Suaugusiųjų IVT kompetencijos tyrimai : situacijos Lietuvoje analizė
| Author | Affiliation | |
|---|---|---|
LT |
| Date |
|---|
2015 |
Straipsnyje pateikiami teoriniai aspektai apie bendrųjų gebėjimų raišką, Informacinės visuomenės kompetencijos lemiamus veiksnius ir IVT gebėjimus. Empirinėje dalyje pristatomi empirinio tyrimo rezultatai, kurie buvo atlikti, vystant nacionalinį bendrųjų kompetencijų tyrimą. Straipsnyje siekiama pristatyti išryškintą IVT poreikį Lietuvoje.
Development of competences necessary for information society is an integral part of the lifelong learning and adult education processes and policy framework. However, the understanding of these competences amongst the policy makers and stakeholders of adult education and perception of their role in the promotion of lifelong learning and adult education can be very different, leading to different attitudes and policy approaches in this field. It requires paying more attention to the different policies and instruments of the development of these competences. This research deals with the analysis of the policies of lifelong learning and information society, overview of the socio-economic and cultural context of the emergence and development of information society competences, together with the attitudes and needs of adult learners (employees of Small and medium enterprises (SME‘s), unemployed and retired persons) in development of information society. The research will include the analysis of scientific literature, content analysis of the strategic and political documents as well as surveying of the employees of SMEs, unemployed and retired persons by using semi-structured questionnaires. The goal -to review and analyze the importance of the ICT for the employment and employability. The following research methods are applied: systemic theoretical analysis, survey by using structured multiple choice questionnaires. Looking from the perspective of information society technology competence perspective, it is important to assess: Too simplistic understanding of the key competences, when there is focus only on the versatility and portability of skills, can create the illusion that the content of these skills is also extremely versatile, fairly uniform and relatively isolated from external contextual influences. [...]