| Abstrakt: |
The paper represents comparative study on digital skills and social inclusion among educators and learners in adult education sector in selected EU and non-EU countries. Adult education in the 21st century faces many new challenges that result from the growing possibilities of using and integrating ICT in every aspect of both professional and personal life. The great potential lies in the development of ICT integration in the professional environment and the activation of professional life and adult education. An important and key element of adult education is strengthening education to adapt it to local conditions with the possibility of global use and modelling effective practices. In the digital age, the competences of adult educators in the field of ICT enjoy great research interest because adult educators play a key role in promoting the use of ICT by adults in a variety of situations. Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure, and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet. The paper framework is directed towards educators and learners at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. The paper aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, national and regional agencies, educational organizations themselves, and public or private professional training providers. Paper findings show that digital skills varies a lot among the selected EU and non-EU countries as the dynamics of digital skills and social inclusion are constantly changing with fast pace. [ABSTRACT FROM AUTHOR] |
