EURACADEMY OBSERVATORY

EURACADEMY OBSERVATORY “A EUROPEAN OBSERVATORY OF THE USE OF ICT-SUPPORTED LIFELONG LEARNING BY SMEs, MICRO-ENTERPRISES AND THE SELF-EMPLOYED IN RURAL AREAS” WP3.1 Report : survey for training providers National report Hungary Irén Kukorelli Péter Tóth HAS CRS WHRI Győr

List of Contents 1. INTRODUCTION 2. METHODOLOGY 3. RESULTS 3.1. Section A – Profile of the Organisations 3.2. Section B – Profile of Courses and Provided Education 3.3. Section C – Profile and Benefits to the Trainees 3.4. Section D – Respondents’ personal opinions 4. CONCLUSIONS 5. LIST OF TABLES AND GRAPHS 6. LIST OF APPENDICES 7. REFERENCES Appendix 1. List of respondent organisations Appendix 2. Best practice case studies Appendix 3. The national questionnaire, Hungary

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1. Introduction Euroacademy Observatory is an international research project funded by the Leonardo Programme of the European Union. The participant countries are: Greece, Hungary, Germany, Finland, Spain, Great-Britain, and Poland. The project aims were to measure the educational and training capacity and its usefulness available and usefulness for the inhabitants of rural areas especially among the groups of unemployed, employees of SME’s and microbusinesses, and the self-employed. Another important criteria of the work was to focus on those trainings where IT is used – including e-learning techniques, email, webcam, multimedia usage – during the educational process. This report is the summary report of the 3.1 work package of the project where the abovementioned nation’s national ICT aided educational and training palette was examined. As the research was done in all participating countries a cross-national comparison is possible beyond the description of national characteristics. From the data of national surveys a crossnational database was constructed that will be available for public use.

2. METHODOLOGY The research was carried out by HAS CRS West-Hungarian Research Institute, Győr. As it was mentioned in the Hungarian country report in WP2, no reports of research in the field of ICT aided education in Hungary nor any statistics or provider lists could be found. These circumstances made the sampling very difficult. The Hungarian provider’s list was taken from the National Adult Training Institute’s website where all the providers are listed who had gone through the accreditation of the Accreditation Body of Adult Training. This list contains 1278 providers (Names and addresses). After a web search for emails only half of this list remained useful since no email addresses and websites were found. 654 emails, with the national questionnaire (Appendix 3), were sent out to these email addresses during the spring of 2006. Unfortunately the respondent rate was very low with a percentage of 7,2. While the target audience of the survey was too specific most of the respondents left the survey after the filter question. (Or the misinterpretation of the categories used in the questionnaire caused the loss of useful answers.) In the next phase of the research we would like to use this sample but the use of other data collection methods is needed. Those service providers who filled our forms will be asked to give information on other providers related to our topic in order to gather enough links to trainees while doing the Wp 3.2 research.

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Most of the respondents are not involved in the training and education of the project's special target groups, in this case comparability and evaluation became very difficult. That’s why in the next round it will be necessary to use another method. Those providers who are connected to the project’s target group will be called and another sample population will be created with the snowball method. Generally the under mentioned data was gathered from the first survey from the list on National Adult Training Institute’s website. Another problematic issue of the list is that most of the training companies dealing with company trainings (also SMEs) didn’t accredit themselves or their programs because these companies offer special courses to bigger firms and companies where the widely accepted and accredited courses are not enough. Recently there are no directories available of these providers. A snowball method sampling would be useful in this case also. The results described below do not represent the entire market of Hungarian providers dealing with the issues of our project, only the group of providers who filled out our online survey. This report can be used as status report to take a closer look at the topic of ICT aided training in Hungary. Furthermore the Distance Learning Centres of Hungarian universities are also missing from the database although these providers had important role in developing and using the methodology of ICT supported education in Hungary. These centres only use these methods in their tertiary education system (education to get a BsC or MA degree through distance learning courses). On the contrary universities offering adult education courses were taken into the survey.

3. Results The Hungarian online questionnaire was filled out by 89 organizations. 17 left the questionnaire after answering the filter question since their practices didn’t fit into our criteria, as they don’t support their courses with ICT. Another 21 respondents left the questionnaireeven though they support their courses with ICT. (One reason for that could be the rather complicated structure of the questionnaire, which was not suitable for online use.) Mostly the last parts of the questionnaires were left blank even in some of the 51 questionnaires containing enough information that is useful for further examination.

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3.1 Profile of the Organisations Only a low percent of the respondents use ICT in all of their trainings, while the great majority (80 %) uses ICT in some of their trainings (Table 1.). We must say including those service providers who never use ICT that mostly the traditional methods are used in this section of education. Table 1. The division of the respondent organisations according to the use of ICT (Q1) (n=51) N Use ICT in some of their trainings Use ICT in all of their trainings Total

% 41

80,4

10

19,6

51

100,0

Source: online survey

Location of the respondent organizations covers the entire country. The spatial distribution of providers from the Western and Eastern part of Hungary is similar to the distribution in the list used for sampling. Most of the providers have their office in towns. 23 respondents have their seat in the capital, 16 have their seat in Western-Hungary and 5 have their seat in Eastern-Hungary. (After a phone re-check, it became clear that most of the service providers in the capital are the head of big network-type organizations with a seat in the capital and several affiliates in other Hungarian towns. The types of the organizations come in varying forms since this segment of the educational and training market is fully liberalised, public and private institutions for-profit and non-profit organizations can be found among the service providers. (Table 2) Members of the ‘Other’ category could be transferred into the three main categories except the one university owned by the Catholic Church. From the 6 organizations left there are two non-profit, two state owned and two private firms. Table 2. The division of the respondent organisations according to the type of organisation (Q2) (n=51) n 14 Public 18 Private/commercial 12 Non-profit 7 Other 51 Total Source: online survey

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% 27,45 35,29 23,53 13,73 100,00

More than half of the respondents (56,86%) operate as a separate organisation. Two respondents are members of an association of organisations – Közgyűjteményi és Közművelődési Dolgozók Szakszervezete and Műszaki és Természettudományi Egyesületek Szövetsége – so they couldn’t manage to locate themselves correctly so they were placed in the

‘no affiliation’ category. Most of the affiliated organisations are connected to the tertiary education sector (13,73 %). Since the universities role in ICT supported education is very important in Hungary this issue is not surprising. (Table 3.) Table 3. The division of the affiliation of the organisations with different actors (Q 3) (n=49) n University Chamber of commerce, industry and/or agriculture Professional organization/federations (trade unions, employers' organisations) Organizations concerned with certification and recognition of qualifications No affiliation Other Total Source: online survey

7

% 4,28

2

4,08

5

10,20

4 29 2 49

8,16 59,18 4,08 100

How the announced trainings are connected to certain sectors of the economy was also a rather important question in our survey. The respondent’s trainings are mainly connected to the service sector, the least favoured was the primary sector, (Graph 1.) and the difference between the two categories is almost quintuple. More than half of the respondents are specialised in only one sector with their trainings and that is mostly the service sector. (Table 4) Graph 1. The specialisation sectors of the responding organisations (Q5). (n=51)

6

40

37 35

30

25

20

18

15

12 10

8

5

0

Primary sector

Manufacturing Industry

Services

Other


Since the Hungarian education market is open and looking at respondents dealing with adult education and using IT methods background, the area they focus on and their educational profile came up with various types of organisations. The size of the organisations varies as one can calculate it from the number of part-time and full-time employees. From the respondents small enterprises with one or two employees (mostly deposit companies dealing with education) and organisations (universities) with more than 20 tutors/teachers and more than 100 employees can be found. More than half of the interviewed organisations employ less than 10 tutors/teachers and some of them employ only one teacher/tutor (37 % of the whole respondents have only 1 teacher or trainer). Table 4. The specialisation sectors of the responding organisations (Q5) (n=51) N No specialization Specialized in 1 sector Specialized in 2 sector Specialized in 3 sector Total

% 5 28 7 11 51

9,8 54,9 13,7 21,6 100,0


During the project our researchers always made attempts to gather information on training activities accessible for inhabitants of rural areas or held in rural areas.

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This impoundment of training providers was not succesful. The answers show that only a few numbers of providers focus its educational activity on rural areas. Most of the organisations don’t even make difference between rural and urban areas (5. Table). Table 5. The target areas of the respondent organisations (Q8) (n=31) N Rural areas Urban areas No specific area Other specific regions Total

% 2

6,4

7

22,6

15

48,4

7

22,6

31

100,0


Special spatial areas refer to regions of Hungary, where the organisations operate, like Northern- Hungary, Southern-Alföld, the Carpathian Basin, Western-Danube region or the Szombathely diocese.

3.2. Section B – Profile of Courses and Provided Education As it was mentioned before the providers differ if one takes into account their size and their activity that is why the examination of the offered training supply was difficult. A vast number of Hungarian ICT based trainings are still ECDL training since the IT literacy in the country is very poor. 25 % of the providers organize IT literacy training (basic and advanced ECDL courses). Small amounts of the trainings offered last year focused on groups important in our research. During the phone interviews it became clear that trainings focusing on specified groups are only held if additional subsidies are available. Usually providers don’t segment their courses like that. If they do the rural unemployed came up first as a specified group of education (Table 6.). It hadn’t been asked in the survey but these courses are mostly the courses of Regional Labour Offices where the providers do the training and re-training as subcontractors. Table 6. Division of groups in the offered ICT supported training (Q11)

1-10% Large company staff SMEs and their staff in

11-20% 9 9

21-30% 31-40% 41-50% 1 3 0 0 3 0

2 2

8

51% or more 2 1

Total answers 17 15

rural areas SMEs and their staff everywhere Unemployed in rural areas Unemployed everywhere Other special target groups

7 6 7 3

3 2 5 4 3 3 0 1 Source: online survey

4 2 1 0

0 2 3 2

1 1 1 2

The open question of special target groups contained these answers: students, employees in public sphere, employees of the cultural sphere, employees of print and electronic media. Blended learning is the most widely used ICT method among our respondents, it was mentioned 29 times. A similar method of teacher assisted distance learning was mentioned 8 times. The importance of these two methods is a consequence of the massive teaching tradition of distance education in tertiary education where the methods of ICT supported learning was formed in Hungary. All other methods listed by us are far more insignificant not known and not used by the respondents. Most of the providers (45 % of answers, 23 organizations) only use one method in it’s training practice, 6 providers use two methods (mostly the two methods mentioned above), 1 provider uses 3 and 2 providers use all four methods listed by us. Method–supporting technology is also an important issue in ICT supported trainings. It is clear from the answers that providers don’t use all the available technology however they have the proper infrastructure to help their trainees during the learning process. Most of the training providers keep it simple and don’t use sophisticated and complex technologies and platforms. The use of ICT in this case means that they convert their papers, leaflets, handbooks and make them available and downloadable online (Graph 3). These communication methods replace the paper based educational materials but don’t digitalize other elements of the educational process such as practicing, tests, collaborative work etc. Also a consequence of the distance learning tradition is that web-based education platforms (e-learning platforms, like Moodle) are used. 8 providers most of them connected to tertiary education use e-learning platforms. Graph 3. Communication systems used by the training companies in ICT aided training (Q13) (N=24)

9

17 20 18 8

18

17

16

14

12

10

8

8

6

4

2

2

1

1

Intranet

Blog

0

E-learning

Download

Other method


The type of equipment used during the training process also fit into the above mentioned circumstances. The commonly used equipment – not related to e-learning – such as videocassettes and CD were mentioned by most of the providers (Table 4). This equipment is widely used in the Hungarian education system even at the compulsory level. Beside these two traditional types of equipment the usage of e-mail is also important for the respondents although we think that this is used for making contact and everyday communication and not as training equipment. All other equipment is rarely used. From the 14 providers who answered this question 9 use two, 8 use three and 4 use four of the equipment listed by us. 28 didn’t mark any equipment at all. One provider mentioned the digital handbook in the ‘Other’ category. Since vast percentage of the trainings provided by the organizations are distance-learning type training with blended- learning dominance in the curriculum, answers to the place of computer use was divided between two categories: computer usage at home and computer usage at the training premises. The other premise was mentioned only by 4 % of the respondents (Graph 5). The ECDL and Highway Code trainings are always held in specially equipped computer rooms at the provider’s premise. One respondent wrote that the use of PC is not connected to any special place.

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Graph 5. The answers to the questions on where the students were expected to be able to use computers in order to participate in the ICT supported course. (Q15) (N=25)

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in other premises suitable equipped 44

52

on location at your premise at home


The very early users of these new technologies and the appliers of methods and equipment are those providers who offer training on the use of new technologies. These providers have more than 10 years of experience, and 15 years was the maximum in this group. 15 providers, half of the respondents, have been using ICT for 1-5 years. The main motivation to start ICT supported courses definitely comes from the need of the market in Hungary. 42,1 % of the providers stated to offer ICT supported courses because of the emerging needs of big companies or SME-s. Since there were not enough intention to improve this field of education by giving subsidies, this motivational issue is not significant among Hungarian training providers. If we look behind the ‘other’ answers several strategic and motivational causes can be revealed. Most of these answers are related to the improvement of the existing training to be more marketable or to gain a competitive edge. This strategy is not connected to subsidies rather to success on the market. Another group of

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answers was related to educational process’s methodological background with practical matters or the need to simplify the whole training process.

3.3. Section C – Profile and Benefits to the Trainees As a participant of certain training one of the most important issues is the certificate. The impressively high rate of internationally accepted certifications in our research came from the high number of ECDL courses offer by the respondents (the highway code training can lead to an international certificate, a driving licence). There are numerous organizations that operate as car driver’s schools and all the exams on the knowledge of the Highway Code are ICT based exams in Hungary. Another important group of providers in the list are the language schools. The most commonly used Hungarian certification nationally accepted in adult education is the National Vocational Qualifications certificate (OKJ) (Table 8). Others mentioned the language certificate, the Oracle user certificate and the certified e-marketer certificate. A vast majority of the respondents offer one of these types of certificates. Table 8. The qualifications available to the trainees on completion of ICT-supported courses (Q18) (N=26) n 19 Recognised national qualification Recognised international 12 qualification 5 Certificate of your organization 1 Other 26 Total Source: online survey

% 15,7 23,6 9,8 2 100

In addition, 90% of the providers stated that they licensed or use some kind of quality management system on their trainings.

Graph 2. ICT methods mentioned by the training companies used in ICT aided training (Q12) (N=24)

12

35

29

30

25

20

15

10

8 5

5

1

1

Face to face learning aided by electronic material

Other

0 Distance learning, selfadministered by the student

Distance learning, tutor – assisted

Blended learning (distance learning and face to face learning)


Graph 4. Equipment used by the training companies in ICT aided training (Q14) 25

20

20

19

15

14

10

5

3 2

2 0

0

Chat

Forum

Video

Webcam


13

Email

CD

Other

Table 7. The reasons to start providing ICT supported training (Q17) (N=26) n Demand from large companies 11 and SMEs Subsidy available from 3 government or EU 12 Other 26 Total Source: online survey

% 42,3 11,5 46,2 100

3.3. Section C – Profile and Benefits to the Trainees As most of the respondents besides the above mentioned courses provide accredited courses that end with a nationally recognised qualification (National List of Qualifications, OKJ). This Prussian way of formal education is predominant. The faceto-face learning aided by electronic material was mentioned in most cases.

The mentioned quality management systems were: • ISO 9001 (13 organisations) • FAT (Felnőttképzési Akkreditációs Tanács – Accreditation Body of Adult Training) (4 organisations)1

• Comenius (3 organisations) • ECDL Foundation (1 organisation) • EFQM (1 organisation) • own system (2 organisations) • IMIP (1 organisation) The financial background of the trainings proved to be influenced by the market and not by the subsidies available (Table 9). Very few of the trainings were financed totally by European Union or Hungarian governmental subsidies. 40% of the providers offer partly subsidised courses, almost the same percentage (32,4%) where the trainees pay 1

Four of the respondents wrote the Accreditation Body of Adult Training as a quality management system. Each organisation on the field of adult education must have this accreditation, which can be considered as a type of quality management.

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the total cost. If all the categories are summed up, the share of trainings without subsidies (paid by the trainee or the employer) and the subsidised trainings (fully and partly subsidised courses) is the same. Table 9. The funding sources for the ICT-supported training (Q20) (N=28) n 4 Privately paid by the employer 9 Privately paid by trainees Full subsidy provided to trainees by 2 government or EU Partly subsidised/Partly privately 11 paid 2 Other 28 Total Source: online survey

% 14,29 32,14 7,14 39,29 7,14 100,00

Those who have chosen the ‘other funding source’ mentioned the Labour Market Fund. This Fund is functioning as a governmental fund from employers and employees contributions. Since the types of courses are very diversified the share of groups our research focused on (share of women, unemployed, inhabitants of rural areas etc) couldn’t clearly be estimated from the results. Data related to these groups couldn’t be utilised. And it’s also became clear from the additional phone interviews that none of the providers collected information on the trainees groups mentioned above except when a subsidised training is held and this kind of information is compulsory to gain the subsidy. Generally we must say the proportion of women and men is equal, the rate of employees of SME’s and self_employed is very low (mostly under 20% of all the participants). The ratio of the unemployed trainees was rather scattered. It depended on whether the training provider has training on demand from the Regional Labour Offices or not. Graph 6. Needed infrastructure for the trainees in order to successfully complete ICT supported courses mentioned by the training companies (Q24) (N=26)

15

12

11 10

10

8

8 7

6

4

2

1

0

Internet

PC

PC and Internet

Software

Other


Requirements of ICT aided trainings slightly differ from traditional trainings if we examine the needed personal skills or technical knowledge. Half of the mentioned courses require a computer with Internet connection; the other half requires only a PC. One quarter of the respondents use special software in their courses (Graph 6.). Willingness to learn is the most commonly mentioned trait one needed in order to complete an ICT supported course successfully. 23 from the 26 responding providers marked this trait as a must. Half of the respondents marked self-discipline and coherence of thought as an important trait. The one ‘other’ answer was the openness toward new technologies.

Graph 7. The needed personal traits for successfully completing ICT –supported courses mentioned (Q25) (N=26)

16

25

23

20

15

13

13

10

6 5

1 0

Self-discipline

Willingness to learn

Critical thinking

Coherence of thoughts

Other


3.4. Section D – Respondents’ personal opinions In the last part of the questionnaire we tried to map the provider’s opinion generally on the issues on ICT supported learning. All the infrastructural and organisational conditions needed for successful delivery of ICT supported trainings were considered to be necessary by the providers (Graph 8.). Infrastructure and a good staff is equally crucial for all the providers and all of them marked these two items. Finance is also an essential element of successful courses. Marketing and strategy was mentioned 17 times and the least important item was administration, only half of the respondents marked it. Graph 8. Respondents’ opinion on necessary conditions for the successful delivery of ICT-supported training mentioned (Q23) (N=26)

17

30

26

26 24

25

20

17

17

15

13

10

5

0

Infrastructure

Staff

Administration

Strategy

Finance

Marketing


In the next question we asked about the major problems a provider would face when launching an ICT supported training especially in rural areas. Although only a few providers deal with the fore mentioned trainings the opinions drew a clear view on this issue (Graph 9.). In most cases providers think that the infrastructure is not suitable for ICT supported courses in rural areas. This item was marked the most, however this statement is not true because rural areas have fallen into line with urban areas in IT infrastructure over the last two years. (ITTK, 2007) Contrarily the facts pointed out by several national researches on Hungarian IT conditions (digital illiteracy, lack of attendance toward IT etc) were mentioned less. Besides infrastructure the lack of finance was mentioned as a problematic issue by 60 % of the respondents. It was noted before that tenders and programs on this field wasn’t part of the Hungarian development process so these opinions correspond with the everyday practice. The least mentioned problem was the missing support staff; only three of the respondents think this is a problematic issue. Graph 9. The problems associated with ICT supported training especially in rural areas (Q24) (N=26)

18

20

19

18

16 16 14 12

10 10

8 8 6 4

3

2 0

No funding available

No relevant infrastructure

Belief amongst residents that there is no need of acquiring ICT skills

IT illiteracy

No support staff


At the end of the questionnaire we asked about how ICT supported trainings can nourish the development of rural areas and increase the living standard of the inhabitants. All the answers are linked to giving equal opportunities by providing ICT supported courses in order to reach the same level that exists in urban areas. For some practical advice several providers mentioned eliminating the bad traffic conditions.

4. Conclusion Unfortunately the list of training providers working on the field of ICT supported trainings doesn’t exist that’s why several questions were filled out by providers that have only a small amount of information and sometimes misinterpreted the questions. A good example of this is the driving schools and institutions in the field of compulsory education where additional adult trainings are offered in order to financially support the compulsory courses. Another example is the group of language schools where the use of multimedia has been a part of the everyday educational process since the early 80’s.

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We had to face another problemduring the research when we realized how incomplete the information a provider has on it’s trainees. They don’t collect the information that we needed for our research data. Generally, we can say that most of the providers started to use ICT to enhance their competitiveness and not because of the available subsidies. However, they feel that the financial support given by the government in this field is not enough. Another consequence of the market effect is the use of quality management systems. The courses offered by the providers are varied and the use of sophisticated IT methods and techniques are not widespread. Most of the providers use ICT as study aid: something that can be used instead of paper-based communication.

3.4. Section D – Respondents’ personal opinions Since most of the providers mentioned the Internet connection and the access to PCs as an important element in a successful learning process the setbacks listed are also connected somehow to these among the infrastructural matters. No relevant infrastructure in rural areas and the lack of funds cause the setbacks. From the provider’s side, good marketing and a trained staff is important.

4. CONCLUSIONS 5. LIST OF TABLES AND GRAPHS Graphs Graph 1. The specialisation sectors of the responding organisations (Q5). (n=51) Graph 2. ICT methods mentioned by the training companies used in ICT aided training (Q12) (N=24) Graph 3. Communication systems used by the training companies in ICT aided training (Q13) (N=24) Graph 4. Equipment used by the training companies in ICT aided training (Q14)

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Graph 5. The answers to the questions on where the students were expected to be able to use computers in order to participate in the ICT supported course. (Q15) (N=25) Graph 6. Needed infrastructure for the trainees in order to successfully complete ICT supported courses mentioned by the training companies (Q24) (N=26) Graph 7. The needed personal traits for successfully completing ICT –supported courses mentioned (Q25) (N=26) Graph 8. Respondents’ opinion on necessary conditions for the successful delivery of ICTsupported training mentioned (Q23) (N=26) Graph 9. The problems associated with ICT supported training especially in rural areas (Q24) (N=26) Tables Table 1. The division of the respondent organisations according to the use of ICT (Q1) (n=51) Table 2. The division of the respondent organisations according to the type of organisation (Q2) (n=51) Table 3. The division of the affiliation of the organisations with different actors (Q 3) (n=49) Table 4. The specialisation sectors of the responding organisations (Q5) (n=51) Table 5. The target areas of the respondent organisations (Q8) (n=31) Table 6. Division of groups in the offered ICT supported training (Q11) Table 7. The reasons to start providing ICT supported training (Q17) (N=26) Table 8. The qualifications available to the trainees on completion of ICT-supported courses (Q18) (N=26) Table 9. The funding sources for the ICT-supported training (Q20) (N=28)

6. LIST OF APPENDICES Appendix 1. List of respondent organisations

1. 2. 3. 4. 5. 6. 7.

MÚOSZ Bálint György Újságíró Akadémia - Budapest IQSOFT - John Bryce Oktatóközpont Kft. - Budapest Adu Oktatási Központ – Csepel Neumann János Számítógép-tudományi Társaság (NJSZT) - Budapest Közgyűjteményi és Közművelődési Dolgozók Szakszervezete – Budapest Sämling Kft. – Budapest Károli Gáspár Református Egyetem – Budapest

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8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 28.

Iqsoft - John Bryce Kft – Budapest Berlitz Hungary Kft – Budapest Prime Oktatóház Language School – Budapest Humán Rent Magyország Kft. NEXON Rt – Budapest Zrínyi Miklós Nemzetvédelmi Egyetem - Budapest Magyar Újságíró Szövetség – Budapest Nyíregyházi Regionális Képző Központ Magyar Népfőiskolai Társaság – Budapest MEDI-Ats Informatikai és Egészségügyi Kft. - Pécs Nyelvelde – Pécs EXCELLENT Oktatásszervezõ KFt - Balatonboglár Foglalkoztatást Elősegítő Oktató és Tanácsadó Kft. - Győr Edutop Kft – Szekszárd Műszaki és Természettudományi Egyesületek Szövetsége Oktatási Központ - Budapest Penta Unió Oktatási Centrum – Pécs Liberty Nyelviskola – Győr Burgenlandi Felnőttképzési Intézet - Szombathely Ritmo Gépjárművezető - Képző Kft. – Szombathely Dialóg Nyelvstúdió – Nagykanizsa

29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51.

Gyarakiné és Társai Bt.- Békéscsaba Gyémánt Kft. – Debrecen Öveges József Gyakorló Középiskola és Szakiskola – Budapest Kocsárdi Attila – Dunaújváros Martineum Felnőttképző Akadémia – Szombathely Műegyetemi Távoktatási és Felnőttképzési Központ – Budapest FEOT Foglalkoztatást Elősegítő, Oktató és Tanácsadó Kft. – Győr Műegyetemi Távoktatási és Felnőttképzési Központ – Budapest Cegos Tanácsadó és Tréning Kft. – Budapest Zrínyi Miklós Nemzetvédelmi Egyetem – Budapest Békéscsabai Regionális Képző Központ – Békéscsaba Forrás Szakiskola – Pécs Britannica Nyelviskola – Pilisszentiván Pécsi Regionális Képzési Központ – Pécs Kanizsay Dorottya Egészségügyi Szakiskola – Budapest Civil Kollégium Alapítvány – Budapest Keszthelyi Akadémia Alapítvány – Keszthely Észak-magyarországi Regionális Képző Központ – Miskolc SZTE MFK – Hódmezővásárhely Mezőgazdasági Szakképző Iskola – Jánoshalma NYRKK – Nyíregyháza Nyíregyházi Főiskola Képzési és Továbbképzési Intézet – Nyíregyháza Az Emberért, az Emberségért Alapítvány – Miskolc

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Appendix 2. Best practice case studies Method of Delivery

Title of Course

Main Subjects Covered

ECDL Course Online journalism Time management Transportation Presentation German Digital photo design Catering Driving course Cultural Management

IT media management transportation self-management language course Photoshop

Level of Skills Duration of Training

basic basic basic basic basic advanced basic basic basic very advanced

rule of the road

80 hours 60 hours 16+5 30 hours 16+5 300 38 hours 392 60 hours 400

Appendix 3. The national questionnaire, Hungary

Appendix 3. The national questionnaire, Hungary Euracademy Observatory WP3 Kérdőív O. SZŰRŐKÉRDÉS IKT-val támogatott kurzusokat szerveznek? Igen, néhányat Igen, mindegyik az Nem Amennyiben nem, akkor kérjük, ne folytassa a kérdőív kitöltését! A. A SZERVEZET ALAPTULAJDONSÁGAI 1. Name of respondent, address, e-mail / Válaszadó neve, email-címe, címe.

2. Name of organization / A szervezet neve

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A = Distance learning, selfadministrated B = Distance learning, tutor assisted C =Blended learning D = Face to Face learning aided by electronic material

C A D D A D C D D C

Kérjük jelölje() a megfelelőt! 3. Az Önök szervezete milyen típusú szervezet Közintézmény Magán ha igen: Gazdasági Non-profit Non-profit Egyéb (kérjük írja le )…………………………………………. 4. Az Önök szervezete milyen egyéb szervezet részeként működik? Felsőoktatási intézmény Kamara Egyéb szakmai szervezet /tárasaság (pl: szakszervezet) Akkreditációval és végzettségek elismerésével foglakozó szervezet Egyéb (kérjük írja le) ……………………………………………………………………………………………... 5. Milyen szekorhoz köthető az Önök tevékenysége? Primér szektor (mezőgazdaság, erdészet, halászat) Ipar Szolgáltatások (IKT, Turizmus, egyéb – kérjük, írja le) ………………………………………………...

Egyéb (kérjük, írja le) …………………………………………………………………………………………... 6. Hány alkalmazott dolgozik az Önök szervezeténél? (Írja a pontos a számot a mezőbe!) Főállásban Mellékállásban 7. Ebből hányan dolgoznak oktatóként, trénerként? 8. Az Önök szervezetének tevékenysége köthető-e adott területi egységhez? Speciális területekhez (kérjük, írja le) ………………………………………………………………... Rurális területekhez Városias területekhez Nem köthető tevékenységünk semmilyen területi egységhez sem B. AZ OKTATÁSI TEVÉKENYSÉGRŐL 9. Kérjük, írja le, hogy milyen kurzusokat hirdettek meg az elmúlt 12 hónap során. (Amennyiben a kurzusoknak van honlapja, kérjük, adja meg azt is.)

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10. A fent felsoroltakból hány volt IKT-val támogatott képzés? 11. Az IKT-val támogatott kurzusok közül hányat tartottak (az alábbi helyekre számokat írjon) nagyvállalat dolgozóinak rurális térségek KKV dolgozóinak KKV dolgozóknak városban Munkanélkülieknek rurális térségekben Munkanélkülieknek városban Egyéb (kérjük, írja le)…………………………………………………………………………………………………..

12. Az IKT-nak milyen típusát nyújtják? Távoktatás, önellenőrzéssel Távoktatás, oktatói felügyelettel Blended learning (távoktatás és tantermi oktatás elegye) Tantermi oktatás elektronikus segédlettel Egyéb (kérjük írja le)…………………………………………………………………………………………….… 13. Milyen módszereket/eszközöket használnak a távoktatás során? Platformok:: E-learning környezet (pl: WebCT, Moodle; kérjük írja le) Letölthető anyagok honlapokon (dokumentumok, cikkek, stb) Intranet Személyes blog Egyéb (kérjük írja le)…………………………………………………………………………………………….… Eszközök: Chat Fórum Video- vagy audiokazetták Web-kamerás videokonferencia E-mailek CD-ROMs Egyéb (kérjük írja le)……………………………………………………………………………………………… 14. A tanulóktól elvárják, hogy a számítógépet

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Otthon használják Munkahelyen használják Az oktatás helyszínén használják Egyéb helyszínen (kérjük írja le)……………………………………………………

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15. Kérjük írja le azt az 5 IKT-támogatott kurzusát, amit a legjobbnak tart. (Legjobb gyakorlatként bemutatható)

Kurzus neve

Kurzus témája

Igényelt tudásszint Alap Középfok, Magasszintű felhasználói ismeretek

Alkalmazott módszerek A = Távoktatás, önellenőrzéssel A tréning B = Távoktatás, oktatói felügyelettel időtartama C = (Blended learning (távoktatás és tantermi oktatás elegye) (óra) D = Tantermi oktatás elektronikus segédlettel

16.Hány éve foglakozik az Önök szervezete IKT alapú oktatással? (írjon számot a dobozba)) 28

számot a dobozba)) 17. Mi volt az oka, hogy IKT támogatással indítottak képzéseket? KKV és nagy cégek által támasztott igény2 Az elérhető eu-s támogatások miatt Egyéb (kérjük, írja le)………………………………………………………………………………………… A.

C. AZ OKTATÁS RÉSZTVEVŐIRŐL

18. Milyen minősítést tanfolyamokkal?

szerezhetnek

meg

a

hallgatók

az

IKT

támogatású

Államilag elismert minősítés (kérjük, nevezze meg)………………………………………………… Nemzetközileg elismert minősítés (kérjük nevezze meg)………………………………………… Az oktatási intézmény saját oklevelét Egyéb (kérjük nevezze meg) 19. Műkedtet-e a szervezetünk valamilyen minőségbiztosításai rendszert? IGEN NEM Ha IGEN,kérjük írja le, hogy melyiket: 20. Hogyan finanszírozzák az IKT támogatású kurzusaikat? Az munkaadó saját maga fizet A résztvevők fizetik A részvételi díjat eu-s forrásokból fedezik Egy része támogatás, másik részt a résztvevők fizetik Egyéb (kérjük nevezze meg) 21. Milyen arányban vezsnek részt a tanfolyamokon? (százalékot adjon meg)

2

%

Férfiak

%

Nők

%

KKV-k és mikro-vállalkozások alkalmazottai

%

Önfoglakoztatók

%

Nagyvállalatok alkalmazottai

A KKV-k 250 főnél kevesebb alkalmazottal rendelkező cégek

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%

Munkanélküliek

%

Rurális területeken élők (amennyiben ismert az adat)

22. Milyen alapvető követelmények szükségeltetnek ahhoz, hogy az önök IKT támogatású kurzusait elvégezze valaki? Infrastruktúra: Internet kapcsolat PC hozzáférés Hozzáférés a ma elérhető kommunikációs technológiákhoz (PC, DSL) Speciális szoftver használata Egyéb (kérjük, írja le)………………………………………………………………………………………… Személyes kívánalmak Önfegyelem Elkötelezettség a tanulás iránt Kritikus gondolkodás Koherens gondolkodás Egyéb (kérjük, írja le)

D. SAJÁT VÉLEMÉNY 23. Ön szerint mik szükségeltetnek a jól kivitelezett IKT támogatású oktatáshoz? Infrastruktúra Jól kiképzett stab Adminisztráció Stratégia Megfelelő finanszírozás Marketing Egyéb (kérjük, írja le)……………………………………………………………………….…………………… 24. Milyen problémák merülnek fel az IKT alapú oktatás kapcsán (főképp a rurális területeken)? A finanszírozás nem megoldott Nincs megfelelő infrastruktúra Az érintettek szerint nem szükséges az IKT eszközök ismerete/használata Digitális írástudás hiánya Nincs megfelelő csapat hozzá Egyéb (kérjük, írja le) ………..

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25. Véleménye szerint milyen lehetőségeket rejt az IKT alapú oktatás (főképp a rurális területeken)?

26. Véleménye szerint a részvevőket mi motiválja arra, hogy IKT alapú oktatásra jelentkezzenek?

Köszönjük a segítséget!

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7. REFERENCES

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EURACADEMY OBSERVATORY

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