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”

Surveys of the Training Recipients and the Control Group (WP3.2) Country report, Hungary

Irén Kukorelli Péter Tóth HAS CRS WHRI Győr 2007

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Content 1. Introduction 2. Methodology 2.1. The profile of the respondents 2.2. Problems in conducting the surveys 3. Results 3.1. Training Recipients 3.1.1. Information about Training 3.1.2. Methods of Training Delivery 3.1.3. Motivation for Participating in the Training 3.2. Control Group 3.2.1. The sub group that has received continuing training in the past 3.2.2. The sub group that has not received continuing training in the past 3.2.3. Views on IT-supported continuing vocational training 4. Comparison of recipients of ICT-supported training and the control group 4.1. Information on the training 4.2. Motivation for Participating in the Training 4.3. Respondents’ View 5. Conclusions 6. References 7. List of Tables 8. List of Graphs 9. Abbreviations 10. List of Appendices Appendix 1. The national questionnaire for the training recipients Appendix 2. The national questionnaire for the control group

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1. Introduction A main objective of the European Union is to have its citizens remain marketable during the quickly changing economic circumstances and the challenges of globalization. The Lisbon Progress is the result of this objective. To reach the above mentioned goals the reform of educational systems is needed. The modern, useful labour force after finishing compulsory education continues the learning process in order to get new knowledge content from time to time. Globalisation and the technological revolution have modified the well-tried and age-old methods of acquiring knowledge. Newly appeared methods complement or even fully replace the old methods. But brings up the questions: Who can benefit from this opportunity? Is there any difference between the effectiveness in learning between certain groups of the society? The Euracademy Observatory has undertaken to map this segment of education. In this field an element – which is said to be new – was examined exhaustively: the part of education, supported by info-communication technologies. This research constitutes the part of the international project financed by the Leonardo da Vinci Programme of the European Union. Beyond the life of the project the 7 participating countries – Hungary, Greece, Germany, Finland, Spain, Poland, United Kingdom – are going to upload the nationally completed data to a database and make it publicly available in order to support further analyses and research. Hereunder the results of the survey research conducted in Hungary are reported.

2. Methodology In the course of our research we proceeded from the results of WP3.1. In this earlier survey, with help of an online questionnaire we have made contact with training providers, advertising ICT-supported courses. Because of the low response inclination further interviews had to be made by phone in order to correct the received information. The providers found this provided the single part of information, necessary to sampling of WP3.2 research. In the case of WP3.2 the research concentrated on the groups, who participated in educational services. Two online questionnaires were made: One for those participants who have previously taken ICT-supported courses. The other one is made for those who haven’t participated yet (control group). Terms in order to be put into the control group were:

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•

Respondent should have taken part in a non-ICTsupoprted tranining

•

Not taken part in any training at all before

Because of the few numbers of training organisations and many other problems, we solved the data registration in concert with several methods in order to reach the adequate element number. Since the information about recipients, possessed by the organisation and passed to another third party raised data protection problems, we could only ask them to deliver our questionnaire to the recipients. Also the regional distribution, applied in research decreased the number of available people. In the course of the examination of received data we would have liked to make a regional comparison, we choose 2 from the 7 Hungarian regions – NyugatDunántúl region and Dél-Alföld region – for the area of data collection (Graph 1). By this stage we eliminated those service providers who haven’t got any activities in these 2 regions. Because of regional differentiation one more question was put in the Hungarian version of the online questionnaire in order to be able to select the responses according to regions. New institutions, dealing with education and training were taken into the examination along with the organisations of WP3.1. For example the regional labour centres and the Regional Training Centre in Szombathely (ReMeK). The regional differentiation was also taken into consideration here. We asked for the organisations mentioned above to deliver our informative e-mail regarding the questionnaire to recipients, who previously participated in their courses or trainings. In the South–Alföld region we managed to have a surveyor personally interview participants in courses currently running. But our efforts didn’t produce suitable results, as the intermediate organisations made it more difficult to get in touch with the desired population and we could only deliver our questionnaire directly.

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Graph 1 The research area in Hungary

Source: edited by the authors In order to fulfil the required number of questionnaires the research had to be by making direct contact. We delivered our e-mails urging to fill out the questionnaire by the users of the most popular social network site in Hungary. The number of users of the International Who is Who (in short: iwiw.hu) reached 2,5 million in 2007, it means that almost every Hungarian citizen that is an Internet user is registered on this website. Hungary’s population is 10 million, the rate of Internet penetration according to the latest World Internet Project survey is that 25% of the Hungarian population can access the web in some way –at home, workplace, school and common access– (ITTK 2006.). Also we believe that we found, among the users, people who have participated in ICT-supported courses. In our research the people living in rural areas had an advantageous role so the recipients were filtered before sending the emails. Among other things the iwiw database contains the residency and the age of members. Based on these issues we sorted out those people who are living in rural areas – the regional differentiation was taken into consideration here also. The table below shows how many users we could calculate in these 2 regions.

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Table 1 Users and settlements in the iwiw.hu database Number of inhabitants 1-2000 inhabitants

Name of region

Number of settlements

Number of users

Dél-Alföld Nyugat-Dunántúl Total

28 72 346

4942 16707 72055


107 42 595

91851 55597 687562


10 6 55

94936 115736 609137


3 2 11

103950 57403 1169924


148 122 1007

295679 245443 2538678

2001-20000

20001-100000

100001- inhabitants

Total

Source: edited by the authors

From the list above we sorted out those people who were doing their compulsory education studies, namely the age-group under 18 years. For sending the letters the internal correspondence of the website was used. The response rate reached 6%, which is a general measure in the case of online questionnaires. More then 8000 messages were sent, in order to achieve the adequate number of questionnaires. The questionnaires filled out in this way complemented the earlier fewer number of questionnaires. It should be mentioned here that the gathering of control groups’ questionnaires happened faster and more easily. Although the project partners agreed at the discussion of report's content that it is enough to have only 50 questionnaires in the control group, we gathered 10 times this number. (The requesting letter for filling in the questionnaire was sent to everybody: after reading this letter the consignee could decide which one they wanted to fill in and could proceed to the given link.) Such a large number of the control group’s questionnaires signify the relation to ICT-supported courses, but we will return to this issue later.

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The online data collection occurred from April 2007 to July 2007. Finally, we managed to query 539 recipients of ICT-supported trainings and 569 respondents belonging to control group. The sampling can be considered as simple and contingent.

2.1. The profile of the respondents Filter questions were used in both questionnaires in order to avoid incorrectly filled out questionnaires. Both in the Training Recipient’s questionnaire and in the Control Group questionnaire a question was asked if the respondent participated in any form of formal or informal vocational training after completing their initial education. The second question asked was about the presence of ICT in the training. The questions were in inverse order in the control group’s questionnaire. The questionnaire didn’t allow the recipients to continue if their courses weren’t supported by ICT. In the case of the control group the respondents weren't allowed to continue if they have already participated in any ICT-supported courses. In both cases the questionnaires offered the opportunity to go the other questionnaire, but we have no information on how many respondents have took this opportunity. Those recipients who answered “no” on the second question fell out from the research. Table 2 Distribution of answers to the filter questions of the two questionnaires Yes to filter question 2

No to filter question 2

Total

Training Recipients n=513 Yes to filter question 1

450

63

513

Control Group n=559 No to filter question 1

310

249

559


The division of received answers to the filter questions is shown in Table 2. As it can be seen 450 recipients and 559 from the control group got into our final database. 310 from the control group had already participated in training before, but 249 have never participated in any kind of vocational trainings so far. The control group received more responses than it was previously planned. Maybe it is the consequence of the lower dispersion of ICT-supported trainings.

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To analyse the basic data of respondents we merged the 2 databases. (Table 3). 85% of the gathered data comes from the Nyugat-Dunántúl region in regards to the control group. That is why we set it aside from regional differentiation; the received data is used together and totalled only in some cases, by the examination of training recipients’ data. Examining thoroughly the data it became clear that the different methods of data collection interfere with the distribution of gathered data. (Table 3). Table 3 Distributions of interpretative variables in the two questionnaires (%) Control Group (Total N=569) Gender male female Age class up to 35 years 36-65 years over 65 years Educational background No school degree Completed compulsory education

N=555 N=553

N=536

Village – up to 2.000 residents Town – from 2.001 to 20.000 residents Small City – from 20.001 to 100.000 residents City – more than 100.000 residents Internet connection at home Dial-up (PSDN, slow) ISDN (a little faster than dial up) Broadband (ADSL, fast) No Internet connection at all Internet connection at work Dial-up (PSDN, slow) ISDN (a little faster than dial up) Broadband (ADSL, fast) No Internet connection at all Work Status

66,5 32,9 0,5 0 0,9

Received secondary (post-compulsory) school or technical college Received higher technical education Received university education Place of residence

41,8 58,2

N=543

Training recipients (Total N= 450) N=450 39,3 60,7 N=449 76,4 23,6 0 N=449 0 3,8

62,3

55,9

20,0

32,1

8,0

N=440

51,7 33,9 7,2 N=543

N=450

N=512

7,2 9,6 6,4 63,9 20,1 3,1 6,9 53,3 36,7

8,2 29,1 35,5 23,2

N=447

N=411

N=438

12,3 14,5 10,1 49,4 26,0 6,8 10,2 58,9 24,1

Employee of a micro-enterprise (up to 10 staff)

12,1

3,9

Employee of a small enterprise (11-50 staff)

11,5

6,8

Employee of a medium enterprise (51250 staff)

14,3

24,4

8

Self-employed, entrepreneur

8,83

3,4

Unemployed

17,2

12,6

Other

Region

36,1 mostly employees of the big companies N=569

48,9 mostly employees of the big companies N=450

Nyugat-Dunántúl

90,3

50,2

Dél-Alföld

9,7

49,8


2.2. Problems in conducting the surveys The characteristics of the online survey are that it is simpler and shorter than the normal face-to-face survey. But the excessive simplification presented difficulties, since many continuous variables got into the data base only as a categorical variable. The simplification of age is the best example to show this problem. The so called ‘Sulinet Generation’1 had to be taken into consideration in Hungary while creating the age groups for the survey. The motivations and competencies of this group were determined by the governmental subsidies of the IT scene in Hungary. This age-group covers the Hungarian citizens, who participated in compulsory public education from 1996 until the present. They have a different approach to ICT than older people. It would have been interesting to demonstrate what kind of effects the expansions financed by government contributions were on the attitudes and opinions of this special group. The National Broadband Strategy also highlighted this generation as the primary transmitter of IT innovation in Hungary (NSZS 2005). The grouping of settlements was also a problem in Hungary, since there are many towns where the population similar to the population of a bigger village. The legal status of municipalities is not connected strictly to population.

3. Results 3.1. Training Recipients The recipients of ICT-supported trainings were generally females. The proportion of female respondents is 58,2%. As it was mentioned above, creating the age group 1

The Sulinet initiative was described in the Hungarian National Report in WP 2

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categories wasn’t necessary for Hungary. Two thirds of the respondents came from the youngest age group. It isn’t surprising, as many researches have confirmed that this age group has a skill level that coincides with the accomplishments of digital epoch. It is here that we can find the largest Internet penetration too (WIP 2006). Since the group is quite broad –it is from ages 18 to 35 and the Sulinet generation hasn’t been defined–, we had difficulty using this variable as explanatory variable. The fact that the over 65 years old respondents were in small numbers, isn’t surprising. 98% of this age group is digitally illiterate (MSZS 2005). Based on the results by the age group, the majority (62.3%) has only secondary school degree. The open questions revealed that many of the respondents were students but at a tertiary level.. The division of Internet owners is also particularly interesting/unique/significant. Taking into consideration the data of KSH, our research surpasses the data gathered KSH in 2006 (KSH 2006), where the Internet–penetration was much smaller (25%). In our research the proportion of Internet owners at home is 80%. These unconfirmed results can be explained by the use of online questionnaires, where Internet connection was a necessary requirement for filling out the forms. We received the same large proportion or results in the case of the unemployed as well. This is due to the fact that we involved the Regional Labour Office and it’s clients in the research. (Table 3).

3.1.1. Information about Training In the listed ICT-supported trainings all types of trainings were included that had some form of ICT in the teaching process. Not only e-learning methods, but also the use of conventional multimedia equipment was taken into consideration. We have already pointed out in WP3.1 that currently most training is related to the use of ICT (WP3.1). This fact proved true in this situation as well. Two fifths of respondents had training in IT skills (Graph 2). Graph 2 Distribution of the trainings types within the ICT supported trainings (%) (N=440)

10

17%

13%

28% 42%

Business Skills

IT Skills

Technical Skills

Other

Source: edited by the authors A fifth of respondents marked the other category, i.e. the given categories didn’t offer an adequate alternative. Among these respondents the trainings handling with communication appearance in largest proportion, 18 people wrote in this type of trainings, 3 people mentioned trainings concerning the acquisition of general technical knowledge inside a company. Regarding to duration of courses the maximum 1 month long, the longer than 3 month and the 1-3 month long trainings were in equal proportion (Graph 3). Graph 3 The duration of the last training (%) (N=444)

39% 30%

11% 20% Up to a month

More than a month and up to tw o months

More that tw o months and up to three months

More than three months

Source: edited by the authors The distribution of the financial backing of the training differs from the distribution examined among the training providers in WP 3.1, because in this case clients of the 11

training providers dealing with different training types came into focus. While in WP 3.1 the majority of trainings were self-financed, in this research the vast majority of trainings were partly or fully subsidized (Graph 4). A significant correlation can be proved between the financial backing and the residence of the recipients. Graph 4 Distribution of the several types of financial backing of ICT supported trainings – Who covered the cost of training (%) (N=446) 40%

9%

21% 30% My employer – all of it Myself – all of it Fully subsidized – by Public funds (e.g. National/Local Government, EU, etc) Other

Source: edited by the authors There is a medium-strong relation between the 2 variables. In the West region where there are better economic indicators, the training recipients usually pay for the trainings, while in the Dél-Alföld region subsidised trainings are more common. Table 4 A Distribution of types of financial backing within the regions (%) (N=446, Chi2=0,00, Cramer’sV=0,428) Who covered the costs of training The employer- all of the costs Region Nyugat-Dunántúl 39,64 Dél-Alföld 21,43 Total 30,49 Source: edited by the authors

The trainee all the costs 31,98 10,27 21,08

Subsidies all the cost 19,37 58,93 39,24

Other 9,01 9,38 9,19

Total 100 100 100

The ratio of trainings fully financed by the recipients is one third larger in the Western-Dunántúl, while in the Southern-Alföld the ratio of subsidized trainings is

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triple (Table 4). This difference could be a result of different research techniques used in the two regions. In the ‘other’ category a vast majority of answers were half and half financed, where the employer paid half of the expenses and the other half was subsidized. It is important to mention some of the free trainings that are available. For example, if someone is on maternity leave (GYES) the Hungarian laws allow him or her to participate freely on several trainings. Graph 5 A Distribution of the methods of registration to ICT supported trainings (%) (N=448)

4% 24%

61% 11% I registered myself I w as approached by the training organisation I w as registered by my employer Other

Source: edited by the authors At the trainings fully financed by the recipient’s, the participants seemed more independent, as two thirds of them registered for the trainings by themselves. Where the employer paid 100% of the expenses, in two thirds of these cases the employer registered the employee. It was mentioned before that data collection included the Regional Labour Offices. This led to many answers on ‘other’ category where the Labour Office was mentioned as the recommender of the training. The division of certificates differs from the results given by the training providers where in the majority of cases ECDL courses and Highway Code trainings and their

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internationally accepted certificates were mentioned. In this case the national certificates (most likely OKJ certificates) made up the majority (Graph 6). Graph 6 Types of certificates mentioned 0

50

100

150

200 176

92 27 157 45 Nationally recognised certificate/qualification Internationally recognised certificate/qualification A certificate for successfully completing a course ( a part of a larger qualification) Just a certificate from the training organisation for completing the course No certificate at all

Source: edited by the authors The certificate of the training organization was also mentioned a lot: 157 times. 10 % of all the respondents declared that hadn’t been given any certificate after completing the course.

3.1.2. Methods of Training Delivery The type of training has an influence on the location of the training. Crosschecking Graphs 7 and 9 we can see that the towering number of those trainings held in facilities provided by the training organization is a result of the dominance of two educational methods used. One is the face-to-face learning and the other is blended learning where face-to-face learning is supplemented with distance learning elements. 94 % of the respondents took part in one of the fore-mentioned trainings.

Graph 7 Location of training’s delivery mentioned

14

15

At a communal space

39

At home In the facilities provided by the training organisation

244

In other facilities provided by my employer

56

At my workplace

132 0

50

100 150

200

250

300

Source: edited by the authors Equipment used in the trainings are also related to this trend, the use of CD-Roms and DVD-s are wide spread. The dispersion of the mentioned equipment used is the same as we discovered in the training provider’s research. Our opinion is that the use of e-mail and websites play the same role here, these are used for communication purposes and not as methodological elements. Recipients mentioned e-learning platforms more than the providers, which is a real methodological element in the educational process. The number of times it is mentioned are as many as the mentions of e-mail, although we must emphasize that the two elements are linked to each other and to the websites.

Graph 8 Equipment used during the ICT supported training 15

Other

14

Special educational broadcast

105 9

Telephone conferences (3 or more participants) Telephone tutorials

52

CD-ROMs, DVDs, Videos, audio tapes

205

Chat-rooms or discussion groups

25 18

Teleconferences (including or not video) E-mail

183

Web-sites

195

E-learning platforms

174 0

50

100

150

200

250

Source: edited by the authors In two thirds of the completed trainings one or two types of equipment were used. The average was 2,146 types of equipment used. Table 5 Distribution of the number of equipment used during the ICT supported trainings Equipment used N % 0 7 1,55 1 153 34 2 136 30,22 3 92 20,44 4 51 11,33 5 6 1,33 6 4 0,88 7 1 0,22 Total 450 100 Source: edited by the authors If only PC and Internet related equipment (chats, websites, e-mails, e-learning platforms) are taken into consideration then the average changes to 1,28. Special software for practicing was mostly mentioned under the ‘other’ category.

Graph 9 Distribution of the methods used (%)(N=449)

16

1%

19%

5%

75% Distance learning, self-administered by the student Face to face learning aided by electronic material Blended learning (distance learning and face to face learning) Other


3.1.3. Motivation for Participating in the Training Behind the will to participate there is always a goal for all of the recipients, like getting a better position on the labour market. All of the recipients had expectations. Two questions dealt with this issue: one tried to map the expectations and the other was a question about the realisation of these expectations Since the online questionnaire saved all the answers including those that dropped out by answering the question with the ‘not’ category, we only used those pairs of questions where one question was marked as ‘yes’. The chance of getting a job or continuing on their present job as an expected and realised result occurred most often (Table 6). Its ratio is six times larger than those where this event was expected but not realised. There was also a fair amount of answers in the group where a new job was expected and realised. But the ratio of the group where the result was expected but not realised is almost the same. This ratio is also similar in the ‘improve a personal interest’ category. The lowest result was connected to the issue of salary increase.

Table 6

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Expected and the realized effects of the ICT supported courses in relation to all the answers (%) (N=450) Expected it Not Expected it but it expected it and it was wasn’t but it was realized realized realized Allowed to get a job/continue with my present job Promoted at present job (higher position) Salary increase Chance to apply for a new/better job Improved a personal interest/development Source: edited by the authors

41,33

7,33

7,56

6,89 1,56

9,78 4,00

1,78 2,00

19,78

13,78

3,78

18,22

15,11

3,11

If the first category is split and examined by regions a significant correlation can be found (Table 7). Table 7 Division of regions between how the expectations toward the result of trainings realized (N=450, Chi2=0,00, Cramer’sV=0,312) It allowed to get a job/continue with one present job Not Expected Expected it expected Not it and it but it it but it expected it was wasn’t was and not realized realized realized realized Total NyugatDunántúl 26,55 8,85 7,52 57,08 100 Dél-Alföld 56,25 5,80 7,59 30,36 100 Total 41,33 7,33 7,56 43,78 100 Source: edited by the authors In the Southern-Alföld region successfully reached goals dominated, while in the Western-Dunántúl region unrealized objectives are more typical. We don’t know exactly what kind of trainings are being evaluated in these categories, but most of the trainings offered by the Labour Offices come with exact job offers, which can influence the division of Table 7. Respondents considered the trainings to be a positive experience, and this was reflected in their answers on IT supported learning (Graph 9).

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Graph 10 Rate of agreement and disagreement with statements related to ICT supported learning The most notable advantage of IT-supported training is the flexibility of training times

367

IT-supported training was more motivating for me than taking a traditional training

313

Using IT-tools in the training course saved time The training organisation had a good support system for the participants

96

388

36

380

50

79

Studying with IT support is more time-consuming than I expected

353 415

IT-tools made learning easier I had not enough computer knowledge and skills for the course

59

48

374 398

I had good access to the technical equipment Cost of the course was too high

0%

15

86

37 290

20%

40% Agree

60%

80%

100%

Disagree

Source: edited by the authors There was a general agreement that IT tools made learning easier. Respondents disagreed with all of the negative statements concerning IT supported learning. A full examination of these answers can be found in the comparison with the control group.

3.2. Control Group The board of the project didn’t expect a high number of respondents for the control group as only 50 were planned. Despite this there were as many respondents for the control group as there were for the training recipient group. We divided the control group into two groups according to the respondents' answers to the filter questions. As we mentioned before in the Southern-Alföld a different data collection method was used so this is why this region has a lower number of respondents than the other region (Table 8). This is the reason we didn't use the region as the independent variable.

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Table 8 Distribution of independent variables in control group database (%)

Gender male female Age class up to 35 years 36-65 years over 65 years Educational background No school degree Completed compulsory education

Control Group trained (Total N=310) N=307 40,7 59,3 N=306 55,9 43,8 0,3 N=295 0 8,1

Received secondary (post-compulsory) school or technical college Received higher technical education Received university education Place of residence Village – up to 2.000 residents Town – from 2.001 to 20.000 residents Small City – from 20.001 to 100.000 residents City – more than 100.000 residents Internet connection at home Dial-up (PSDN, slow) ISDN (a little faster than dial up) Broadband (ADSL, fast) No Internet connection at all Internet connection at work Dial-up (PSDN, slow) ISDN (a little faster than dial up) Broadband (ADSL, fast) No Internet connection at all Work Status

N=299

Control Group not trained (Total N= 249) N=248 43,1 56,9 N=247 79,8 19,4 0,8 N=241 0 10,0

61,0

65,1

21,7

17,1

9,2

N=244

52,8 33,8 5,7 N=301

N=259

N=286

7,7 8,3 7,0 65,4 19,3 3,5 6,9 54,4 35,1

7,1 50,4 34,0 9,0

N=242

N=191

N=226

6,6 11,2 5,8 62,0 21,1 2,6 6,8 51,8 38,7

Employee of a micro-enterprise (up to 10 staff)

12,2

11,9

Employee of a small enterprise (11-50 staff)

11,9

11,1

Employee of a medium enterprise (51250 staff)

14,7

13,7

Self-employed, entrepreneur

9,43

8,0

Unemployed

16,8

Other

Region

35,0 employees of big firms, students, public sphere, young mothers etc. N=310

17,7 37,6 employees of big firms, students, public sphere, young mothers etc N=249

Nyugat-Dunántúl

90,0

90,4

Dél-Alföld

10,0

9,6

Source: edited by the authors 20

3.2.1. The sub group that has received continuing training in the past In the control group we asked about the number of trainings one had attended previously. We didn’t asked about the type of training that’s why only a general description can be given. The majority, more than 50 %, of the respondents (52%) has attended two to five trainings during their life. If we break down the data by age groups it’s obvious that the older generation has had more trainings than the younger one (Table 9). Table 9 Distribution of the number of fulfilled trainings in the control group in relation to age (%)(N=446, Chi2=0,00, Cramer’sV=0,291) Number of trainings one participated One 2-5 More than 6 Total Under 35 48,21 46,43 5,36 100 Over 35 23,13 58,96 17,91 100 Total 51,99 10,93 100 37,09 Source: edited by the authors Contrary to the distribution of ICT supported trainings in this group an almost equal ratio was measured by these groups: business skills (29%), other skills (30%), IT skills(25%). It’s surprising that learning IT skills in a not ICT supported course according to this group. Graph 11 Distribution of the types of trainings the control group last attended (%) (N=187)

29%

30%

16%

Business Skills

25%

IT Skills

Technical Skills

Other

Source: edited by the authors In the ‘other’ category answers show a variety of trainings, including tourism, interior design, flower arrangement, security training and many trainings related to social 21

sphere and public health. It was also discovered that language courses were mentioned in this category and this is an area of education where multimedia assisted teaching is inevitable. Graph 12 Duration of the trainings in the control group (%) (N=295)

8%

7% 15%

70% Up to a month More than a month and up to tw o months More that tw o months and up to three months More than three months

Source: edited by the authors Looking at the duration of trainings the "more than three months long" trainings dominate. Weak significant correlation occurred between the age groups and the financial backing. The employer funded trainings of the elder respondents while the younger respondents paid for themselves (Table 10). In the ‘other’ category, just as in the training recipient, the partly subsidized, partly employer funded trainings were mentioned. Table 10 Division of age groups in relation to the financial backing of the trainings (%) (N=302, Chi2=0,00, Cramer’sV=0,238) Fully subsidized by Public funds (e.g. National/Local My employer Myself - all Government, - all of it of it EU, etc) Other Total Under 35 19,05 42,86 25,00 13,10 100 Above 36 40,30 32,84 15,67 11,19 100 Total 28,48 38,41 20,86 12,25 100 Source: edited by the authors

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Most of the certificates given are national certificates similarly to ratio of certificate types in the training recipient group. Half of the certificates were mentioned as nationally accepted certificate (Graph 13). Graph 13 Division of certificate types between the control group (%) (N=302) 7% 20%

51%

8% 14%

Nationally recognised certificate/qualification Internationally recognised certificate/qualification A certificate for successfully completing a course ( a part of a larger qualification) Just a certificate from the training organisation for completing the course No certificate at all

Source: edited by the authors From 256 respondents 186 (71,6%) answered 'yes' to participating in an ICT supported course in the future.

3.2.2. The sub group that has not received continuing training in the past It’s a remarkable fact that the same proportion of non-trained (never taken part in any re-training or further training since finishing compulsory or higher education) is interested in further trainings as the group of trained. 74 % of the non-trained members of the control group are interested in further education. This group of respondents is significantly younger than the other group in the control group. We suspect that the numerous students in tertiary education in this group give us this difference but it can’t be proven from our data. A training dealing with IT skills will be ideal for this group of people. If they can choose a training one third of them would choose IT skills. Another large group would take part in a training dealing with business skills (Graph 14). If age groups are taken

23

into consideration the younger participants would choose business skills and the elderly would choose IT skills if they take part in a training. Graph 14 What would be the chosen course type for those who have not attended any training course before (%) (N=168)

23%

27%

16% 34%

Business Skills

IT Skills

Technical Skills

Other

Source: edited by the authors Answers to the open question couldn’t be arranged into groups due to the diversity of the trainings mentioned. We wanted to find out what kind of results the respondents thought would be accessible if they finish a training in the future. A better job and a chance for getting a new job were mentioned most (Graph 15). Graph 15 The expected results of a training in the future mentioned by the control group I did not expect the training to be beneficial at all

7

Take forward my personal interests/development

67

Possibility of applying for a new/better job

133

Salary increase

58 85

Promotion at present job (higher position) Get a job/continue with my present job

100 0

20

40


24

60

80

100

120

140

3.2.3. Views on IT-supported continuing vocational training Although the members of the control group didn’t take part in an ICT supported training their opinion on this segment of education was asked. Results were compared to the results of the Hungarian Broadband Strategy and the Hungarian Information Society Strategy. We measured if the respondents know this segment of education and if they are interested in an ICT supported training. Although 70% of the respondents haven’t heard of ICT supported trainings at all, 57 % would take part in one (Graph 16). Graph 16 Distribution of learning of ICT supported trainings in relation to the willingness to take up a training 185

200 150 100

138 91 45

50 0 yes

no

Have you ever heard about IT-supported continuing vocational education and training (e.g. e-learning)? Considered taking up any form of training after completed initial education (school, college, university)? Not considered taking up any form of training after completed initial education (school, college, university)?

Source: edited by the authors Although only 29,6 % heard about ICT supported trainings sharp opinions were given by the majority about the problems associated with the trainings in rural areas. Most of them mentioned the existence of digital illiteracy as a major setback. 48 % of the respondents feel that too many people had been left on the other side of the digital divide. Respondents feel the depth of this problem correctly as the last research conducted made evident that 90 % of the Hungarian society can be declared digitally illiterate (NSZS 2006). A correlation can be proven between the existence of the respondent’s Internet access and if one has selected this item as a problem. Twice of

25

those who have Internet access at home feel that digital illiteracy is a problem than those who haven’t got Internet at home. 21 % feel that there is no suitable infrastructure in rural areas. Since the density of population correlates with the spread of new technologies we examined settlement type and the Internet connection of those who marked infrastructure as a problem. None of the two variables show a significant correlation. The expensive Internet access and the lack of need were both considered to be an important factor as a quarter of the respondents mentioned them but none of the independent variables shown a correlation to them (Graph 17). Graph 17 Problems associated with ICT supported learning in rural areas mentioned There is no expert staff to provide support to the learner

39

IT illiteracy is widespread

271

There is a belief amongst people in rural areas that there is no need to gain IT skills

147

There is no suitable infrastructure

117

Buying a computer and Internet access is too expensive

143 0

50

100

150

200

250

300


4. Comparison of recipients of ICT-supported training and the control group To compare the two groups, the two separate databases of the control group and the training recipients were combined. Only those were taken into consideration from the control group who attended trainings previously.

4.1. Information of the training Comparing different trainings could run into difficulties, since trainings are only grouped by the method used and no other criteria was taken into consideration. In spite of this a very weak but significant correlation was found.

26

It’s obvious that on most of the ICT supported trainings one can learn IT skills, as it is shown on Graph 18. Graph 18 Distribution of training types within the two research groups (%) (N=745, Chi2=0,00, Cramer’sV=0,502)

Total

23,76

Training Recipients

31,41

27,95

Control Group

17,70

0%

10%

13,83

31,01

42,50

15,41

20%

16,59

9,84

30%

Business Skills

40%

12,95

57,05

50%

IT Skills

60%

70%

Technical Skills

80%

90%

100%

Other

Source: edited by the authors Earlier we identified that there were numerous IT related trainings mentioned in the control group. That ratio is lower here, only one third of the training recipients. The ratio of business skills related trainings are also larger in the training recipients group. The only category where the ratio in the control group is higher is in the ‘other’ category. This group’s ratio is 1,5 times larger than in the training recipient’s group

27

Graph 19 Distribution of duration of trainings within the two research groups (%)(N=739, Chi2=0,00, Cramer’sV=0,359) Total

20,97

Training Recipients

14,88

29,50

Control Group

8,14 6,78

0% 1 month

10%

12,58

20,27

51,56

11,04

14,92

20%

39,19

70,17

30%

1 month to 2 months

40%

50%

60%

2 months to 3 months

70%

80%

90%

100%

More than 3 months


Trainings in the control group are more likely to be longer (3 months or longer). The ratio of these longer trainings is two times higher than in the group of recipients, where ratio of shorter trainings was higher (Graph 19).

The financing of the trainings only shows a slight difference between the two groups. Self-financed trainings are more likely to occur in the control group, while the other group has a higher rate of subsidised and employer-financed trainings.

28

Graph 20 Distribution of financial backing within the two research groups (%)(N=752, Chi2=0,00, Cramer’sV=0,230)

Total

29,79

Training Recipients

30,49

Control Group

28,76

0%

10%

20%

28,06

31,78

21,08

39,24

38,24

30%

40%

10,37

50%

9,19

20,92

60%

70%

80%

12,09

90%

100%

My employer – all of it Myself – all of it Fully subsidized – by Public funds (e.g. National/Local Government, EU, etc) Other

Source: edited by the authors Both of the ‘other’ open questions were filled out partly paid and partly subsidised trainings.

4.2. Motivation for Participating in the Training Significant correlations were found between the motivations and the two groups with the exception of the category ‘promotion at present job’. The correlation was very weak in each case. Graph 21 shows only the number one statement was selected and the results of the crosstabs will be examined separately. The rate of those who didn’t expect the training to be beneficial was the same in each group. There were no correlation between this statement and the independent variables. In Graph 21 one can see that for the ICT training recipients getting a job or continuing a present job is the main motive behind the registration for a training. 48 % of this group stated this motive as a main motive while only 28,7% of the control group stated the same.

29

23% of ICT trainees had a chance of getting a better or a new job in mind while only 10% of the control group had taken this into consideration. Improving one’s personal interest was a mobilizing motive for the control group. Twice as many from this group mentioned this motive than the ICT trainees. Graph 21 Motivational elements mentioned by the members of the two research groups 73 96 106

Training Recipients

I did not expect the training to be beneficial at all Take forward my personal interests/development

16 39 220

Salary increase

53 148

Promotion at present job (higher position)

31

Control Group

Possibility of applying for a new/better job

23

Get a job/continue with my present job

38 89 0

50

100

150

200

250


4.3. Respondents’ View While gathering the respondents' views the two databases were merged again. In the case of ICT supported learners views represent the real experience, in other cases it only represents a general view. Those who took part in a non-ICT supported training before were renamed Control group 1, those who never took part in any training became Control group 2. In the three cases there were no significant correlation between the three groups and the division of those who agreed with the statements and those who did not. In most cases there was a weak correlation. These three statements dealt with issues that can only be judged suitably if someone had finished an ICT supported training previously. All the other statements had weak or medium correlation with the division of three groups. The strongest connection could be proven in case of the expensiveness of the trainings. Less of those who have

30

finished an ICT supported training think that these trainings are expensive than those who haven’t. This rate is doubled if compared to control group 1 and tripled if compared to control group 2 (Graph 22). The next strongest connection can be proved with the opinions about IT skills. Members of control group 2 think that they are less competent and skilled in IT than the other two groups. The ratio of the difference is quadrupled if compared to the members of the ICT trainee group. Everybody thinks that IT equipment makes the learning process easier. But the ratio of control group 2 members who disagree with this statement is triple than the other two groups. In this case the correlation was the weakest between the variables. All three groups think the same if in regards to saving time by using IT equipment during the learning process. Taking part in an ICT supported training motivates learning for those who have already had experience with such trainings. Members of control group 2 disagree with this statement.

31

The cost was too high (N=567, Chi2=0,00, Cramer’sV=0,484)

IT-supported training was I had good access to the Studying with IT support is more motivating for me than The most notable advantage technical equipment needed I had not enough computer more time-consuming than I The training organisation had taking of IT-supported training is the for the course (N=680, knowledge and skills for the IT-tools made learning easier expected (N=653, a good support system for Using IT-tools in the training a traditional training flexibility of Chi2=0,00, course (N=735, Chi2=0,00, (N=687, Chi2=0,03, Chi2=0,00, the participants(N=635, course saved time (N=677, course (N=630, Chi2=0,00, training times (N=446, Cramer’sV=0,208) Cramer’sV=0,309) Cramer’sV=0,130) Cramer’sV=0,158) Chi2=0,853) Chi2=0,116) Cramer’sV=0,279) Chi2=0,372)

Graph 22 Distribution of agreements and disagreements by statements about IT

Control Group 2 Control Group 1

54,05 47,27

45,95 52,73


Control Group 2 Control Group 1 Total Training Recipients Control Group 2 Control Group 1


77,03 81,71 65,74 69,91

22,97 18,29 34,26 30,09

Control Group 2 Control Group 1 Total


77,96 88,63

22,04 11,37

58,60 68,59

41,40 31,41


60,32

39,68

Total

77,13

22,87

23,16 31,25

76,84 68,75


0%

13,38 8,51 26,89 17,46

86,62 91,49 73,11 82,54

Total Training Recipients

Training Recipients

5,82 3,49 10,32 9,16

94,18 96,51 89,68 90,84


Training Recipients

10,04 8,49 14,88 10,61 11,65 11,63 10,48 13,00

89,96 91,51 85,12 89,39 88,35 88,37 89,52 87,00


Total

33,02 23,47

66,98 76,53


Training Recipients

12,48 13,85 10,57 9,85

87,52 86,15 89,43 90,15


10%

20%

30%

40%

50%

Agree


32

60%

Disagree

70%

80%

90%

100%

5. Conclusions Since there hasn’t been any research in Hungary related to the impact of ICT supported learning in rural areas, results can only be interpreted in a wider context by comparing results to more general Hungarian results. A vast majority of the target group showed an open attitude toward the topic. This population of respondents is interested in new technology and novelties. They have a clear view of the terms of Hungarian education. They could point out the difficulties and the possible breaking out points of the system. Their decisions have rational motives when they have to choose from the available training and educational possibilities. For them ICT supported training is part of their everyday life. A vast majority of them step onto the lifelong learning pathway after leaving the secondary or tertiary education and re-train themselves continuously. They expect to get a better position in the labour market, which can lead to better or new job opportunities. They consider ICT definitely a useful element in trainings, which saves time and helps in the adaptation of knowledge. Moreover it motivates the trainees more than the traditional methods. It would be fruitful to segment the group of ICT supported training recipients into more groups using attitudes toward the use of technology to get a clearer view on the issue. But it also became clear while treating the data of Internet access at home that a very special and privileged population was reached with the online survey. The cause of this was the method of data research and the filter questions used. If we want to reach those who have already taken part in an ICT supported training it’s obvious that we would only find people equipped with PCs, Internet and having minimal IT skills. The group of those who really lag behind couldn’t be reached with an IT based questionnaire. Our belief is that real problems related to the issue of ICT usage in everyday life can only be revealed if one focuses on the control group especially on those who have never been to a normal ‘offline’ paper-based training before. This is the only way to reach those who are on the other side of the digital divide. 33

6. References IHM (2003): Magyar Információs Társadalom Stratégia. Budapest. IHM (2006): Nemzeti Szélessáv Stratégia. Budapest Központi Statisztikai Hivatal (2006): A háztartások információs és kommunikációs technológiai eszközellátottsága és használata, 2005 Szörényiné Kukorelli Irén – Tóth Péter(2007):WP3.1 Report : survey for training providers. National report Hungary, kézirat

7. List of Graph Graph 1 The research area in Hungary Graph 2 Distribution of the trainings types within the ICT supported trainings (%) (N=440) Graph 3 The duration of the last training (%) (N=444) Graph 4 Distribution of the several types of financial backing of ICT supported trainings – Who covered the cost of training (%) (N=446) Graph 5 A Distribution of the methods of registration to ICT supported trainings (%) (N=448) Graph 6 Types of certificates mentioned Graph 7 Location of training’s delivery mentioned Graph 8 Equipment used during the ICT supported training Graph 9 Distribution of the methods used (%)(N=449) Graph 10 Rate of agreement and disagreement with statements related to ICT supported learning Graph 11 Distribution of the types of trainings the control group last attended (%) (N=187) Graph 12 Duration of the trainings in the control group (%) (N=295) Graph 13 Division of certificate types between the control group (%) (N=302) Graph 14 What would be the chosen course type for those who have not attended any training course before (%) (N=168) Graph 15 The expected results of a training in the future mentioned by the control group Graph 16. Distribution of learning of ICT supported trainings in relation to the willingness to take up a training Graph 17 Problems associated with ICT supported learning in rural areas mentioned Graph 18 Distribution of training types within the two research groups (%) (N=745, Chi2=0,00, Cramer’sV=0,502) Graph 19 Distribution of duration of trainings within the two research groups (%)(N=739, Chi2=0,00, Cramer’sV=0,359) Graph 20 Distribution of financial backing within the two research groups (%)(N=752, Chi2=0,00, Cramer’sV=0,230) Graph 21 Motivational elements mentioned by the members of the two research groups Graph 22 Distribution of agreements and disagreements by statements about IT

8. List of Tables Table 1 Users and settlements in the iwiw.hu database Table 2 Distribution of answers to the filter questions of the two questionnaires

34

Table 3 Distributions of interpretative variables in the two questionnaires (%) Table 4 A Distribution of types of financial backing within the regions (%) (N=446, Chi2=0,00, Cramer’sV=0,428) Table 5 Distribution of the number of equipment used during the ICT supported trainings Table 6 Expected and the realized effects of the ICT supported courses in relation to all the answers (%) (N=450) Table 7 Division of regions between the (N=450, Chi2=0,00, Cramer’sV=0,312) Table 8 Distribution of independent variables in control group database (%) Table 9 Distribution of the number of fulfilled trainings in the control group in relation to age (%)(N=446, Chi2=0,00, Cramer’sV=0,291) Table 10 Division of age groups in relation to the financial backing of the trainings (%) (N=302, Chi2=0,00, Cramer’sV=0,238)

9. Abbreviations ECDL – European Computer Driving Licence IWIW – International Who is Who KSH – Központi Statisztikai Hivatal - Central Statistical Indtitute of Hungary REMEK – Regionális Munkaügyi Képző Központ – Regional Training Centre NSZS – Nemzeti Szélessáv Stratégia - Hungarian National Broadband Strategy MITS – Magyar Információs Társadalom Stratégia - Hungarian Information Society Strategy

10. List of Appendices Appendix 1. The national questionnaire for the training recipients Appendix 2. The national questionnaire for the control group

35

Appendix 1.

EURACADEMY OBSERVATORY KÉRDŐÍV A KÉPZÉSEKBEN RÉSZTVEVŐK SZÁMÁRA

Tisztelt Hölgyem/Uram! Ezennel meghívjuk Önt, hogy vegyen részt az Euracademy Observatory – Az infokommunikációs technológiák által támogatott élethosszig tartó tanulás Európai Obszervatóriuma vidéki egyéni vállalkozások, mikro, kis és középvállalkozások számára; értékes tapasztalatokat szolgáltatva az információs technológia használatáról az élethosszig tartó tanulásban – című projekt keretében 7 európai országban lefolytatandó felmérésben. Ezen kutatás célja a kis és középvállalkozások, a mikro és egyéni vállalkozások, és a munkanélküliek tapasztalatainak felmérése továbbá az, hogy az élethosszig tartó tanulás, különösen az IT által támogatott tanulás mennyiben járult hozzá a foglalkoztatási kilátásaikhoz, munkabiztonságukhoz és mobilitásukhoz. Az Ön közreműködése elengedhetetlen ezen célok teljesítéséhez. Kérjük, töltse ki az alábbi kérdőívet, információt szolgáltatva azon távoktatási képzésről (online vagy CD-n keresztüli), amelyen Ön legutoljára részt vett. A kérdőívben közölt információkat természetesen bizalmasan kezeljük és az Euracademy Observatory adatbázisában tároljuk. Csak a kérdőívek alapján összeállított statisztikák kerülnek az Euracademy Observatory honlapjára (www.euracademy-observatory.org), a válaszoló személyes adataira való hivatkozás nélkül. Köszönjük, hogy a kérdőív kitöltésével hozzájárul az Euracademy Observatory kutatásához.

20kérdés található a kérdőívben. A kérdőív kitöltése körülbelül 5 percet vesz igénybe.

36

Euracademy Observatory Kérdőív a vidéki területeken működő IT által támogatott szakmai oktatáson és képzésen résztvevők számára

Kérjük, hogy azon e-learning kurzus szerint válaszoljon a kérdésekre, amelyen Ön legutoljára vett részt! SZŰRŐ KÉRDÉSEK 1. Részt vett Ön bármilyen iskolarendszerű vagy nem iskolarendszerű szakmai képzésben, miután tanulmányait befejezte (ez azt jelenti, hogy miután befejezte általános,- középiskolai, főiskolai, egyetemi tanulmányait)? (a) Igen

1

(b) Nem

Ha válasza Igen, folytassa a 2-es kérdéssel. kérdőívet.

2

Ha Nem, akkor ne folytassa a

2. A képzés, amelyen résztvett IT által támogatott képzés volt, mint pl.: CD ROM, távoktatás vagy honlapról letölthető anyagok, stb? (a) Igen 2

1

(b) Nem

Ha válasza Igen, akkor kérem folytassa a kérdőívet. kérdőívet.

Ha Nem, akkor ne folytassa a

A. KÉPZÉSRŐL SZÓLÓ INFORMÁCIÓK 3. A megadott válaszok közül melyik jellemzi leginkább azt a képzést, amelyen Ön legutoljára részt vett? (válasszon egyet) (a) Üzleti készségek 1 (b) Számítástechnikai készségek (c) Technikai készségek 3 (d) Egyéb 4

2

4. Kérem, adja meg a képzés időtartamát! (a) 1 hónap vagy kevesebb (b) 1-2 hónap 2 (c) 2-3 hónap 3 (d) Több mint 3 hónap

1 4

5. Ki finanszírozta a képzés költségeit? (válasszon egyet) (a) Munkaadóm – minden költséget (b) Saját magam – minden költséget (c) Támogatás – Közpénzből (pl.: Országos/Helyi kormányzat, EU, stb) (e) Egyéb

33 44

6. Hogyan történt a képzésre való jelentkezés? (válasszon egyet) (a) Saját magam (b) A képzést tartó szervezet keresett meg (c) A munkaadóm íratott be. (d) Egyéb (kérem, részletezze!) …………………………

37

1 2 4

3

1 2

7. Milyen bizonyítványt/minősítést szerzett a képzés elvégzése után? (Max. 2 választ adjon meg!) (a) Országosan elismert bizonyítványt/minősítést. 1 (b) Nemzetközileg elismert bizonyítványt/minősítést. 2 (c) A képzést tartó szervezet által kiállított bizonyítványt a képzés sikeres elvégzéséért, ami egy magasabb szintű minősítés része. (d) A képzést tartó szervezet által kiállított bizonyítványt a képzés sikeres elvégzéséről 4 (e) Semmilyen bizonyítványt. 5

B. A KÉPZÉS MÓDSZEREIRŐL 8. Ezen képzési tevékenység hol zajlott leginkább? (Max. 2 választ adjon meg!) (a) Munkahelyemen 1 (b) A munkaadó által biztosított egyéb helyeken (c) A képzést tartó szervezet által biztosított egyéb helyeken (d) Otthon 4 (e) Közösségi helyeken 5 (f) Egyéb (kérem, részletezze!) …………………………………………………………….

2 3 6

9. Milyen IT eszközök álltak rendelkezésre a képzés alatt? (válasszon többet, ha szükséges!) Interneten alapuló (a) E-learning felületen (b) Honlapokon (c) E-mail (d) Telekonferenciák (kamerával vagy anélkül) (e) Chat-szobák vagy vitacsoportok

3 5

1 2 4

Elektronikai anyagok (f) CD-ROM, DVD, Video, audiokazetták

6

Telefon (g) Telefon konferenciák (3 vagy több résztvevő) (h) Telefonos konzultációk

7

8

TV (i) Speciális oktatási műsorok

9

(j) Egyéb (Kérem, részletezze!)…………………………

10

10. Hogyan tudná leírni az Ön által résztvett képzést? (egyet válasszon) (a) Oktató nélküli távoktatás (önigazgatott) 1 (b) Távoktatás oktató közreműködésével (c) Vegyes oktatás (távoktatás és tantermi oktatás együtt) (d) Tantermi oktatás elektronikai anyagok segítségével (e) Egyéb (Kérem, részletezze!).…………………………………………

3

2 4 5

C. A KÉPZÉSEKEN VALÓ RÉSZVÉTEL MOTIVÁCIÓJA 11. Milyen elvárásai voltak a képzés megkezdése előtt? (Max. 2 választ adjon meg!) (a) Hozzájárul ahhoz, hogy munkát kapjak/ folytathassam jelenlegi munkámat.

38

(b) Előrelépési lehetőséget remélek (magasabb pozíció) (c) Fizetésemelés (d) Új/jobb munka lehetősége (e) Személyes érdeklődésemnek megfelelő munka lehetősége. (f) A képzésből nem származik semmilyen előnyöm. (g) Egyéb (Kérem, részletezze!)………………………………………………………………… 11.b. Teljesültek-e elvárásai? (Max. 2 választ adjon meg!) (a) Hozzájárult ahhoz, hogy munkát kapjak / folytathassam jelenlegi munkámat (b) Előrelépési lehetőséget kaptam jelenlegi munkámban (magasabb pozíció) (c) Fizetésemelést kaptam (d) Új/jobb munkára jelentkeztem (e) Személyes érdeklődésemnek megfelelő munkát kaptam. (f) A képzésből nem származott semmilyen előnyöm. (g) Egyéb (Kérem, részletezze!) 12. Részt venne Ön újra egy ilyen IT által támogatott szakmai képzésben? (a) Igen (b) Nem Ha válasza Nem, kérem indokolja meg válaszát!………………………………………………………………………… …………………………………………………………………………………………………………… 13. Az Ön IT által támogatott képzésről szerzett tapasztalatai alapján kérem, döntse el, hogy egyetért vagy nem ért egyet az alábbi állításokkal! Egyetért

Nem ért egyet

(a) A képzés díja túl magas volt (b) A hozzáférés a képzéshez szükséges technikai eszközökhöz megfelelő volt (c) Nem rendelkeztem a képzéshez szükséges számítástechnikai ismeretekkel és készséggel (d) Az IT eszközök megkönnyítik a tanulási folyamatot (e) Az IT eszközökkel történő tanulás időigényesebb, mint az gondoltam (f) A képzést tartó szervezetek a résztvevők számára jó segédrendszerrel rendelkeznek (g) A képzésekben az IT eszközök használatával időt spórolunk (h) IT által támogatott képzésen való részvétel nagyobb motivációt jelent, mint a hagyományos képzésen való részvétel (n) Az IT által támogatott képzések legnagyobb előnye a képzési idő rugalmassága Ha lenne egyéb megjegyzése vagy válaszait ki szeretné egészíteni, kérjük, írja le ide! …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

39

D. VÁLASZOLÓ ADATAI

14. Neme (a) Férfi (b) Nő 15. Életkora (a) 35 alatti (b) 36-65 (c) 65 felett 16. Végzettsége (a) Kevesebb, mint 8 osztály (b) 8 általános (c) Középiskolai érettségi (d) Főiskolai diploma (e) Egyetemi diploma

.

17. Lakóhelye (a) Település – 2000-nél kevesebb lakossal (b) Város – 2001-20 000 lakossal (c) Kis város –20.001 -100 000 lakossal (d) Város – több mint 100 000 lakossal 18. Milyen típusú internet csatlakozása van otthon? (a) Modemes (PSDN, lassú) (b) ISDN (gyorsabb, mint a modemes) (c) Szélessávú (ADSL, gyors) (d) Nincs internet csatlakozásom. 19. Internet connection at work (a) Modemes (PSDN, lassú) (b) ISDN (gyorsabb, mint a modemes) (c) Szélessávú (ADSL, gyors) (d) Nincs internet csatlakozásom. 19. Munkahelyi beosztása (a) Mikro vállalkozás alkalmazottja (1-10 alkalmazott) (b) Kis vállalkozás alkalmazottja (11-50 alkalmazott) (c) Közép vállalkozás alkalmazottja (51-250 alkalmazott) (d) Magán vállakozó (e) Munkanélküli (f) Egyéb (Kérem, részletezze!)..........................................................................

40

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Appendix 2.

EURACADEMY OBSERVATORY KÉRDŐÍV A KONTROLL CSOPORT SZÁMÁRA Tisztelt Hölgyem/Uram! Ezennel meghívjuk Önt, hogy vegyen részt az Euracademy Observatory – Az infokommunikációs technológiák által támogatott élethosszig tartó tanulás Európai Obszervatóriuma vidéki egyéni vállalkozások, mikro, kis és középvállalkozások számára; értékes tapasztalatokat szolgáltatva az információs technológia használatáról az élethosszig tartó tanulásban – című projekt keretében 7 európai országban lefolytatandó felmérésben. Ezen kutatás célja a kis és középvállalkozások, a mikro és egyéni vállalkozások, és a munkanélküliek tapasztalatainak felmérése továbbá az, hogy az élethosszig tartó tanulás, különösen az IT által támogatott tanulás mennyiben járult hozzá a foglalkoztatási kilátásaikhoz, munkabiztonságukhoz és mobilitásukhoz. Az Ön közreműködése elengedhetetlen ezen célok teljesítéséhez. Kérjük, töltse ki az alábbi kérdőívet, amelyben megoszthatja nézeteit és véleményét az IT (online vagy CD-n keresztül) által támogatott oktatásról és képzésről. A kérdőívben közölt információkat természetesen bizalmasan kezeljük és az Euracademy Observatory adatbázisában tároljuk. Csak a kérdőívek alapján összeállított statisztikák kerülnek az Euracademy Observatory honlapjára (www.euracademy-observatory.org), a válaszoló személyes adataira való hivatkozás nélkül. Köszönjük, hogy a kérdőív kitöltésével hozzájárul az Euracademy Observatory kutatásához.

26 kérdés található a kérdőívben. A kérdőív kitöltése körülbelül 5 percet vesz igénybe.

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Euracademy Observatory Kérdőív a vidéki területeken működő IT által támogatott szakmai oktatáson és képzésen részt nem vevők számára

Kérem, jelölje be az Ön válaszának megfelelő mezőt, illetve fejtse ki válaszát, ha szükséges!

0.Résztvett Ön olyan képzésen, ami IT által támogatott képzés volt, mint pl.: CD ROM, távoktatás vagy honlapról letölthető anyagok, stb? (a)Igen (b) Nem

2

1

Ha válasza IGEN, kérem, ne folytassa ezt a kérdőívet, hanem térjen át a “képzésben résztvett személyek” című kérdőívre (link vagy melléklet) Ha válasza NEM, akkor folytassa a kérdőívet a 2-es kérdéssel. 1. Részt vett Ön bármilyen iskolarendszerű vagy nem iskolarendszerű szakmai képzésben, miután tanulmányait befejezte (ez azt jelenti, hogy miután befejezte általános,- középiskolai, főiskolai, egyetemi tanulmányait)? (a) Igen (b) Nem

1 2

Ha válasza IGEN, kérem, folytassa a kérdőívet a 2-es kérdéssel a 9. kérdésig bezárólag, majd a 16-os kérdéstől a kérdőív végéig.. Ha válasza NEM, akkor kérem, ugorjon a B szakaszhoz és folytassa a 10. kérdéssel. A. KÉPZÉSEN RÉSZTVETT SZEMÉLYEK 2. Hány képzésen vett Ön részt, miután tanulmányait befejezte (ez azt jelenti, hogy miután befejezte általános,- középiskolai, főiskolai, egyetemi tanulmányait)? (a) Egy (b) 2-5 (c) 6-10 (d) Több mint 10

2 4

1 3

3. A megadott válaszok közül melyik jellemzi leginkább azt a képzést, amelyen Ön legutoljára részt vett? (válasszon egyet) (a) Üzleti készségek 1 (b) Számítástechnikai készségek (c) Technikai készségek 3 (d) Egyéb 4

2

4. Kérem, adja meg a képzés időtartamát! (a) 1 hónapig (b) 1-2 hónap (c) 2- 3 hónap (d) Több mint 3 hónap

1

2 3

4

5.Ki finanszírozta a képzés költségeit? (válasszon egyet) (a) Munkaadóm – minden költséget

1

43

(b) Saját magam – minden költséget (c) Támogatás – Közpénzből (pl.: Országos/Helyi kormányzat, EU, stb) (e) Egyéb

33 44

2

6.Hogyan történt a képzésre való jelentkezés? (válasszon egyet) (a) Saját magam (b) A képzést tartó szervezet keresett meg 2 (c) A munkaadóm íratott be. (d) Egyéb (kérem részletezze!) …………………………

1 4

3

7.Milyen bizonyítványt/minősítést szerzett a képzés elvégzése után? (Max. 2 választ adjon meg!) (a) Országosan elismert bizonyítványt/minősítést. 1 (b) Nemzetközileg elismert bizonyítványt/minősítést. 2 (c) A képzést tartó szervezet által kiállított bizonyítványt a képzés sikeres elvégzéséről, ami egy magasabb szintű minősítés része. (d) A képzést tartó szervezet által kiállított bizonyítványt a képzés sikeres elvégzéséről 4 (e) Semmilyen bizonyítványt. 5 8. Milyen előnye származott a képzésből? (Max. 2 választ adjon meg!) (a) Hozzájárult ahhoz, hogy munkát kapjak / folytathassam jelenlegi munkámat (b) Előrelépési lehetőséget kaptam jelenlegi munkámban (magasabb pozíció) (c) Fizetésemelést kaptam (d) Új/jobb munkára jelentkeztem (e) Személyes érdekeim/fejlődésem előrehaladt. (f) A képzésből nem származott semmilyen előnyöm. (g) Egyéb (Kérem, részletezze!)…………………………………………………………………… 9.Részt venne Ön újra egy ilyen IT által támogatott szakmai képzésben? (a) Igen (b) Nem

2

1

9a. Ha válasza Nem, kérem indokolja meg válaszát! (Max. 2 választ adjon meg!) (a) Családi kötelezettségeim miatt nincs időm (b) Munkahelyi kötelezettségeim miatt nincs időm (c) Túl drága (d) Nem érdekel (e) Nincsenek képzésekről információim (f) Nagyon messzire kellene utaznom (g) Egyéb (Kérem, részletezze!)

B. KÉPZÉSBEN RÉSZT NEM VETT SZEMÉLYEK

44

10. Gondolta-e Ön valaha arra, hogy részt vegyen bármely típusú továbbképzésben, miután tanulmányait befejezte (ez azt jelenti, hogy miután befejezte általános,- középiskolai, főiskolai, egyetemi tanulmányait)? (a) Igen (b) Nem Ha válasza IGEN, kérem folytassa a 11-es kérdéssel! Ha válasza NEM, kérem ugorjon a 12-es kérdésre!

11. Milyen témájú képzésre gondolt? (válasszon egyet) (a) Üzleti készségek 1 (b)Számítástechnikai készségek (c) Technikai készségek 3 (d) Egyéb 4

2

12. Milyen egyéb bármely szakmai képzésen venne Ön jelenleg részt (nem feltétlenül IT)? (a) Igen (b) Nem Ha válasza IGEN, kérem folytassa a 13-es kérdéssel! Ha válasza NEM, kérem ugorjon a 14-es kérdésre! 13. Ha most úgy döntene, hogy részt vesz szakmai képzésen, milyen témájú képzést választana? (válasszon egyet) (a) Üzleti készségek 1 (b) Számítástechnikai készségek (c) Technikai készségek 3 (d) Egyéb 4

2

14. Akár részt venne egy szakmai képzésen, akár nem, mit tart a részvétel legnagyobb akadályának? (Max. 2 választ adjon meg!) (a) Családi kötelezettségeim miatt nincs időm (b) Munkahelyi kötelezettségeim miatt nincs időm (c) Túl drága (d) Nem érdekel (e) Nincsenek képzésekről információim (f) Nagyon messzire kellene utaznom (g) Egyéb (Kérem, részletezze!) 15. Véleménye szerint, az Önhöz hasonló helyzetben lévők hogyan profitálhatnak az ilyen képzésekből? (a) Hozzájárul ahhoz, hogy munkát kapjanak / folytathassák jelenlegi munkájukat (b) Előrelépési lehetőséget remélhetnek (magasabb pozíció) (c) Fizetésemelést remélhetnek (d) Új/jobb munka lehetősége (e) Személyes érdeklődésüknek megfelelően kaphatnak munkát

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(f) A képzésből nem származik semmilyen előny (g) Egyéb (Kérem, részletezze!)

16. Hallott Ön már az IT által támogatott szakmai oktatásról és képzésről (pl.: elearning)? (a) Igen (b) Nem

Érdekelné Önt egy IT által támogatott szakmai képzés (pl.: e-learning)? (a) Igen (b) Nem Kérem, indokolja válaszát!

Az IT által támogatott képzésről kialakult véleménye alapján kérem, döntse el, hogy egyetért vagy nem ért egyet az alábbi állításokkal! Egyetért Nem ért egyet (a) A képzés díja túl magas (b) A hozzáférés a képzéshez szükséges technikai eszközökhöz megfelelő (c) Szerintem, nem rendelkezem a képzéshez szükséges számítástechnikai ismeretekkel és készséggel (d) Az IT eszközök megkönnyítik a tanulási folyamatot (e) Az IT eszközökkel történő tanulás időigényesebb, mint azt gondolják (f) Szerintem, a képzést tartó szervezetek a résztvevők számára jó segédrendszerrel rendelkeznek (g) A képzésekben az IT eszközök használatával időt lehet spórolni (h) Az e-learning képzésen való részvétel nagyobb motivációt jelent számomra, mint a hagyományos képzésen való részvétel (i) Az e-learning képzés legnagyobb előnye a képzési idő rugalmassága Ha lenne egyéb megjegyzése vagy válaszait ki szeretné egészíteni, kérjük, írja le ide!

19. Véleménye szerint, melyek a legnagyobb problémái az IT által támogatott tanulásnak (pl.: e-learning) különösen a vidéki területekn? (Max. 2 választ adjon meg!) (a) A számítógép és az internet-előfizetés nagyon drága (b) Nincs megfelelő infrastruktúra (c) Az emberek azt gondolják, hogy a vidéki területeken nincs igény az IT felhasználói ismeretek iránt (d) Sok az “IT tudatlan” ember

46

(e) Nincsenek megfelelő szakemberek a tudás átadásához (f) Egyéb (Kérem, részletezze!) D. VÁLASZOLÓ ADATAI

20.Neme (a) Férfi (b) Nő 21.Életkora (a) 35 alatti (b) 36-65 (c) 65 felett 22.Végzettsége (a) Kevesebb, mint 8 osztály (b) 8 általános (c) Középiskolai érettségi (d) Főiskolai diploma (e) Egyetemi diploma 23. Lakóhelye (a) Település – 2000-nél kevesebb lakossal (b) Város – 2001-20 000 lakossal (c) Kis város –20.001 -100 000 lakossal (d) Város – több mint 100 000 lakossal 24.Milyen típusú internet csatlakozása van otthon? (a) Modemes (PSDN, lassú) (b) ISDN (gyorsabb, mint a modemes) (c) Szélessávú (ADSL, gyors) (d) Nincs internet csatlakozásom. 25. Internet connection at work (a) Modemes (PSDN, lassú) (b) ISDN (gyorsabb, mint a modemes) (c) Szélessávú (ADSL, gyors) (d) Nincs internet csatlakozásom. 26. Munkahelye (a) Mikro vállalkozás alkalmazottja (1-10 alkalmazott) (b) Kis vállalkozás alkalmazottja (11-50 alkalmazott) (c) Közép vállalkozás alkalmazottja (51-250 alkalmazott)

47

(d) Magán vállakozó (e) Munkanélküli (f) Egyéb (Kérem, részletezze!)

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EURACADEMY OBSERVATORY

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