeanour Courts.
Project Details
The project consisted of two main components, and significantly reduced the backlog
of unprocessed cases at the Misdemeanour Courts. Under the first component - the
legal framework and efficiency of court organisation - experts from Croatia and Germany
prepared concrete recommendations for amendments to the existing legislation, which
were based on best practices from other EU countries. These recommendations were
aimed at significantly improving the efficiency and quality of the service provided by the
Misdemeanour Courts.
The second component comprised of an analysis of the internal organisation and working
methods at the Misdemeanour Courts. This included an action plan for improvement
through the development of a management training strategy and through the development
of education modules for judges and court staff.
In order to comply with Chapter 23 (Judiciary and Fundamental Rights) of the EU accession
criteria, Croatia is obliged to improve its courts’ organisation and structure, and to
ensure proper access to justice. The project continued previous ‘Community Assistance
for Reconstruction, Development and Stabilisation’ (CARDS) projects related to the
strengthening of the judiciary, and highlighted the EU’s commitment to help Croatia meet
EU standards in this field.
The Role of ECDL in the Project and Delivery Details
17
In order to achieve the programme’s objectives, it was necessary to strengthen the ICT
skills of the administrative personnel who would play a critical role in the implementation of
the recommendations.
ECDL was a natural choice for the court staff’s ICT skills development as it is officially
recognised as part of the Croatian government’s ‘Strategy for the Development of
e-Government 2009 - 2012’, which outlines the foundations for the creation of a modern,
transparent, efficient, and streamlined public services for all citizens.
Training for project officers in the Magistrates’ Courts has been designed as a tripartite
project of the High Misdemeanor Court (VPS), the Judicial Academy (PA) and the Centre
for Training Servants of the Ministry of Administration. The project partners’ respective
responsibilities were designated in a very clear manner: VPS was to focus on providing the
candidates, PA was to ensure that the training space was available in the regions, and the
Centre for Training was to train and test the candidates in Zagreb.
Under the project, all civil servants of the Croatian Misdemeanour Courts were to receive
ECDL certification between 2009 - 2012, with training and testing taking place in test
centres across the entire country.
To date, training has taken place in the following cities: Zagreb, Split, Rijeka, Osijek, and
Varazdin - with an overall pass rate of over 90%.
Project Outcome
The High Misdemeanour Court reduced its case backlog by 19% in 2009 - 2010, and in
2010 – 2011, the reduction in backlogs increased to 37%.
Thanks to the introduction of an ICT system, systematic monitoring of the first instance
Misdemeanour Courts has been introduced, which enables individual court performance to
be monitored on a monthly basis. Additionally, it allows for the implementation of concrete
measures for improvement at the crucially important Misdemeanour Courts. Within the
project’s scope, functional specifications for the development of software modules have
been compiled. These modules will be used to improve the efficiency of the Misdemeanour
Courts, as well as to enable access to a wider European online legal network.
The twinning project was implemented by the German Foundation for International Legal
Cooperation (IRZ) in close cooperation with the Croatian Ministry of Justice, the High
Misdemeanour Court of the Republic of Croatia, and the Croatian Judicial Academy - with a
budget of 1 million. Additionally, the project consisted of a supply contract, valued at
1.5 million.
GOVT/PUBLIC ADMINISTRATION
WD
CB
RD
18
Police Force
(COLOMBIA)
The National Police of Colombia
Certify Their Digital Skills to
the International Standard:
e-Citizen
Background to the Project
This project aims to contribute to the modernisation
of Colombian governmental organisations and enable
them to become more transparent and accessible to
the general public. ICDL Colombia has worked hand
in hand with groups of civil servants, such as the
National Police to train and certify them with digital
skills.
The Colombian National Police have, in this respect, been pioneers in Latin America by
becoming internationally certified with the e-Citizen certification. At the same time, the
project aims to certify more senior managers within the police force in the four modules of
ICDL Start in order to strengthen capacities within the IT department. This helps to raise
levels of efficiency in the delivery of online services and contributes towards an overall
improvement in performance of the entire institution.
Objective
The overall objective is to strengthen the digital competences of members of the National
Police by enrolling them in the e-Citizen and ICDL Start1 international certification
programmes. It is the first time in Colombian history that such a group of public servants
have decided to become internationally certified in the area of digital competences.
They are learning to use the Internet and other digital applications in a responsible and
productive manner. It is expected that this will lead to improved customer service and
overall performance.
Project Delivery
Members of the National Police force have the opportunity to participate in internationally
recognised training and certification, which enables them to strengthen their ability to
provide a more professional and effective service to the public. ICDL certification focused
mainly on the staff within the IT department.
In 2011, the National Police force of Colombia set a more ambitious goal than any other
group in Colombia, or any another country in Latin America in terms of the international
certification of digital competences through the e-Citizen programme. As part of the
public communication and technology innovation strategy of the National Police force,
they took on the challenge of becoming internationally certified as digital citizens,
certifying 50,000 police officers before 30 December 2011. The IT department and the
Strategic Communications department of the police force assumed the responsibility for
the achievement of this goal. Such was the interest and success of the project that the
initial goal of 50,000 certificates was reached by late November 2011. As a result of this
success, the National Police and ICDL Colombia decided to aim for 100,000 certifications
by February 2012. As of July 2012 approximately 110,000 certificates had been awarded,
1
For a detailed explanation of the range
of ECDL Foundation’s certification
programmes, please visit www.ecdl.org
which means over 70% of all police officers in Colombia are internationally certified to the
e-Citizen standard.
19
Due to the huge success of the e-Citizen programme, a separate ICDL Start programme
consisting of a diagnostic test, training and certification for 50 managers in the IT
department is currently being implemented. This second phase of the project shows
the commitment by the police force to integrating ICT certification in a sustainable way
throughout the organisation. e-Citizen is only the first step in a comprehensive digital
competences training and certification programme leading to increased productivity.
The ICDL Start programme is being developed in 2012 with the support of the ‘Colegio
Anglo Colombiano’, an ICDL Colombia Accredited Test Centre, which allows members of
the police force to sit the certification testing in their school. With ICDL Start certification,
the National Police has become the first force certifying its digital competences at all levels.
The head of the National Police force, represented at the time by General Oscar Naranjo,
and under the temporary directive 147 from 2011, promoted the idea of digital skills
certification among the force. This was announced as part of the National Police mission
to provide qualifications to its staff and improve internet skills both individually and
collectively.
ICDL Colombia and the IT and the Strategic Communications departments worked together
to produce an internal communication plan to incentivise and motivate the members of
the force to achieve the programme’s objectives. The implementation of the programme
included three main components:
Self-assessment: The aim was to provide members of the police with an initial assessment
of their digital competences. The results showed individual strengths and weaknesses and
helped programme managers adapt the training programme accordingly. From a total of
165,000 members of the force, 134,000 sat the self-assessment test
e-Learning: The e-Citizen programme includes an e-Learning training course with contents
developed by ICDL Colombia, which covers all the skills necessary to reach the e-Citizen
standard. This content was uploaded on the intranet (POLIRED) of the National Police
force. Access to this online material, located on an internal platform frequently used by
officers, enabled policemen and women to participate easily in the training
e-Citizen: As the certification testing process requires candidates to be present in a
supervised classroom, efforts needed to be made by the police force in terms of logistics
(IT infrastructure, broadband), time management and transportation. After five months of
programme delivery, a total of 35 test centres had been set up and accredited nationally
specifically for this project.
Impact
During the implementation of the National Police e-Citizen programme, record figures
were achieved, both for Colombia and Latin America. 139,000 policemen sat the selfassessment test, 111,339 of them were certified as e-Citizens (10,961 women and 100,378
men), 103 police units participated in the programme, including management units, regional
units, commando units, schools, revenue and custom police and general police. As part
of the programme delivery, 35 new test centres were accredited across different police
units and 113 testers were trained. All regions and states in Colombia benefitted by this
20
programme roll out.
Within the national government framework of ICT skills development, the Ministry
of Defence and the National Police force took on the challenge of implementing the
international e-Citizen certification programme. It was an opportunity to respond to the
need of using the Internet in a responsible and productive manner both for customer
service and to improve the efficiency of internal processes. The National Police also took a
first step by introducing the ICDL Start certification programme to 50 IT senior managers,
in order to achieve a higher level of ICT knowledge in this department. The fast growing
internet penetration in Colombia makes it necessary for public bodies to be at the forefront
of organisational change, being responsible for offering the public a higher level of service
in relation to security and a developing closer relationships with the community.
The e-Citizen programme has recently been awarded the 2012 FRIDA prize (FRIDA
standing for Latin America and the Caribbean Regional Fund for Digital Innovation) in
the ‘More Voted+More Creative’ category, because it is a model contributing to the
development of the information and innovation society within the country.
Advantages for the e-Citizen Certified Police Officers
Police officers now:
• Can gain further knowledge using e-Learning resources
• Have become a more active part of the network: downloading, creating, publishing and sharing information and facilitating similar changes in their communities
• Securely update the information of their branch online
• Streamline and simplify procedures and services to citizens
• Make payments and secure transactions on the Internet to optimise cost and time
According to Cr. Guillermo León Barón. Strategic Communications Manager of the Project:
“Having the skills to use ICT makes our work easier and more efficient and means we can
also improve how we administer and management ourselves and our businesses. This is of
benefit to the whole community. These days, not having Internet skills can cause problems.
If we want to be the ones promoting change at every level of Colombian society, then one
way to begin this change is to improve the ICT skills of our police officers. They act as
multipliers within our communities. If their skills improve then this has a knock-on effect
throughout the community.”
20
21
Education
EDUCATION
WD
CB
RD
23
Teachers’
Professional
Training
(Poland)
ICT Skills Development for Teachers
Builds Capacity in the Education
System
Project Objective
This project, ‘Teachers’ Professional Training in
Information Technology Use’, ran from April 2008 –
June 2012 and had two specific aims: to improve
teachers’ ICT skills through the ECDL programme
so that they can better incorporate technology into
their teaching practices, and to improve their career
prospects within the labour market.
Its general aim has been to improve teaching practices and general education levels in rural
and urban areas by providing ICT skills to almost 6,000 teachers throughout the region.
Project Description
This project was delivered by ECDL Poland, the ‘Regional Labour Office in Cracow’ and
the ‘Małopolska Training Centre’, in cooperation with the ‘Marshal Office of the Małopolska
Region’ and other local governments. It was co-financed by the ‘European Regional
Development Fund in Human Capital Programme’ and the budget of the Małopolska
regional government.
This project was directed at the teachers of non-ICT subjects working in the Małopolska
Region and provided fixed training (which is an 80-hour course) or blended-learning (16
weeks virtual training coupled with four on-site/physical sessions). Training was based on
three subject areas: general computer use, Internet use, and multimedia in teaching.
Participation in the full training programme enabled candidates the possibility to take tests
for the 4 module ECDL Start1 certification free of charge. The project progressed very well,
with 3,441 teachers having received training by August 2010.
Factors for Success
There were several main factors why this project has been such a success:
• Professional trainers’ network – ECDL Poland worked with the best ICT training specialists in the Małopolska Region
• Local government support – The relevant regional government departments were fully committed to the success of the project
• Geographical diversity - The training courses were organised in diverse parts by 1
For a detailed explanation of the range of ECDL
Foundation’s certification programmes, please
visit www.ecdl.org
respective regions (e.g. in small towns and villages) and in different kinds of schools so that they were very close to (or often in) teachers’ places of work
24
Project Impact
This project has raised awareness about the importance of ICT skills throughout the entire
region. Many of the participants recommended the project to other teachers, resulting in a
continuous stream of applicants. In their recommendations, they emphasised the benefits
of their newly-acquired ICT skills on their teaching practices.
This project has promoted ECDL within the Małopolska Region so much so that the
creation of new ECDL Accredited Test Centres has been necessary, mainly in very small,
often isolated communities. There has been a 90% pass rate for ECDL Start candidates,
which is a very positive reflection on the quality of the training provided.
Candidate Testimonials
“I would recommend the course to other teachers, as it gives knowledge that can be used
either at work or in their private life.” Jolanta Fraczek-Gołab, participant
“A very important element of the course was the excellent preparation of the trainers and
their ability to arouse participants’ interest in the computer as an indispensable tool for
working at a school in the 21st century.” Beata Wisniewska-Pasierb, Headmaster of a
group of schools in Babice
“The Teachers’ Professional Training in Information Technology Use project is a very
valuable and successful initiative. It is an answer to all of the challenges connected with
information society development in the Małopolska Region.” Roman Ciepiela, Vice-Marshal
of the Małopolska Region
“Through the Teachers’ Professional Training project we are interested in every single
teacher and his/her evolution. We want to give them the chance, knowledge and skills, so
that they can incorporate technology into their classes and really involve students in their
subjects.” Andrzej Martynuska, Director of the Regional Labour Office in Cracow
EDUCATION
25
Falcone
Institute
(Italy)
Students’, Staff’s and the wider
Community’s ICT Skills Benefit
from ECDL: Falcone Education
Institute
Background to the Project
Against the backdrop of the successful national
agreement between the Italian Ministry of Education
and the Italian Computer Society (AICA), the
‘Gallarate Higher Institute’ (L’Istituto Superiore G.
Falcone Gallarate) became an ECDL Accredited Test
Centre in 2002.
The institute is a type of Italian secondary school that is orientated towards practical
subjects. This concept aims to prepare students to enter the workforce immediately
after completing their studies. The institute specialises in courses in graphic design,
photography, hotel and catering, and tourism. As well as serving a student body of around
1,600 students, the institute plays an important role in adult education across the wider
community.
Why ECDL was the Choice for the Gallarate Higher Institute
The institute has evolved to become a state-of-the-art facility with significant investment in
technology. Technological infrastructure developments include:
• The installation of a fibre optic network
• Video streaming systems in all classrooms
• Smart boards and video conferencing capability in 35 classrooms
• Equipment and software facilitating real-time streaming of classes
• Institute-wide wireless network coverage
Having invested heavily in physical IT resources, the management and academic staff
realised that they needed a solution to develop the digital skill set of end users – the
students and school staff. Rather than developing their own curriculum for ICT learning or
availing of ad-hoc training from a private training centre, the institute sought a recognised
certification that could be structured like other course modules. ECDL’s established status
- being positioned as the national standard (it has been the official standard for evaluating
computer skills in the Italian education system since 1999), as well as being a Europe-wide
and international certification - was a major influencing factor for the institute’s decision to
choose ECDL.
Aims and Objectives
AICA worked closely with the institute to put in place a plan that was in sync with the
objectives of the national agreement between the Ministry for Education and AICA. As
well as serving the need of students and teachers to advance their digital literacy, the
ability to do the same for adults living in the institute’s catchment area was identified. The
specialised nature of the institute’s course offerings, coupled with the flexibility of ECDL,
presented an opportunity to match subject stream (e.g. graphic design) needs with relevant
ECDL modules.
26
Project Delivery
Three main groups were identified for ECDL training and certification: school staff,
students, and adult learners in the wider community. At first the focus of the project was
ECDL training for school staff (especially teachers), and students. Subsequently the ECDL
2D CAD, Image Editing, and Web Editing modules have been offered to students studying
related courses. The institute also partnered with the City of Gallarate to offer e-Citizen and
ECDL to adults in the local community interested in the respective programmes.
Implementation
School Staff and Teachers
School staff, including teachers, received free training and only had to pay the cost of the
ECDL Skills Card and tests. It is a requirement for teachers to pass the ECDL Advanced
certification in at least one ECDL Advanced module.
Students
ECDL certification is offered to students as a subject alongside other classes. The students
gain a credit towards their final year examinations by achieving the certification. Specific
modules, such as ECDL Image Editing are mapped to subjects within related courses – in
this example, photography - and the ECDL module test score is part of the overall course
evaluation.
The Wider Community: Project SCI – ‘Spazio Costruzioni Informatiche’ (‘Give Space to IT’)
In partnership with the City of Gallarate, the school sought to address the digital skills gap
in the wider community using ECDL. Specifically, the project targeted those that dropped
out of school, parents and relatives of the students, ex-students, and City of Gallarate
employees.
Impact
The institute’s engagement with ECDL has been a very positive experience. Staff and the
general student body now have a complete set of basic skills in the use of software like
word processing, spreadsheets, and presentation. This new skill-set complements the
institute’s investment in ICT infrastructure. Now, staff and students are empowered to
embrace the technology that surrounds them.
The role of the institute as a vehicle of social inclusion has been enhanced. Those living
in the community around the institute have been offered the opportunity to engage in ICT
education. Acquiring ECDL certification has promoted their integration into the labour
market. Furthermore, their newly-acquired skills facilitate lifelong learning, for example, they
now can access online distance learning courses (e-learning).
To date, 1,100 Skills Cards have been issued by the institute. It is regarded as one of the
best performing ECDL test centres in the stream-specific school sector. The success at
the institute has played a key role in the expected introduction of ECDL and ECDL Image
Editing in the ‘1^ A ITI Graphics Programme’, an initiative of the national project, ‘Cl@sse
2.0.’
EDUCATION
WD
27
CITY OF
WINterhur
teachers
(switzerland)
ECDL for Kindergarten, Primary, and
Secondary School Teachers
Background to the Project
The project was initiated by the Department
SCHU::COM - ‘Schule und Computer’ (School and
Computer) of the City of Winterthur. This Department
recognises that the competence levels of teachers in
the use of computers and communication technology
is a key component of successful integration of ICT
into the classroom.
This is reflected in the mission of the Department SCHU::COM, as its goal is to support
teachers in using computers and communication devices. Through training, teachers are
empowered to work with computers and are encouraged to integrate the existing ICT
infrastructure into their teaching. The ECDL programme is one of the means through which
the Department seeks to achieve its mission.
Why ECDL Was Chosen
The main goal of implementing ECDL was to enable all teachers already working in
Winterthur to reach the same level as the new university graduates, i.e. the newly
trained teachers. Other competing certifications were considered - IC3 and SIZ (a Swiss
informatics certificate). After an evaluation, the ECDL standard was chosen as it is the
educational requirement of the University of Education in Zürich. In addition, the MSWWinterthur (a training centre of the City of Winterthur) is an ECDL Accredited Test Centre,
which meant that synergies could be used, and costs saved.
Project Delivery Details
The project started in summer 2006, and is planned to run until 2016. The project is being
run in three phases:
Phase 1: Primary school teachers: 2006 - 2010
Phase 2: Kindergarten teachers: 2010 - 2013
Phase 3: Secondary school teachers: estimated 2013 - 2016
The teachers in the City of Winterthur undergo training in the following ECDL modules:
Using the Computer and Managing Files, Word Processing, Presentation, Web Browsing
and Communication, as part of the ECDL Start Programme1. This raises the ICT skills of the
teachers to the competence level of graduates from Swiss Universities of Education.
Implementation
MSW-Winterthur was accredited as an ECDL Accredited Test Centre in 2001. It is governed
by the Department of Education and Sport, and is responsible for the content and the
organisation of the courses as well as the management of the exams. Teachers register
on the SCHU::COM website for the courses. There are various options for courses and
1
For a detailed explanation of the ECDL
certification programme and the modules
offered please visit www.ecdl.org.
studying. For example, there are courses which are held one evening per week for six
weeks, or holiday courses which take three days. The coached courses have two different
entry levels: beginners and advanced. In phase 1 of the project, workshops were offered
28
as well. The material can also be studied on an individual basis. No matter which course
type the teachers choose, they all receive an e-Learning CD and printed courseware. As
teachers will be offered a diagnostic test for each module, they also have the opportunity
to assess their training needs more effectively. The goal is to pass the module tests,
regardless of the selected form of learning.
MSW-Winterthur must provide a flexible and qualified team of course instructors for the
coached courses. The minimum requirement for these instructors is an ECDL Accredited
tester certificate.
Project Outcome and Impact
Everyday professional life has become unimaginable without computers and
communication devices. This is no different in schools. For teachers to become competent
in the use of technology to prepare their lessons, collaborate with other teachers, and with
the school authorities, it is important for them to possess the corresponding skills. Through
the ECDL certification, a skills gap is filled. The success of the project is already clearly
visible in the schools.
Many of the candidates have reported benefits in having participated in the ECDL training
programme. Even though the course initially met with some resistance from some of the
participating teachers, feedback has often shown that these teachers have now found a
new approach to computers and see the possibility of a certification as an opportunity.
So far, 335 primary school teachers and 18 kindergarten teachers have received the
digital literacy level ECDL Start certificate. By the end of the project – taking into account
an annual fluctuation of employed teachers of about 10% – approximately another 120
kindergarten teachers, 50 primary school teachers and 250 secondary school teachers will
be certified.
Funding
The costs for the courses, courseware, ECDL Skills Cards2, as well as the diagnostic and
certification tests were paid for by the City of Winterthur. The teachers only need to invest
their time into the course. From 2006 to 2011, more than Fr. 650,000 ( 540,000 approx.)
has been spent on external costs (carrying out courses and training material).
2
A Skills Card is a document that records the
candidate’s registration and that is updated by
the Accredited Test Centre as candidates pass
the test in each module.
EDUCATION
29
Anyang
UniverSity
(South Korea)
ICDL’s Incorporation into the
Curriculum Raises Student ICT
Levels – Anyang University, South
Korea
Background
‘Anyang University’ is a very well-known university
in South Korea. It is a private university and it offers
undergraduate, graduate, doctoral and research
programmes. The main campus is located in Anyang
City, a satellite city of the Seoul metropolitan area.
The university has a population of 4,468 students,
and employs over 200 staff & faculty members.
Why ICDL was Chosen by the University
As a result of the South Korean government’s ICT-centred policies, college students have
developed a high level of ICT literacy from an early age as part of their primary school
education. Anyang University was interested in building on this level of ICT literacy and
was already considering offering internationally recognised certification programs for their
students prior to the ‘Korean Productivity Centre’ (KPC), the ICDL National Operator in
South Korea, introducing them to the ICDL programme.
The University expressed interest in ICDL due to its worldwide reputation and competitive
pricing structure, when compared to competitors’ offerings. Another decisive factor was
KPC’s credibility as a public organisation: KPC possesses a well-established reputation as
a highly effective NGO within South Korea. The University’s Faculty of General Education
decided to revise its pre-existing computer education curriculum to incorporate the globally
endorsed skill sets of the ICDL syllabus. This curriculum revision has made ICDL available
to the entire student population and encourages students to achieve ICDL certification.
This move has been well-received by students and staff alike. For instance, ICDL provides
ICT skills development that students need to have before they graduate from university
and it is also a reliable assessment tool for their professors. Furthermore, students with
strong ICT skills were interested in the opportunity to benchmark their ICT skills to an
internationally recognised certification. ICDL training also offers students with weaker ICT
skills the opportunity to gain confidence and to build on their current level of ICT literacy.
30
Delivery Details
Anyang University signed an Accredited Test Centre agreement with KPC after it decided
to adopt ICDL as part of its academic curriculum, becoming an ICDL Accredited Test
Centre in 2010, and it commenced testing a year later. The University runs all ICDL training
courses during the semester in modern computer labs with full internet access. The
ICDL programme’s training costs are included as part of each student’s tuition. All ICDL
candidates are supported by certified tutors and courseware is provided by KPC. At the
end of the semester students take tests in the ICDL Word Processing and Spreadsheets
modules. Both ICDL modules are designated computer subjects and form part of the
general education curriculum. The results of tests are sent to the Faculty of General
Education and therefore become part of the students’ overall score credits.
In order to facilitate ICDL testing, KPC has made a special website available for each
class; once students are ready to take an ICDL test, they can go online and make a test
reservation. The ICDL testers and KPC support the whole test session and provide close
supervision.
ICDL Going Forward
To date, the University has over 2,500 candidates who have successfully completed the
following ICDL Modules: Word Processing and Spreadsheets. Over the next 1 - 3 years,
more than 3,000 students are expected to take ICDL training courses and tests. These
figures will represent an increase in the number of certified students by more than 100%.
In its activity of helping to build on the success achieved by Anyang University in delivering
ICDL, KPC is contributing to its ongoing effort to promote ICDL within the South Korean
Education sector.
EDUCATION
31
ICDL in Schools Background
As a result of the introduction of the ICDL programme
(Jordan)
A Success Story - ICDL in
Jordanian Schools
to the Hashemite Kingdom of Jordan, Jordanian
ICT skills standards started to gradually rise. There
were multiple factors that led to the exponential rise
of these standards within the education system,
but one factor stood out against the others: despite
considerable local challenges, a number of schools
have adopted ICDL training and certification as part
of their standard curriculum.
As of June 2012, approximately 2,000 candidates have completed the requirements for
ICDL certification and another 2,500 candidates are in the process of finishing their training
and testing to earn their certificates. Jordan can currently be considered a less developed
country but it is adapting well to the rapidly changing demands of an international
knowledge economy.
The Successful Adoption of ICDL in Specific Schools
In addition to the detailed delivery model outlined in specific schools (below), the ICDL
programme has also been successfully adopted in several other schools, some of which
have even established ICDL certification as a graduation requirement, and others offering
ICDL Advanced modules1.These schools are: The Al Ridwan School, The Modern American
School, The Bishop School Amman Academy, The International Baccalaureate School, The
Asamiah School, and The Rosary School – Marj Al Hamam.
The Baptist School
The success story started at the Baptist School when a group of 12 supervised students
began to study for the ICDL programme during their summer holidays after they finished
sixth grade (aged 10). At the time, the school was not yet an ICDL Accredited Test
Centre, so the students took their tests externally. By the summer of 2012, the school
had progressed excellently in delivering the programme to its students: it had become an
ICDL Accredited Test Centre and had already held a graduation ceremony for its ninth and
tenth batches of ICDL graduates. The school’s main challenge has been the fact that the
students are not at the same skills level, and they always have the dilemma of whether or
not ICDL testing should be obligatory.
The Modern Montessori School
Based on the success in the Baptist School, ICDL Jordan launched a wider campaign to
other schools highlighting the considerable benefits of incorporating the ICDL programme
into their curriculum. The Modern Montessori School followed in the same footsteps as
the Baptist School and became an ICDL Accredited Test Centre but had been delivering
ICDL to its students prior to this accreditation. At the time, the school realised the need
1
to be creative in its teaching and for creating a well-rounded experience for its students.
For a detailed explanation of the range of
modules offered through the ICDL programme, This school is devoted to creating problem solvers by developing integrated educational
visit www.ecdl.org
solutions. Initially, the ICDL programme was delivered over a four-year cycle, which
then reduced to three years. As a result of greater experience and efficiency, the ICDL
32
programme is now taught and tested over two years (seventh and eighth grades – 11 and
12 year-olds). According to the school’s ICT Manager, the students and their parents love
the fact that they are not only receiving a good traditional education, they are also receiving
an international certificate that will serve them throughout their lives.
The Ahliyyah School for Girls
The Ahliyyah School for Girls then followed suit. There, the ICDL programme is spread
over three years, where the ICDL curriculum is taught during the first semester while the
second semester is dedicated to ICT skills development in further computer applications,
such as animation applications. The school dictates that ICDL is a competence level
that all students must reach and that can be built upon with further study. According to
the school, ICDL certification has created a higher educational standard for the students
and the country as a whole. The main challenge the students are facing is the actual test
and its atmosphere: they know the subject matter well but as thirteen year-olds, the tests
themselves seem to be intimidating for some students.
Al Dur Al Manthur School
This school experienced some initial difficulties in implementing the ICDL curriculum
but by trial and error it has overcome them. The school feels that they have achieved
great success in striking balance between the ICDL curriculum and the national system’s
curriculum. Since the school is not an international school, they still have to keep teaching
the nationally prescribed curriculum and learning materials. Of course, there is an overlap
between the two, yet a clear balance is needed. This balance was not the only difficulty;
the English language ICDL courseware and testing has also been a barrier, as English is not
the school’s ‘native’ language. However, the teachers adapted to the difficulties by creating
study guides specific to the teaching style of the school that will help with the language
barrier.
Impact
For all of the participating schools to successfully incorporate the ICDL programme into
their education curricula have had to overcome specific challenges yet have reported
multiple benefits: the children’s confidence in using computers has risen dramatically, they
receive a well-rounded and modern education and build an ICT skill level that can be built
upon with advanced knowledge or further training in specialist computer applications,
and receive an internationally recognised certification that will benefit them in the course
of their studies and ultimately into their working lives. Additionally, the number of schools
participating in the programme continues to grow, which is having a significant positive
impact on the general ICT skill level in the entire Jordanian education system.
32
Corporate/
Private
33
CORPORATE/PRIVATE
WD
35
LUKB BANK
(Switzerland)
ECDL Raises Employee ICT Skills:
Luzerner Kantonalbank
Background
Founded in 1850, ‘Luzerner Kantonalbank’ (LUKB)
is the leading bank in Canton Lucerne, Switzerland.
With total assets of about CHF 25 billion (€20.8
billion), and a staff of close to 1,000, Luzerner
Kantonalbank is one of Switzerland’s ten largest
banks. With 26 branches throughout the canton,
Luzerner Kantonalbank also has the densest banking
network in the region.
Banking, like many other industries, is becoming increasingly reliant on technology.
Consequently, the ICT skill levels of employees are becoming increasingly more important
to the overall success of any banking institution. LUKB management recognised that while
employees could often use various computer programmes for their routine daily tasks
without any problems, they had too low a level of knowledge about what features these
individual applications offered for specialised tasks. As a result, management looked for
a solution that would encourage their staff to further develop their knowledge of those
computer applications by themselves, and chose the ECDL programme as the most
appropriate measure to support the development of this knowledge. The ECDL project
was initiated by the internal IT training department of LUKB, its aim being to improve
employees’ ICT skills to enable them to perform their daily activities more effectively.
LUKB first implemented ECDL in 2005. ECDL is offered to LUKB employees on an ongoing
basis, and also as an optional professional development measure. Since then, it has been
developed into a standard offering within the company. LUKB runs ECDL test days every
three months; employees are able to avail of these test days to have their computer skills
certified, and can train/study to suit their own schedules. This flexible training and testing
method has proven flexible enough to suit the busy schedules of the bank’s employees.
Essentially, this means that employees are not tied to fixed training times, which enables
them to train when they are at home, and therefore benefits their work/life balance.
Project Delivery Details
The bank’s internal test dates are posted online, using the company intranet, where staff
can register for the ECDL programme through a special course registration tool. The
exams take place in the internal training rooms of LUKB, which is also an official ECDL
Accredited Test Centre. An extensive online study programme – Web-Based Training
(WBT) - is available for all employees, which they can access from their workplace, or
externally, at any time. In addition, the IT department periodically offers employees internal
training courses. This flexible approach to ECDL training and testing within the bank has
contributed significantly to the popularity of the programme at LUKB.
Why ECDL was Selected as the Certification of Choice
There were numerous reasons why LUKB chose the ECDL programme. The following
factors were decisive:
36
• Luzerner Kantonalbank would be able to apply to become an ECDL Accredited Test Centre (ATC)
• The tests are fully automated and are marked immediately
• The exams are in-application (i.e. they take place online directly in the respective applications), thus providing realistic work-based scenarios
Project Funding
ECDL training and testing is funded completely by Luzerner Kantonalbank. The employees
only need to pay for the Skills Cards1 themselves.
Project Impact
The number of candidates participating in the ECDL programme fluctuates from year to
year. To date, approximately 100 employees have been certified. Employee demand for
certification under the ECDL programme tends to increase when new computer application
versions are introduced into the work environment, as there is a realisation amongst
staff of the need to update their skills as these new applications are deployed internally.
Additionally, as part of a three-year training/apprenticeship programme run at LUKB,
more than 20 apprentices are ECDL certified every year, which forms part of their overall
apprenticeship. The development of apprentices’ ICT skills is seen as a crucial element in
their overall skills development.
The biggest benefit that management has observed to date is the noticeable increase in
the efficiency of staff. They are now able to perform their ICT-related tasks more quickly,
and have to ask for less IT support from the LUKB helpdesk, or from other colleagues.
Management has also noted that the candidates’ feedback is always very positive. In
addition to the ECDL candidates benefiting from a globally recognised certificate, they
have commented on how they have a greater understanding of the various new functions
and features of various computer applications, which has enabled them to complete their
work more efficiently, and has also been of benefit to their lives outside of work. The ECDL
programme is now viewed as an important component of their ‘Continuous Professional
Development’ (CPD), and of lifelong learning. Consequently, the bank not only benefits from
enhanced productivity of staff, but individual staff members also feel that they are gaining
skills that are universally applicable.
1
A Skills Card is a document that records
the candidate’s registration, and that is
updated by the Accredited Test Centre as
candidates pass the test in each module.
CORPORATE/PRIVATE
WD
CB
37
LA POSTE
(FRANCE)
The Challenges of Delivering ECDL
to a Large Organisation: La Poste France
Project Background
‘La Poste’, France’s national postal operator
was established in 1576 as the first formally
commissioned postal service in Europe. La Poste is
responsible for all national parcel and mail services in
France’s 27 regions. In addition to mail services, the
organisation now also provides banking services to
11.7 million customers.
In 2011, La Poste and its subsidiaries reported an €11.6 billion turnover. La Poste is the
second largest postal carrier in Europe, behind only the German postal operator ‘Deutsche
Post,’ and handles approximately 28.5 billion documents annually.
Due to the new competition rules introduced by the European Commission in relation to
state bodies, La Poste has had to significantly reshape its business model to take account
of new competitors entering the French postal market (as was the case in many other
European Member States, La Poste previously maintained a state-wide monopoly for the
delivery of all mail services in France). In accordance with the new competition laws, La
Poste was listed as a public company on the French stock exchange on 23 March 2010.
To meet the specific needs of La Poste, ECDL France needed to understand as much
as possible about La Poste: its staff; their working environment; the activities of the
subsidiaries; and the vacancies that were being advertised by the company’s recruiters.
Delivery Details – the Initial Process
In August 2008, ECDL France received the first indication from La Poste that it would
consider a proposal for the delivery of ECDL training and certification to its staff. At
the same time as being introduced to ECDL, La Poste was being introduced to other
competing certifications: MOS (Microsoft), and B2i and C2i (French Government ICT
certifications). ECDL France was successful due to its comprehensive understanding of
La Poste’s requirements, and due to the flexibility to tailor the delivery of the certification
in areas of ICT that were immediately relevant to the millions of day-to-day transactions
being carried out within La Poste’s administrative offices. ECDL France believes that a
comprehensive understanding of the customer’s needs is paramount to the successful
delivery of the programme.
Barriers to ECDL Implementation
Based on previous experiences of working with a large, heavily unionised, former state
body, a cultural aversion to testing was expected from within the La Poste organisation.
To counter this apprehension of being tested, the benefits of learning were promoted
above and beyond the aspect of testing. Once candidates are confident that they are
being trained in a comprehensive manner, and begin to be more confident with the various
syllabus items, the issue of testing normally becomes a goal, rather than an obstacle.
38
Benefits of the ECDL Programme According to La Poste
• Sectoral benefits – public and private sectors, education sector
• Internationally recognised
• Vendor independence (Syllabus – Skills)
• Empowers individuals
Preliminary Results of the Project
The initial issue of candidate aversion to testing interestingly resulted in most candidates
obtaining better results than they had expected. Also, La Poste’s ECDL graduates are very
proud of achieving certification; staff discussions have begun to centre on the positive
experience that they have had in the learning and certification process. ECDL France
believes that a significant testing ‘taboo’ was broken - after the initial pilot was concluded,
a degree of healthy competition developed among staff in relation to achieving ECDL
certification. To date, almost 1,000 La Poste candidates have completed the ECDL Start
programme. While this is not an immense number of candidates in a two-year period, this
project represents a triumph against the many issues that large commercial projects face,
particularly those in relation to efforts to train/educate staff. In this respect, ECDL France
took the following lessons from their experiences with La Poste:
• Meeting the specific needs of a large company is possible
• The ECDL programme is often chosen because it is less expensive and more scalable than many other certifications
• Testing aversions within staff can be overcome using a high profile pilot, and by focusing on building candidates’ confidence - assessment of the general capacity of staff at this point is also possible
• Remaining focused on the customer’s changing market and working environment is a crucial component of a project’s success
CORPORATE/PRIVATE
WD
CB
39
GECOL (LIBYA)
Adapting the Delivery of ICDL to
the Needs of the General Electric
Company of Libya
Background
The ‘General Electric Company of Libya’ (GECOL)
is a state-owned supplier of utilities to the entire
country, and it employs more than 30,000 workers.
In 2006, it identified the need to radically improve the
ICT skills of its entire staff, but in particular a target
group of approximately 4,000 of its employees, in line
with its initiatives to change the majority of all internal
company-wide paperwork to an electronic format.
Most of the target group were seeking full ICDL certification, but at the request of GECOL,
some received training for the introductory programme, ICDL Start1.
The project was initiated by GECOL in conjunction with the ICDL National Operator in Libya
(LQAS) in 2007, and was ongoing until the revolution in Libya in February 2011.
Why GECOL Chose to Implement ICDL
ICDL was chosen by the Training Department of GECOL for two main reasons: the first was
that it perfectly met the requirements of the company’s desire to improve the ICT skills of
its workforce, and the second was on account of the international reputation of the ICDL
certification. Other international certifications were also considered, but ICDL was GECOL’s
preferred choice.
The Practical Challenges Facing Delivery
The contract for the delivery of ICDL was initially signed (in 2006) between GECOL and
LQAS. However, due to the large volume of GECOL candidates being trained and tested
simultaneously, it was necessary to revise arrangements. Candidates were therefore tested
in more gradual numbers, and at the same time, the facilities of the test centre were both
expanded and improved. The fact that GECOL operated across all of Libya also presented
a geographical challenge to the delivery of ICDL. Therefore, the network of training and
test centres was expanded to several other cities (having started in Tripoli), and some staff
training rooms at several GECOL operations sites were also granted Accredited Test Centre
status by the ICDL National Operator, and were used as additional training centres. This
solution worked very well, and the majority of training took place at GECOL sites, but using
qualified ICDL training staff.
Adapting ICDL Training’s Delivery to Meet GECOL’s Specific Needs
On account of the volume of candidates, their geographical spread, and the time
constraints imposed by their work, the ICDL training delivery model was made more
flexible to suit the client’s needs. The accrediting of certain GECOL sites as Accredited Test
Centres helped enormously, but the following arrangements were also made: each training
1
For a detailed explanation of the range of
ECDL Foundation certification programmes,
visit www.ecdl.org
session was discussed in advance with GECOL to minimise the required training time, and
under special arrangements, candidates were permitted to start one session, stop for some
time, and then finish on another session.
40
Introducing flexibility into the delivery of ICDL without compromising the standard of
training and certification has created a strong and positive relationship with GECOL.
Funding of the Project
The pricing of the project was agreed between LQAS and GECOL. The project was entirely
funded by GECOL itself.
Status of the Project
As of April 2010, approximately 2,000 GECOL employees had registered for the ICDL
programme. Despite the considerable success of the project, on account of the period of
civil unrest in Libya in 2011, the project was suspended.
CORPORATE/PRIVATE
WD
CB
RD
41
Community
Development
Fund
(SUDAN)
Flexible ICDL Training Solutions
Boost the Community Development
Fund’s Productivity and Efficiency
Background to the Project
The ‘Community Development Fund’ (CDF) Project
for Sudan is funded by the World Bank. The objective
of this project is to increase access to priority
economic and social services and infrastructure in
war-affected and underdeveloped areas of Northern
Sudan. The CDF project includes over 1,200 subprojects.
Nearly two million disadvantaged people have already benefited from the services provided
by the completed sub-projects thus far. Access to better-quality education, and to health
and water supply services has significantly improved for the CDF-targeted communities. In
addition, the capacity building activities supported by the CDF project have resulted in an
improvement of the capability of the community and local government leaders in identifying
local development issues, mobilising resources to address problem areas, and ensuring the
sustainability of the outcomes of their development initiatives. The project eligibility period
is from April 2006 to June 2012 and the project budget was USD$42.8 million.
CDF’s Specific ICT Skills Requirements
CDF project staff needed to enhance their computer skills to improve their efficiency
and productivity at work, so that they would be able use computers effectively for
CDF business. After considering the available training and certifications on the market,
management decided to train project staff in Windows 7 and Open Office 3.1, and to certify
the staff with ICDL. They approached all centres in Sudan to obtain such training and
certification, but none of these were equipped to satisfy the requirements of CDF project
management. After that, project management contacted ECDL Foundation, and were in
turn directed to ‘Advanced Quality Assurance Systems’ (AQAS) Ltd, the ICDL National
Operator for the region. This relationship was formed due to the fact that AQAS had already
implemented a number of successful ICDL projects in the Middle East, as well as in other
countries, and had resources for delivering all components of the ICDL programme.
Project Delivery Details
AQAS staff communicated with CDF project management to fully understand their
requirements and suggest the most appropriate solution(s). AQAS established that the
CDF project needed to train staff from the ‘Project Implementation Unit’ (PIU) based in
Khartoum, and other staff from each of the 28 ‘Local Implementation Units’ (LIUs) spread
out all over the country. There were about 200 staff working with the CDF project in Sudan,
both in Khartoum and other main cities. In general, there were variations amongst the CDF
staff concerning their existing computer skill levels, but all were using a PC and standard
Office applications (mostly Windows XP and Microsoft Office 2003), so all had at least
some basic computer literacy, while some had more expertise than others. Therefore, there
was a need to upgrade the skills of staff in terms of technology being used (e.g., Windows
7 vs. Windows XP, and Open Office 3.1 vs. Office 2003 applications), as well as a need to
standardise and certify these skills – using ICDL. The ability of ICDL to be used in recent
versions of Open Source software further reinforced the vendor neutrality of the programme.
42
Unique Training Solution
AQAS assessed the best method of providing the needed training and testing. As there
were no local trainers available to provide the training that had been agreed upon between
AQAS and CDF project management, it was clear that an external trainer should do the
training for at least the first batch of candidates. AQAS suggested training the first batch of
CDF staff, whilst simultaneously training a few trainers from local centres in Khartoum, so
that they can provide training for subsequent batches. The staff members from PIU and the
LIUs that were selected for the initial training were chosen based on them being ‘computer
enthusiasts’, so they were a bit more experienced, and would learn more quickly than
others. Once trained, these staff members would provide assistance to their colleagues
in the PIU and LIUs. It was left to CDF project management to select the candidates who
would go through ICDL training and certification.
Individual Attention Results in a 95% Success Rate
Success rates for the testing varied from one batch of candidates to another, and also
from one ICDL module to another1. Excellent attention was paid to each and every staff
member during the training process. Anyone who didn’t pass a test from the first attempt
received further tutoring and was asked to do more exercises before sitting for the same
test again. Every possible effort was made to raise the skills of candidates to those required
to enable them to earn the ICDL certification. Overall, 57 staff members out of 60 were able
to obtain the ICDL certificate, thus achieving a success rate of 95%. This is an exceptional
figure, given the fact that some of them work in remote areas in Sudan with little access to
technology.
Impact of the Project
The project of training CDF staff members in ICDL based on Windows 7 and the latest
version of Open Office applications was successfully concluded to the satisfaction of all
parties involved. This is due to the teamwork and strong commitment of all concerned
parties, which enabled this ICDL certification based on Open Office to be granted for the
first time in the region.
Staff members who were trained and certified were very happy, and many were proud of
obtaining ICDL certification. Several participants expressed that the ICDL training is useful
to them in the workplace.
1
For a detailed explanation of the range of
ECDL Foundation certification programmes,
visit www.ecdl.org
43
Candidate Testimonials
Gash LIU Manager, Mr. Yagoub Merghani, mentioned that the course is:
“…beneficial in daily life and for the applications needed for our work (e.g. inserting
pictures, making charts, creating performing proper spreadsheet tasks, etc.)”
According to River Atbara LIU Manager, Mr. Ismail Abdelmajeed,
“We improved our knowledge and skills about the computer. There was a noticeable
improvement in the quality of work, in terms of reports, presentations and email
applications.”
Um Ruwaba LIU Manager, Mr. Ibrahim Makawi, highlighted the following benefits of the
course:
“Improvement in using Open Office applications; good command of PCs; quicker
documentation and office work; improved skills that enabled me to create my own virtual
community and join other communities; facilitated better communication between all CDF
units.”
Kailak LIU Manger, Mr. Awadalla Karshoum, expressed his pride and value of ICDL
certification by stating:
“For me, I do appreciate the opportunity of this ICDL training that CDF gave me. After I
received my certificate, I went straight to my CV and I just put two words: ‘ICDL Obtained’”.
44
44
Accessibility/
Inclusion
45
ACCESSIBILITY/INCLUSION
WD
47
Training
Without
Boundaries
(Romania)
Background
ECDL Romania has developed an effective presence
in Romanian society by focusing on activities that
aim to improve social inclusion and development.
‘ECDL Values the Community’ represents a statement
and a campaign through which we recognise our
responsibility to contribute positively to the community
that supports us and through which ECDL Romania
has supported programmes for people with disabilities,
and disadvantaged and excluded social groups.
Project Description
The ‘Training Without Boundaries’ project is a programme developed by ECDL Romania
in partnership with the ‘Semper Excelsius Association’, the ‘General Directorate for Social
Security and Children Protection’ in Bucharest, ‘Euroaptitudini’ (an ECDL Accredited Test
Centre) and the ‘Nicolae Iorg High School’ in Bucharest. The first stage of the project started
in March 2011, and in this stage a group of 7 persons with motor disabilities in Bucharest
succeeded in obtaining full ECDL certification.
The main objective of the project is the social integration of people with motor disabilities
by giving them the opportunity to be part of an ICT training programme, and to obtain an
internationally recognised ICT certification. At first, the programme included the ECDL
Start1 certificate (4 modules), but the candidates proposed to finish 7 ECDL modules. All 7
candidates succeeded in obtaining their ECDL certificate.
1
ECDL Start is one of ECDL Foundation’s
introductory programmes. For a detailed
explanation of the range of ECDL
Foundation’s certification programmes, visit
www.ecdl.org
48
The ECDL trainer for this project was a volunteer professor from the Nicolae Iorga High
School in Bucharest and the ECDL materials, such as the manuals, were provided by the
Euroaptitudini an ECDL Accredited Test Centre.
As the first stage was a great success, ECDL Romania decided to continue the collaboration
into the next stage of the project by giving the opportunity to more people with disabilities to
obtain the ECDL certificate.
Impact
ECDL Romania, together with Accredited Test Centres, provides the opportunity to people
with disabilities or to disadvantaged people to acquire digital skills and competence, thus
encouraging social inclusion by combating discrimination and facilitating access to the labour
market. This is why the Training Without Boundaries project is primarily focusing on securing
jobs for the persons included in the programme. During the first phase of the project, all the
candidates obtained the ECDL certificate and two of them already are working due to their
ECDL acquired skills.
“You have to get yourself together; you have to think that it is up to you to go on, to be able to
change something. We are equal and we all have the same rights. The fact that I cannot walk
anymore is just something a little different.” – Daniela, Training Without Boundaries ECDL
graduate
ACCESSIBILITY/INCLUSION
49
ECDL for
Young Cancer
Patients
(Austria)
Background
The project ‘ECDL for Young Cancer Patients’ is
a co-operation between: the ‘Austrian Childhood
Cancer Organisation’; various hospitals; the ‘Austrian
Computer Society’ (OCG); and the consultancy group
‘die Berater®’, and it is supported by numerous
companies and organisations.
The project gives children and young people who suffer from cancer the opportunity
to attain ECDL certification. Its aim is to benefit the recovery process by providing new
experiences, and a sense of achievement outside everyday life with the disease. The
project was launched in January 2002 at the St. Anna Kinderspital in Vienna, and is now run
successfully in all Austrian federal provinces.
The main aim of the ECDL project for young cancer patients is to influence the recovery
process positively. Patients’ occupation with a concrete topic, contact with people outside
the hospital and family environment, studying together, and having a sense of achievement
at the exams all lead to positive results, and make experiences possible which are not
related to the disease, or to the clinic routine. Additionally, the project also helps to develop
an optimistic view on a (professional) ‘after-life’.
Flexibility at all Levels - Learning According to Individual Needs
An introductory session is held with all participants (on average between 10 and 19 years
of age) before starting the ECDL programme to present the project, and to answer any
questions that potential candidates might have. After that, the participants individually
choose the preferred modules they want to start with and receive the necessary learning
CDs and papers from their trainers. The patients then study as regularly as possible, either
in the hospital, in the premises of the Austrian Childhood Cancer Organisation, or at home –
depending on their condition and treatment phase. When the young patients are in hospital
they work in group workshops or directly at the hospital bed.
50
“Here a dual-learning system, the so-called ‘blended learning’ system, is employed. The
participants work independently with their learning material, learning from CD-ROM or
performing tasks. At regular intervals, however, specially trained trainers of the project come
and study with them. The participants determine their learning pace on their own”, explains
Stefan Kremser of the consultancy group, ‘die Berater®’.
Since 2010, online training has also become possible. It was brought about by a boy
suffering from cancer who had been at St. Anna Kinderspital for treatment, and who then
returned home to the Ukraine before he could finish his training. Using video and a headset,
the boy managed to finish the rest of the course successfully online. The technology for
online testing is supplied by the Austrian Computer Society (OCG), which has provided
further flexibility by granting special permission for trainers to hold exams both at the
hospital bed and at home.
‘Multipliers’ – Training of Additional Caregivers Extends the Delivery of ECDL
In each Austrian province so-called ‘multipliers’ are trained. These are mostly people who
work directly at the hospital, or who constantly deal with the children and young patients.
First of all, these multipliers must have finished the entire ECDL course, including the
tests, to be able to support the participants with the obtained competences in the best
possible way. Moreover, they receive all necessary information on the learning material and
the current state of the project from the trainers of the project. On average, at least two
multipliers are trained for each Austrian province.
High Quality Standards for Trainers
The selection of trainers for this project follows strict guidelines:
“Apart from the fundamental professional qualification (i.e. all trainers are accredited
ECDL examiners), psychologists from the Austrian Childhood Cancer Organisation and the
hospitals interview the future trainers to make sure that they have high social and pedagogic
qualifications and assess their soft skills”, stresses Eugen Mühlvenzel, OCG General
Secretary. Regular team meetings and supervision are essential elements of the project.
To guarantee the high quality standards, the ongoing training courses are discussed in
regular meetings and discussions with psychologists of the Austrian Childhood Cancer
Organisations, and of course with the participants.
Impact in Numbers – A Real Success Story
From 2002 (when the project started at the St. Anna Kinderspital in Vienna) to January
2011, about 370 participants have started the project in locations all over Austria. Of them:
99 children and young patients have received their ECDL certificate (i.e. all 7 modules
passed); 19 participants have passed ECDL Advanced; two ECDL ImageMaker, two ECDL
Module 3 - Word Processing, and two ECDL WebStarter. So far more than 1,000 individual
tests have been taken. It is not only the creativity and flexibility of the participants that has
been constantly challenged, but also that of those responsible for the project. For example,
all those involved have met the wish of a participant to organise a web design course
for other young cancer patients. To realise his aim, he was supported by an experienced
trainer.
51
Award Ceremony of ECDL Certificates at the OCG Annual Meeting
“This project has, at many levels, a positive influence on the children and young people as
well as on their social environment, brothers and sisters, parents and friends. Talking about
a topic not related to their disease, and the forming of peer groups, personal contacts and
communication via the Internet have been positively received”, states Anita Kienesberger,
CEO of the Austrian Childhood Cancer Organisation. Not least, the participants in hospital
are given a sense of normality by preparing for their ECDL tests. The participants can
obtain a positive sense of achievement when they pass the ECDL tests successfully, and
thus earn the certificate.
A special highlight for all those involved is the official award ceremony of the ECDL
certificates organised annually by the Austrian Computer Society (OCG).
ACCESSIBILITY/INCLUSION
52
Darda
Municipality
(Croatia)
‘Computer Education Against
Marginalisation’ Social Inclusion Project Darda Municipality
Background and Context
One-fifth of Croatian citizens perceive themselves
as socially excluded or at risk of social exclusion1.
Since independence, government agencies have
been continually focused on addressing this social
disadvantage, largely a by-product of the uneven
nature of regional development in Croatia. It is
especially evident in war-affected regions like OsijekBaranja County in North-Eastern Slavonia.
In this region, the Municipality of Darda was keen to address long-term unemployment,
especially amongst Serbian, Hungarian, and Roma minority groups. The loss of major
industry in the region in recent years has contributed to high unemployment levels.
Equipping these demographic groups with basic ICT skills was identified as an ideal
opportunity to enhance their employability. In partnership, the Municipality of Darda and the
Osijek office of the Croatian Employment Agency, formed the ‘Computer Education Against
Marginalisation’ (RECiPE) initiative, supported by the Croatian IT Society (CITA), the ECDL
National Operator in Croatia. To ensure the relevance to, and the participation of their target
audience, they engaged with the Serbian, Hungarian, and Roma National Minority Councils.
Why ECDL was Chosen
ECDL’s reputation and success internationally, especially across Europe, has been the
primary reason why the Croatian Government has referenced the certification prominently
in several policy documents. Croatia is preparing for EU accession in July 2013; the Darda
project is an example of a pre-accession project that the European Commission is helping
to fund, under the ‘Instrument for Pre-Accession Assistance’ (IPA) funding.
From an early stage, leading ICT training provider, ‘Algebra’, made a significant contribution
to the success of the project. The partners involved in the project chose to engage with
Algebra based on their depth of knowledge from implementing similar projects using ECDL.
Aims and Objectives
The partners involved worked towards a common goal of providing socially excluded
groups in Croatia with ICT skills to prepare them for employment. Each organisation has its
own purpose, which frames the common goal.
Croatian Employment Agency
The focus of this government agency is to tackle unemployment nationally. They take a
holistic approach to meeting supply and demand in the employment market. They develop
services that match the needs of their clients – employers and potential employees. Using
1
According to the United Nations Development
Programme Survey: ‘National Human
Development Report for Croatia, Unplugged:
Faces of Social Exclusion’ (2007)
tools like ECDL, they develop the skills and competences of the unemployed. Taking
the lead in projects like ‘Computer Education Against Marginalisation’, they promote
partnerships between the stakeholders in the employment market.
53
Croatian IT Society
As well as being a national representative body for ICT professionals, the society works to
advance the digital literacy of the general population. It works very closely with government
agencies and the EU in pursuit of this goal. Since 2003, the society has been the National
Operator responsible for the implementation of ECDL in Croatia.
National Minorities Councils
Under a provision of federal law, these non-profit entities are aligned with an appropriate
government ministry. Their main remit is to preserve and protect national minorities, whilst
promoting their integration into society. Representatives are elected to represent the needs
of their minority group in their local area.
Project Implementation Details
The project started in late January 2011 and was completed one year later. In line with
the project aims, all ECDL candidates were from a Serbian, Hungarian, or Roma minority
background, with each group being represented (close to) equally. ECDL training and
testing was offered to all candidates. Based on their results, some candidates were given
the opportunity to proceed to ECDL Advanced. A number of successful ECDL Advanced
candidates have the opportunity to become certified trainers. In addition to ECDL training
and certification, training in project management is also provided to a small number of
candidates.
Ongoing and Future Activities
Over the coming months, there are plans to develop two further aspects of the project.
Firstly, successful ECDL Advanced candidates will be able to proceed to training to
become ECDL Accredited Testers – allowing them to teach ECDL to future groups. This is
scheduled to occur every two months, with training available for up to two candidates per
session. Secondly, delivered across 4 days, a course in project management for the public
sector is available for up to 10 candidates.
2
For a detailed explanation of all ECDL
Foundation’s certification programmes, visit www.
ecdl.org
54
Funding and Impact
ECDL training and testing for this project was entirely free for the candidates. The total
project value was €116,700.66. The EU provided funding of €96,544.46, under IPA IV
component ‘Local Partnership for Employment - Phase 3’. The overall goal of this phase is
to initiate employment for long-term unemployed and socially endangered parts of society,
as well as preventing unemployment due to a lack of computer knowledge and skills.
The costs not covered by EU funding were shared equally by the Croatian IT Society, the
Croatian Employment Agency, and the Municipality of Darda.
The Algebra trainers were very impressed by the level of motivation amongst candidates.
Based on previous experience of ECDL being offered free of charge, there were concerns
that there might be a high drop-out rate and disinterest among the candidates. However,
to the surprise of trainers, the candidates were more enthusiastic than those who paid
privately for ECDL training and testing. In addition, the average pass score was around
80%, above the national average (75%). Algebra cited the active role that leaders of the
Minority Councils played as key to the success of the project.
As well as advancing the digital skill-set of candidates, a significant infrastructural legacy
remains in Darda: the Municipality of Darda has set up an information stand to promote the
benefits of ECDL and to co-ordinate the formation of future groups of candidates. As the
equipment was included in the project costs, they aim to make use of it at the refurbished
community resource/cultural centre to offer classes on a low budget.
ACCESSIBILITY/INCLUSION
55
ACFE PILOT
PROJECT
in VICTORIA
(AustrALIA)
Project Background
In April 2012, the delivery of an essential ICT
skills pilot project took place across urban and
rural Victoria, Australia, under the guidance of the
‘Adult, Community and Further Education’ (ACFE)
Board. Through this pilot, community colleges and
neighbourhood houses under the ‘Learn Local’
initiative have been provided access to the 4-module
digital literacy certification, ICDL Start1.
The modules that make up ICDL Start focus on the key skills that an adult needs to have to
be part of a digitally connected and inclusive society and also prepare pathways for work
ready programmes.
About ACFE
The Adult, Community and Further Education (ACFE) Board is a statutory authority with
a network of over 320 adult community education organisations across Victoria. Its role
is to plan and promote adult learning, allocate resources, develop policies, and advise
the Minister for Higher Education and Skills on matters related to adult education in
Victoria. Through the Board, the Victorian Government provides funding to communitybased organisations, known as Learn Local organisations, for the delivery of education
and training programmes to a broad range of Victorians over compulsory school-leaving
age - young people, older people, people with special needs, people from diverse cultural
backgrounds – with a special focus on people who have had limited prior access to
education. These organisations are often the only access point for adults to learning in the
area.
Delivery of the ICDL Start Programme
Learn Local organisations provide a unique, community-based context for learning. They
have a genuine focus on the individual needs of learners and the flexibility to meet their
learning requirements. For this reason Learn Local is particularly suited to meeting the
needs of adult learners of all ages who wish to undertake programmes that assist them to
gain qualifications and employment. Given the track record and experience of Learn Local
centres in training in their communities, they were an appropriate choice to implement
the ICDL Start programme. This pilot sought to provide the ICDL Start certification
programme – including access to interactive learning material and testing – to 1,000 adults
across Victoria. Learn Local centres signed up in March 2012 to form part of the 24-week
programme. The focus on disadvantaged groups formed part of the ICDL Start pilot remit
and this is reflected in students’ formal education: over 50% of candidates had limited prior
formal education, and over 10% had no formal education. Consistent with this is the limited
ICT skills that students had prior to engaging on the ICDL Start programme with 50% of
candidates having ‘No or very limited ICT skills’.
1
For a detailed explanation of the ICDL Start
programme and other ECDL Foundation
programmes, visit www.ecdl.org
56
Specific Objectives of the Pilot
Social inclusion
To improve social inclusion amongst socially disadvantaged and disengaged communities
of adult learners through the delivery of ICDL Start certification, and to gain basic IT skills in
order to enhance the learner’s options to participate in work, whether paid or unpaid, and/
or further study.
Provide all Learners with Engaging and Relevant Learning Materials
One of the core strengths of the ICDL programme is its global relevance. With over 12
million candidates registered worldwide, and with more than 1 million candidates registered
each year, the certification standard is used by a number of governments as the standard
for addressing the digital skills gap. At the heart of the ICDL Australia pilot programme
is the desire to allow students across Victoria (and ultimately Australia) access to these
engaging learning materials and an internationally recognised certification.
Promote Digital Literacy as the 4th Foundational Skill
ECDL Foundation and its partners strongly believe that the delivery of essential ICT skills is
a minimum entitlement that all adults should be provided with in order to operate effectively
and to be part of an open and inclusive society. In this way, digital literacy should be seen
in the same way as Literacy, Numeracy and Language. Through this pilot project ICDL
Australia delivers on this objective. It is hoped that the success of this project amongst
others will act as a further step towards achieving this objective on a greater scale across
Australia as part of its advocacy role.
Project Feedback
As part of the project, Learn Local centres were asked to complete an online survey to gain
an insight into their experience during the initial stages of the project. Centres were asked if
they wished to continue with the ICDL programme and 80% expressed that they would.
Learn Local centres were also encouraged to provide comments on how effective the
ICDL Start was for preparing their learners for more formal education pathways or to enter
employment. Those with some awareness of basic ICT skills and appropriate English
language skills tended to respond most positively:
“I believe that the course offers our students a great introduction to computers, the
components, applications, web browsing etc. that will assist them in job seeking and
securing employment.” Penelope Elliott-Johnstone - Trainer/Assessor, Language, Literacy,
Numeracy Program: Skillsplus Springvale
Project Impact
ICDL Australia Director, Mr. Theo Teeder, commented, “The parent body of ICDL Australia,
ECDL Foundation, is committed to the delivery of digital literacy across all communities and
all adults regardless of background. To be able to do this in Victoria is a very positive and
important step in allowing adults here to gain access to a globally recognised standard as
well as best-in-class learning and assessment tools.”
To date, 94 Learn Local centres have registered for the programme. 384 test sessions
have taken place and 929 ICDL exams have taken place. The aggregate pass rate across
57
all 422 students is 70%, which is in line with other ICDL programmes internationally and
demonstrates that the programme is working well for centres and their candidates.
Conclusions
It is important to remember that this was a pilot group and to setup and manage 94 centres
over a short period has gone well for the vast majority of Learn Local centres. There are a
number of improvements that have been identified and, were these to be incorporated into
a second programme, would see even greater participation and engagement with centres.
Often, those that deliver the programme articulate its impact better than anyone:
“I was sceptical about delivering IT online to beginners, but I’m very impressed by the
course. Since we are delivering to fairly low-level CGEA students however, we really need
more in-class time for those who don’t have the capacity to go through the units on their
own. Thanks for the opportunity to do this.” - Bill Street, Coordinator, Bass Coast Adult
Education Centre
ACCESSIBILITY/INCLUSION
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CB
58
UNRWA CENTRES Overview
(JORDON, SYRIA UNRWA (the United Nations Relief and Works Agency
for Palestine Refugees in the Near East) provides
LEBANON &
assistance, protection and advocacy for some 5
PALESTINE)
The United Nations Relief and Works
Agency and ICDL Provide Refugees
and Agency Staff with ICT Skills for
Employment
million registered Palestine refugees in Jordan,
Lebanon, Syria and the occupied Palestinian territory,
pending a solution to their plight.
The Agency’s services encompass education, health care, relief, camp infrastructure and
improvement, community support, microfinance and emergency response, including in
times of armed conflict. The Agency began operations on 1 May 1950 but in the absence
of a solution to the Palestine refugee problem, the United Nations General Assembly has
repeatedly renewed UNRWA’s mandate, most recently extending it until 30 June 2014.
UNRWA Services
Since its establishment, the agency has delivered its services both in times of relative calm
in the Middle East, and in times of hostilities. UNRWA’s work exemplifies an international
commitment to the human development of Palestine refugees, helping them to:
• Acquire knowledge and skills
• Lead long and healthy lives
• Achieve a decent standard of living
• Enjoy human rights to the fullest possible extent
Facilities
Unlike other United Nations organisations that work through local authorities or executing
agencies, UNRWA provides its services directly to Palestine refugees. It plans and carries
out its own activities and projects, and builds and administers facilities such as schools and
clinics. The agency currently operates or sponsors over 900 installations, with nearly 30,000
staff, across the five fields. Because UNRWA services, such as education and healthcare,
are the type of services normally provided within the public sector, the agency cooperates
closely with governmental authorities, who also provide some services to Palestine
refugees, in the area of operations.
Education Programme
Education is UNRWA’s largest programme, accounting for more than half of the agency’s
regular budget. The agency operates one of the largest school systems in the Middle East,
with nearly 700 schools, and has been the main provider of free-of-charge basic education
to Palestinian refugees for over sixty years. UNRWA’s technical vocational education and
training (TVET) programme provides practical training to young Palestine refugees. It equips
them with the relevant skills and expertise for Middle Eastern labour markets. The agency
runs ten vocational and technical training centres with a capacity for more than 6,600
trainees.
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ICDL at UNRWA
The ICDL project was initiated in several Arab countries by ‘UNESCO Cairo Office’ (UCO)
in 2000. UNRWA held meetings in Jordan with UCO in August 2000, and agreed to launch
the project for UNRWA staff and trainees, as well as for community members. UNESCO
conducted an accreditation workshop at UNRWA headquarters in Amman, Jordan in
January 2001 for all UNRWA ICDL centres in the region, in cooperation with ‘Oxford
University Computing Services’.
ICDL replaced the generic subject of computer skills at UNRWA colleges for all Vocational
Training programmes. Also, ICDL was offered to agency staff to replace the generic training
on basic computer applications that they were previously receiving. For some posts, an
ICDL certificate was a requirement for the role.
The pre-existing computer training labs were accredited for ICDL testing and training. All
instructors and test centre managers were trained and certified to deliver ICDL.
Although UNRWA – as a United Nations organisation – is independent from the
governments in the countries in which it works, as part of this particular project, it also
cooperates with Jordanian and other Arab countries’ government-led digital literacy
initiatives.
Why ICDL was Chosen by UNWRA
UNWRA sought to engage with an ICT skills development programme that would provide
agency staff and refugees with practical, work-focused ICT skills that would enable them
to find work in Middle Eastern labour markets. Additionally, the ICDL quality assurance
system was a key factor in the selection criteria, and UNESCO’s support of the ICDL
programme gave more credibility and visibility to the project. The attentiveness shown by
‘Advanced Quality Assurance Systems’ (AQAS), the ICDL National Operator for the region,
to UNWRA during the programme’s implementation has also contributed to continuation of
the programme, as has the efficiency of operation, the technical support, and the prompt
issuing of ICDL certificates.
Candidate Testimonials
Detailing testimonials from some of the participants in the UNWRA / ICDL programme is
perhaps the best way to highlight the considerable impact that the project has had on the
lives of the candidates:
“With ICDL I secured my job at UNRWA as a secretary”, Maysaa Abu Kweek
“In my work in the legal sector, ICDL enhanced my professional skills”, Manar Ayyad
“A major qualification in my work at the Palestinian Ministry of Education is the ICDL
certificate”, Rana Dirbas
“The skills I have developed in the ICDL course assisted me in my work at the Arab Bank”,
Rafeef Abu-Rmeileh
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“One of the excellent subjects I have taken is ICDL: it has made me a pioneer at work”,
Iman Ishtaiwi
“My ICDL certificate is ‘number one’; it is before my Diploma - it gave me the chance to be
the best of my colleagues”, Ala’a Ibrais
“I prefer to have my ICDL certificate before my Diploma, because employers asked me
about it”, Mohammad al-Sherif
ACCESSIBILITY/INCLUSION
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Background
VARIOUS
DISADVANTAGED The overall project includes three components,
namely the ECDL training and certification
GROUPS
programme, training for career orientation ‘I Want
(Romania)
Access to Quality Education and Key
Skills for Students for Disadvantaged
Groups
to Have a Career’, and the entrepreneurial training
measure ‘Promoting Entrepreneurship for the Youth’.
The students are taught the various elements of the
project in three secondary schools in Craiova city: the
‘Matei Basarb High School’, ‘Traian Vuia Technical
School’ and ‘Auto Transports Technical School’.
The overall aim of the project is to provide greater opportunities to students from
disadvantaged backgrounds. The teenagers were chosen according to their social
conditions, the current level of their training, and their skills.
The idea for the project came from Prof. Doina Preda, who is an ECDL examiner in Matei
Basarab High School. She later became the training coordinator for the project. The project
started in January 2011 and it will end in December 2012. The project is European funded,
with the schools making a financial contribution of 2%. European funded projects are highly
promoted in Romania, all organisations are encouraged to apply for this kind of European
financing.
Specific Objectives of the Project
To:
• Provide guidance and assistance for high school students in choosing a career
• Promote entrepreneurial skills and a civic conscience for 180 students
• Create a better match with the labour market needs and help fill a knowledge-based society’s needs
• Forge stronger relationships between the educational institutions involved in the project
• Certify students in key computing skills in order to facilitate their transition and access to the labour market
• Create a foundation for lifelong learning
Why ECDL Training and Certification?
One of the main reasons for including the ECDL programme in the project was due to the
recognition of the importance of the students having computer skills. The need for this
project was also supported by the fact that the number of hours students spent studying
ICT in school was not considered sufficient. The project’s initiators felt that in order for
students to be fully prepared in working with computers when they finish school, an
internationally recognised certification programme was required that would provide the
students with computer skills that are essential in getting a job today in almost any working
environment.
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Another factor in the decision to include the ECDL programme in the project was the
international popularity of the programme – especially in Europe. There were no other
competing programmes considered, and as the Matei Basarab high school was already an
Accredited ECDL Test Centre, ECDL was a logical choice.
Delivery of the ECDL Programme
By the end of the project there will be 12 groups in total with 15 students in each group.
This will mean a total of 180 students over the 2 years. The students receive 12 hours of
training and a sample test for each of the 7 ECDL modules1. If it is necessary, the teachers
allocate extra teaching hours after school for students involved in the ECDL programme.
The target outcome of the project is for 75% of the students to obtain the ECDL
certification; this will mean a minimum of 135 students. However, to date the school is
exceeding this target.
Impact
The schools have noted the value of providing the ECDL programme to their students. The
ECDL programme has had a positive impact as students are more aware of the importance
of ICT skills. The teachers have also noticed an improvement in the computer skills of the
students who have participated in the ECDL programme. The 90 students who attended
in 2011 were delighted to obtain their ECDL certificates, and they hope to have a better
chance in the labour market owing to their newly acquired entrepreneurial knowledge, and
the ECDL certification obtained from participating in the overall project.
The project falls in line with government digital literacy initiatives, such as the ‘Education
for Information Society’ agreement which was signed by ECDL Romania with the Ministry
of Education. The main objective is to provide access for all students and teachers in
Romania to the ECDL standard, and to raise the digital literacy level in the Romanian
education system.
1
For a detailed explanation of the ECDL
certification programme, visit www.ecdl.org
ACCESSIBILITY/INCLUSION
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Emerald Hill
Children’s
Home
(Zimbabwe)
Providing Opportunities for Vulnerable
Youths - Emerald Hill Children’s Home
(Zimbabwe)
Background
‘Emerald Hill Children’s Home’ (EHCH) is a voluntary
organisation in Harare, Zimbabwe, registered with
the Department of Social Welfare. It is home to
approximately 100 orphaned and vulnerable children
aged between 3 and 18 years old. EHCH has been
run by the Dominican Missionary Sisters since 1917.
As well as providing a home for the children, EHCH plays an active role in their education
and skills development. The team at EHCH is constantly seeking to find ways to develop
the potential of the children. They identified that equipping the children with basic ICT skills
would be a valuable initiative to pursue. To achieve this they would need to offer training
classes in a suitable setting. A vital prerequisite for the classes was the provision of the
necessary ICT infrastructure for a dedicated computer lab. A suitable learning environment
in place would enable EHCH to hire a tutor to follow an appropriate ICT certification
programme: in this case, ICDL. A fundamental obstacle – one common to many voluntary
organisations – stood in the way of this vision: funding.
Fortunately, a New York City based charitable organisation, ‘Zimbabwe Orphans Fund’
(ZOF), recognised the value of the project. Led by volunteers, ZOF set about fundraising
for various aspects of the project, including networking infrastructure, broadband
provision, second-hand computers, and ICDL Accredited Test Centre registration and ICDL
Accredited Tester training.
Why ICDL was Chosen
The Computer Society of Zimbabwe, the National Operator for ICDL, is well-respected
for its work that promotes digital literacy across Zimbabwe. Via an established network of
test centres, it has built strong recognition for ICDL within the country. The success stories
of these centres and the international reputation of ICDL were factors in EHCH’s choice
of ICDL. One influential factor in their decision to choose ICDL was having witnessed the
impact of ICDL on students at the Dominican Convent in Harare, a school also run by the
Dominican Missionary Sisters.
Aims and Objectives
The project to equip the children with basic end-user computer skills helps to address
many of the underlying aims that define EHCH’s ethos.
EHCH strives to develop each child to his or her full potential – intellectually, emotionally,
spiritually and socially. In doing so, they foster a sense of self‐esteem and responsibility in
each child. The child’s ICDL journey - from learning new ICT skills through to passing their
ICDL test – is a very fulfilling one for them, building their self-confidence.
1
EHCH is home to many older children who have never attended school and who need to
Grade 0, also known as the Early Childhood
Development (ECD) programme, is the first level start from Grade 01. Local schools would not accept an 11 year-old into a Grade 0 class.
of schooling in Zimbabwe (similar to preschool/
As a result, the team at EHCH have to quickly bring their capabilities up to the established
kindergarten).
standards for their age group. This is time consuming and costly. Computer‐based learning
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has a two-fold benefit in this regard:
• It can enable EHCH tutors to advance a child’s rate of learning
• A child will be able to progress at their own pace
Currently, 60% of the orphaned and vulnerable children who have left EHCH’s care are
unemployed because they do not have the basic professional and academic qualifications
needed to enter the very depressed job market. Through this project, the children
and youths who have attained good academic results with an ICDL certificate can be
empowered. This aids them in their job search as they will be competing at the same levels
as others. Additionally, studying for the ICDL modules assists the youths with studying and
revision for other subjects and therefore helps to stimulate the children’s general learning.
Project Implementation Details
Three key groups are taking ICDL training at EHCH:
• Girls Currently Under the Care of EHCH (Total: 24) - The girls have ICDL training once a week every Saturday for 2 hours during each of the 3-month school terms. During the school holidays (1 month), EHCH provide ICDL training for 3 weeks for 2 hours per day
• Youths from the Community (Total: 31) - The first group of youths from the community was trained from May - August 2011, for 4 hours per day, with 2 weeks in September to complete their training. The second group of youths from the community started in May 2012 and hope to complete on the 2nd of August
• EHCH Staff (Total: 9) - The staff commenced training for some modules during the first term in 2012 for 6 hours per week. To complete the course they are training for the rest of the ICDL modules in their spare time
Ongoing and Future Activities
Given the ongoing cost of broadband and network maintenance etc., the sustainability of
the project is a vital concern. It is hoped that ICDL training can be offered at the EHCH
computer lab to external candidates on a commercial basis, to help fund the training of
girls under the care of the home, and youths from the community.
ZOF continues to fundraise for the latest phase of the project, with its CEO, Ms.
Georgina Fleming, living and working at EHCH during the summer of 2012 to identify new
opportunities to help to develop those under the care of EHCH, and also in the wider
community.
Funding and Impact
USD $24,000 was raised by ZOF, which was instrumental in establishing ICDL at EHCH.
The impact of this funding is a dedicated ICDL training computer lab that has enabled
over 60 candidates to pursue ICDL training and testing. Twenty second-hand PCs were
purchased for use in the newly-established computer lab. An Harare-based company,
‘Twenty Third Century Systems’, donated 10 PCs, and additional networking equipment.
Furthermore, an anonymous donor provided funding for the ICDL tutor.
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Candidate Testimonials
According to those involved, the project has been an overwhelming success, with the
positive impact being recognised by a cross-section of stakeholders:
“ICDL is a stepping stone for what I would like to become in the future. Currently, I have
managed to get a voluntary job at Avondale Infant School as a computer teacher. Apart
from all this, acquiring my ICDL certificate helped boost my self-esteem and confidence. I
am really happy about this achievement.”
Laida Mwara, former EHCH resident
“ICDL has meant we can fully utilise our computers for learning. The syllabus enables the
students to master the necessary concepts for computer basics and office-based computer
applications. As we have a full training programme running, our children are occupied very
constructively during weekends and holidays. We have also reached out to the Hatcliffe
community. Our staff members are currently being introduced to the basics of computers.
Some have taken up the challenge to sit their ICDL tests, and are progressing quite well.”
Laureen Mutevhe, first ICDL tutor at EHCH
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According to Ms. Georgina Fleming, CEO, ZOF Africa:
“At Emerald Hill, it is obvious that achieving ICDL certification has been a major confidence
booster for the candidates. Taking the ICDL training has equipped them with skills that they
otherwise would never have had. A direct consequence of candidates’ positive engagement
with ICDL has been that it has given them the confidence to pursue other education
qualifications. For example, some candidates did not have any O-levels2 before completing
ICDL. After completing ICDL they decided to return to education to study for their O-levels.”
2
The O-level (Ordinary Level) is a subject-based
qualification conferred as part of the General
Certificate of Education (GCE), a national
academic qualification common in current and
former British Commonwealth member states.
ACCESSIBILITY/INCLUSION
WD
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‘independent L’
(South Tyrol)
ECDL and the ‘independent Living’
Project Help People with Physical
Disabilities Find Work
Background
Integrating people with disabilities into the workforce
is a challenge. The cooperative society ‘independent
L.’ (short for ‘independent Living’) has taken on this
challenge by aiming to provide assistance to people
with physical disabilities and to empower them to
lead an independent and autonomous life by, for
example, helping them to find employment.
Since its foundation by nine people with a disability themselves – all wheelchair users – in
1997, the society has worked on improving the lives and chances of employment of people
who live with disabilities, enabling them to take charge of their own lives and lead a style of
life that suits them.
Based in the bilingual autonomous province of Bolzano in Northern Italy, ‘independent L.’
has had an excellent track record in helping people with a disability find employment. This
success has been helped by the use of ECDL, which has been used both to formalise the
computer training participants receive, and to also show potential employers that they
possess the ICT skills required to perform well in their jobs.
Project Aims
The particular project – a course entitled ‘ESF Course Independent’ – is specifically
designed for people with a disability with the objective to integrate them into the working
world by equipping them with the skills they need to excel at their jobs, and to help them
find employment via job placement efforts. The course, now in its thirteenth cycle, is offered
each year and is related to topics such as administration, informatics, and multimedia.
The overarching goal of securing long-term employment gives participants the chance to
lead an independent and self-determined life, and builds up confidence in their pursuit
of autonomy. One of the specific aims of the course is for participants to receive their full
ECDL certificate.
Delivering ECDL
‘independent L.’ runs its own ECDL test centre in its headquarters in Meran, South Tyrol,
which has been specially designed with accessibility in mind, and has been an ECDL
Accredited Test Centre since 2008. This undertaking reflects the crucial role that the ECDL
certification plays in this course.
ECDL tests are available either in the German or Italian language and can be administered
manually to ensure that every participant has the chance to sit the exam, regardless of their
individual disability, i.e. by allowing them more time to complete each test. Participants are
examined in seven modules of the ECDL programme and are awarded their certificate by
ECDL Austria upon successful completion of all tests at the end of the course. Participants
are also awarded a booklet showcasing their personal competences, in line with other
course contents.
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The programme ‘ESF Course Independent’ is open for eight to ten people annually
but applications often number over thirty. It runs for the duration of nine months and
incorporates a one-month internship to facilitate the participants’ integration into the
workforce. The size of the course allows for thorough consideration of each participant’s
individual needs, wishes, and talents. Becoming ECDL certified is, however, mandatory
for each participant and is used to test and validate computer usage skills. Moreover, as
a globally recognised certification, it can be used by participants to display their acquired
skills to potential employers. Owing to this, the ECDL certification is regarded as a
cornerstone of the programme and as a pivotal prerequisite to finding employment – as
work that relates to computers and ‘new media’ is often most suitable for people with a
physical disability as a result of their constrained mobility.
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Impact and Funding
Funding for this project has been provided primarily by the European Social Fund (ESF).
Additional funding for the organisation is contributed by the Italian Ministry of Labour and
Social Politics and the Autonomous Province of Bolzano. There are no course fees for
participants, and board and lodging are provided if necessary.
This project alone has, since its inception, skilled over one hundred people with disabilities,
and it has been highly successful, with more than 90% of former participants now in
employment that corresponds to their individual limitations as well as to their personal
preferences and talents. Participants find employment both in public and private
organisations.
The project’s success has been recognised by various state and European players. For
instance, it has been chosen as a ‘best practice’ example for workforce integration on an
EU-level. Regional commissioner for the Autonomous Province of Bolzano, Mr. Roberto
Bizzo, personally awarded participants with their diplomas in July 2012, congratulating
them on their achievements and efforts.