...a very interesting topic, indeed. And concerns all countries but predominantly those of the Eastern and South-eastern Mediterranean, as these are faced with distinctly different socioeconomic structures compared to the ones of countries in North Europe!

Nowadays there is a lot of digital tools to be used in distance learning. A lot of webinars and tutorials are offered on how to use these tools. Some teachers (incl. adult teachers aka andragogue) are using them in classes, but are teachers aware of the link between digital tools and learning outcomes? What is the purpose of using certain tool, for example Padlet, Quiziz, Socrative etc.? 

Today one of the most important skills in almost any profession and job is information literacy - person has to be able independently look for information, to manage it, evaluate it. It has been a surprise to me (especially working in uni) that I have noticed - younger people lack these skills. Even though they are so advanced regarding technology, media etc., somehow they do not know how to look for information or even realize that first they should look for information on their own, find answers themselves and only then ask someone else to help or immediately ask their teacher, professors, bosses for the answer without putting the effort in themselves. I find this to be interesting phenomena. Of course, that is not applicable to all youth but I have noticed it quite often.

Teachers and students must increase their digital competence as soon as possible. We need this not only in education but in all areas of life. adult education is a part of that. The era oh the outstand has taught us how important digital skills are.

Good morning! I am very happy to participate in this discussion and hear practices and thoughts of all participants. Our organization CHALLEDU-inclusion games education, works a lot in adult education within Erasmus+ frame with many projects such as BRIDGE, ID GAMES, GOLD, E4All and it is very important for us to be there! 

For work skills, we need to organise discussions between enterprises, education systems and learners. This trio is essential to have matches in work skills and needs.

I am pleased that Life and Work skills are the themes of EPALE focus. At the time of rapid change and the need to reorient to work remotely, new challenges are emerging to improve work skills to continue working successfully. Given the instability caused by the Covid-19 pandemic, it would be recommended to update the acquisition of work and life skills such as adaptability and resiliency, self-directed learning, remote collaboration. Developing these skills will make it easier for people to overcome new challenges in private and professional spheres.

I'm French EPALE Ambassador. And I think that issues to be discussed today are very important. But there are some limits. In fact if member states have no real policies to forster a real access to digitalisation, or real policies for a real change in environmental  issues, what we do is necessary from education and lifelong learning organisations, but the results can be poor....

Digitalization and blended learning are of great importance,but I think we have to pay the utmost attention to learning process as such,because Covid situation in countries proved that people lack learning skills. Without these skills blended learning will not happen.

We learned how important digital skills are during the pandemic era. But I guess we were a little late to learn something. As soon as possible, teachers and learners have to increase their digital competence. Not only face-to-face education but also distance education has entered our lives. Thanks to the hybrid education model, supporting face-to-face education with distance education creates new learning areas for us.

What ways do you consider more effective in promoting adult digital inclusion?

Research shows that in the future, there will be less routine in the workplace, more autonomy, more information and communication technologies, fewer physical tasks and more social and intellectual tasks (Cedefop, Eurofound). Other studies are proving that social skills are becoming increasingly valuable. For example, in the United States, the economic return on social skills in the labor market (by comparing earnings) has increased significantly over the last twenty / thirty years, despite the fact that the economic benefit of skills has traditionally been the result of a combination of technology and highly skilled workers. However, high-paid jobs require social skills. Which do you think is more valuable - social skills or professional skills?

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It is true that the world never expected and never experienced this kind of crisis which affected the society in general. Even today we are not sure about the full impact of the Covid-19 crisis on societies at large. Inevitably, this new situation affected adult education to a great extent. As a great number of adult education programmes, mostly from the non-formal sector, which is less systematized and coordinated, were suddenly interrupted many adult learners were left without education and training. In spite of the efforts to maintain education provision through distance and online learning in the formal adult education sector, this was less feasible in the non-formal sector. This sector did not manage to maintain the communication with the adult learners who participated in the various programmes and unfortunately transition to online adult learning delivery is still not smooth. 

I want to share my experience, how we, with my colleagues, improved our digital skills and successfully reorient to conducting lectures online in a short time. In the WhatsApp group of fellow thinkers, one of the colleagues asked how MS Teams really works, how to show a presentation, etc. As none of us had previous experience working on this platform, but MS Teams classes should be conducted in a few days, we formed a self-help group of colleagues on the same evening. At the first meeting, issues that were relevant to all of us were raised. Colleagues who had already tried an option shared their experiences on how and what to do better, focusing on the advantages and disadvantages. Specific needs determined the self-help group meeting; for example, using MS Teams break-out rooms. The colleagues met immediately, and everyone took turns trying to do better. The skills development took place in a positive atmosphere among friendly colleagues who expressed this desire to participate in this group. The self-help group proved to be crucial in developing digital skills and inspiring and empowering each other, thus reducing stress. All colleagues later admitted that they conducted the classes much more convincingly using MS Teams

With regard to work skills, skills mismatches with the labor market needs are often cited. What do you think are the main drivers of shortage? Delayed response of the education system to changes in the labor market, declining population, inadequate wage adjustment, unattractive employment and working conditions or maybe failure of HRM practices?

Regarding the theme “Digital transition and the opportunities of blended learning” it is important to be emphasized that in order to achieve the implementation of the blended learning, the digital transition and an effective integration of the digital technology in the educational process, it is necessary to firstly evaluate the teachers/trainers’ level of digital skills and competencies. In parallel it is very important to design and promote new pedagogical approaches that should be implemented by teachers and trainers in the e-learning and blended learning methods.

The Covid-19 pandemic has highlighted the need to promote digital inclusion in all social and age groups. Digital skills have become a basic skill for every citizen to communicate, study, work, shop, fill in online forms, receive the services they need. Particular emphasis should be placed on vulnerable groups with low incomes and low education levels, whose families, for example, do not have access to smart devices and internet access. Before the pandemic, an effective solution was computers' availability with Internet access in libraries and librarian support/advice on computer use. Today, when working with teachers and prospective teachers, we hear that digital exclusion is very high among students, especially those living in the city's poorest areas. Support plays an important role, such as remote telephone counseling, which provides advice on using smart devices for learning and what platforms one can use for communication and self-directed learning. Referring to students, teachers, and parents' views on tackling digital exclusion, the main recommendation is to promote digital inclusion as a priority in education. Parents point out that courses in "easy and understandable" language would be desirable because "the available courses seem to be in Latvian, but the terms and narration are those that are understood only by those working in the field of education." Thus, we should also consider the availability of digital content. As one of the solutions to actualize digital inclusion in Latvia, the University of Latvia in 2019 developed a digital inclusion study course, where we offer master students the opportunity to acquire knowledge and skills to evaluate, select and use digital inclusion solutions that meet human needs. Students are introduced to the main theories and current trends in digital inclusion research and practice, the ethical and social context of digital inclusion. The ability of master students to search for and find technological solutions for digital inclusion for specific human needs is also promoted. Digital technologies will continue to affect our capabilities and quality of life. In this context, we have to look for solutions to support digital inclusion.

At EPALE Germany we have decided to take a closer look at a sub-set of the topics that will be the focus of EPALE throughout 2021. We will shift our themes on a quarterly basis and our topics include:

I am very happy with the choice of Inclusive Social Change for Sustainability and Fairness as one of the three main themes. It will be interesting to discuss this theme, both as a stand alone, and as a cross cutting theme with the other two.

Regardings digital skills, the educators in Germany had to learn and learn fast. That was mainly helped by self organizing and networking (e.g. via twitter). A lot of tool tips, OER and good practice was shared and this is still going on and increasing. There have been large online barcamps for educators. What is lacking is the infrastructure in the educational organisations. 

Welcome to the first 2021 online discussion!