IO1 - V-UPGRATeS · 2019-02-19 · educational policies of the various public administrations in order to ensure maximum coherence and integration of the education system. Since 2013

IO1 ERASMUS+ KA2 Project

Validating and Upgrading VET

Trainers' and Teachers' Digital Skills

www.vupgrates.eu

Summary of the National Reports

of Intellectual Output 1:

SURVEY ON THE PROVISION OF CONTINIOUS

PROFESSIONAL DEVELOPMENT (CPD) FOR VET

TRAINERS AND TEACHERS and IDENTIFICATION

OF THEIR CPD NEEDS IN THE FIELD OF ICT

Project Leadership:

Prof. Dr. Dirk Lange

Institut für Didaktik der Demokratie

Leibniz Universität Hannover

Institut für Politische Wissenschaft

Project Coordination:

Meike Jens

Graphic Design:

Mareike Heldt

Copyright:

Creative Commons – Attribution NonCommercial 4.0 International (CC BY-NC 4.0)

Leibniz University Hanover

Institute for Didactics of Democracy

Germany

Cyprus Computer Society

Cyprus

Fundatia CDIMM Maramures

Romania

Educational Institute «Emphasys»

Cyprus

Ingenious Knowledge

Germany

st1 EPAL Peiraia

VET School

Greece

Fundacion Pascual Tomas

Spain

Imprint Partners

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the

views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Project Number: 2015-1-DE02-KA202-002412




2 3

Project Leadership:

Prof. Dr. Dirk Lange

Institut für Didaktik der Demokratie

Leibniz Universität Hannover

Institut für Politische Wissenschaft

Project Coordination:

Meike Jens

Graphic Design:

Mareike Heldt

Copyright:

Creative Commons – Attribution NonCommercial 4.0 International (CC BY-NC 4.0)

Leibniz University Hanover

Institute for Didactics of Democracy

Germany

Cyprus Computer Society

Cyprus

Fundatia CDIMM Maramures

Romania

Educational Institute «Emphasys»

Cyprus

Ingenious Knowledge

Germany

st1 EPAL Peiraia

VET School

Greece

Fundacion Pascual Tomas

Spain

Imprint Partners







2 3

Contents Introduction

Provision of Continuous Professional Development for Teachers

Introduction .............................................................................................................................

1. Provision of Continuous Professional Development for Teachers ...................................

1.1 Greece ...................................................................................................................................

1.2 Spain ......................................................................................................................................

1.3 Cyprus ...................................................................................................................................

1.4 Romania ................................................................................................................................

1.5 Germany ................................................................................................................................

2 Needs of VET trainers and teachers in the field of ICT ....................................................

2.1 Greece ...................................................................................................................................

2.2 Spain .....................................................................................................................................

2.3 Cyprus ...................................................................................................................................

2.4 Romania ................................................................................................................................

2.5 Germany ...............................................................................................................................

Conclusion ...............................................................................................................................

05

05

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06

06

06

07

08

08

08

09

09

09

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Currently the v-UPGRATeS consortium is developing a dynamic and multi-assessed Open Educational

Resources platform where teachers will have various opportunities to individually upgrade their digital

skills. These are necessary to edit appealing and interesting learning materials, which can have a

positive influence on the motivation of students.

In order to precisely know which needs VET Teachers and Trainers have - in the respective regions of the

participating countries (Cyprus, Greece, Spain, Romania and Germany), the consortium conducted a

theoretical and quantitative empirical research through the use of a questionnaire.

This report is the SUMMARY of the national reports “Survey on the needs of VET teachers and trainers in

the digital field and provision and validation of continuous development training for VET teachers and

trainers in ICT” and it is available in Greek, Spanish, Romanian and German. Thus IO1 is the basis for

developing the Open Educational Resources platform as well as for all other so called “intellectual

outputs”, which are described in detail at the project's website: http://www.vupgrates.eu

1.1 Greece

From 2000 - 2006 and from 2007-2013 two EU funded Operational Programs on the ICT skills

development of teachers took place. In the first phase 84,360 primary and secondary school teachers

were trained to use computers, they could attain the A-Level. Training was provided in 2200 training

centers. The second phase, the advanced or B-Level, reached 760 teacher trainers and 27500 teachers.

Contents of the B-Level encompassed this, e.g.

Ÿ Understand and take part in the new dimensions of the Internet (Web 2.0), such as social media and

the new role of users as co-creators of digital content

Ÿ Use Learning Management Systems and asynchronous distance learning platforms in their

teaching practice

Ÿ Develop the skills for communication and collaboration with their students and their peers with 1support of Web 2.0 technologies .

1

1 Training of teacher trainers at the University Training Centers (UTC's): http://b-epipedo2.cti.gr/en/ (last access 2.5.2016)







4 5

Contents Introduction


Introduction .............................................................................................................................

1. Provision of Continuous Professional Development for Teachers ...................................

1.1 Greece ...................................................................................................................................

1.2 Spain ......................................................................................................................................

1.3 Cyprus ...................................................................................................................................

1.4 Romania ................................................................................................................................

1.5 Germany ................................................................................................................................

2 Needs of VET trainers and teachers in the field of ICT ....................................................

2.1 Greece ...................................................................................................................................

2.2 Spain .....................................................................................................................................

2.3 Cyprus ...................................................................................................................................

2.4 Romania ................................................................................................................................

2.5 Germany ...............................................................................................................................

Conclusion ...............................................................................................................................

05

05

05

06

06

06

07

08

08

08

09

09

09

10

Currently the v-UPGRATeS consortium is developing a dynamic and multi-assessed Open Educational

Resources platform where teachers will have various opportunities to individually upgrade their digital

skills. These are necessary to edit appealing and interesting learning materials, which can have a

positive influence on the motivation of students.

In order to precisely know which needs VET Teachers and Trainers have - in the respective regions of the

participating countries (Cyprus, Greece, Spain, Romania and Germany), the consortium conducted a

theoretical and quantitative empirical research through the use of a questionnaire.

This report is the SUMMARY of the national reports “Survey on the needs of VET teachers and trainers in

the digital field and provision and validation of continuous development training for VET teachers and

trainers in ICT” and it is available in Greek, Spanish, Romanian and German. Thus IO1 is the basis for

developing the Open Educational Resources platform as well as for all other so called “intellectual

outputs”, which are described in detail at the project's website: http://www.vupgrates.eu

1.1 Greece

From 2000 - 2006 and from 2007-2013 two EU funded Operational Programs on the ICT skills

development of teachers took place. In the first phase 84,360 primary and secondary school teachers

were trained to use computers, they could attain the A-Level. Training was provided in 2200 training

centers. The second phase, the advanced or B-Level, reached 760 teacher trainers and 27500 teachers.

Contents of the B-Level encompassed this, e.g.

Ÿ Understand and take part in the new dimensions of the Internet (Web 2.0), such as social media and

the new role of users as co-creators of digital content

Ÿ Use Learning Management Systems and asynchronous distance learning platforms in their

teaching practice

Ÿ Develop the skills for communication and collaboration with their students and their peers with 1support of Web 2.0 technologies .

1

1 Training of teacher trainers at the University Training Centers (UTC's): http://b-epipedo2.cti.gr/en/ (last access 2.5.2016)







4 5

1.2 SPain

The responsibility for Spanish education is divided into 17 regional education authorities (Autonomous

Communities). And it exists a national official body for cooperation called Education Sectoral

Conference, established in 1986, which institutionalizes the collaboration and coordination of

educational policies of the various public administrations in order to ensure maximum coherence and

integration of the education system.

Since 2013 Spain has a public body called National Institute of Educational Technologies and Teacher

Training (INTEF). It belongs to the Ministry of Education. INTEF developed the Common Framework of

Educational Digital Competence.

In the case of Valencian Community, teachers have multiple opportunities to access training – either to

offers by private, external providers. The participation in further training takes place at a voluntary

basis, teachers get financial incentives when they sign up to courses.

1.3 Cyprus

The Pedagogical Institute is responsible for the continuous professional development of all teaching

staff in Cyprus. It offers three types of training to public school educators: optional, compulsory and

school based (for more information please refer to the Comprehensive Report: www.vupgrates.eu/).

During the period 2004-2008 the Ministry of Education and Culture organised the “Professional

Development Programme for the use of ICT” that was funded by the European Social Funds. The

Pedagogical Institute of Cyprus was responsible for the organisation, management and planning of the

programme. The programme had two main aims: first to promote digital literacy through the

acquisition of digital skills and second, to promote the use of ICT in the learning and teaching process

Most training offers start late in the afternoon giving the opportunity to the teachers/ trainers to attend;

the venues are spread throughout Cyprus (mainly at the Pedagogical Institute offices or schools), so

that everybody can participate

The number of seminars related to ICT is relatively small. Only 13 seminars (23%) in the academic year

2015-2016 are related to ICT skills. The topics cover mostly specific software usage and some teaching

environments.

1.4 Romania

The Romanian Education Law states that all teachers/trainers who are working in vocational

schools/high schools have the right to participate in continuous education. This consists of:

Ÿ Refresher courses = Continuous Professional Development

Ÿ Professional conversion – adding new qualification to the initial one

The Romanian Ministry of Education is in charge to establish and to coordinate the continuous

education. These programs are delivered by means of:

Structures under the Ministry of Education coordination, as

Ÿ Universities (long term courses)

Ÿ Universities (short term courses)

Ÿ High schools

Ÿ Teachers Houses

Ÿ Training centres organised in schools

Ÿ Other authorised structures

Private organisations, as2

Ÿ Authorised companies or NGOs in continuous adult education

The duration of courses varies and there are different ICT topics addressed, such as text processing,

spread sheets, databases, internet but also programming.

1.5 Germany

Germany has a federal system, thus each of the 16 federal states (Länder) is responsible for its field of

education. The Leibniz University is located in the state Lower Saxony. Here the State Institute for

Quality Development of Schools in Lower Saxony (“Niedersächsisches Landesinstitut für schulische

Qualitätsentwicklung”, NLQ) coordinates the further training for teachers. At it's website a list with

vocational media competences for teachers exists as well as examples for ICT based tuition in different

subjects (http://www.nibis.de/nibis.php?menid=6699).

Moreover there are multimedia school based offers by the State Media Authority in Lower Saxony

(Landesmedienanstalt Niedersachsen), these cover e.g. presentation programs, digital audio and video

work and picture editing. There are also several offers from external providers. According to a study

from 2013, it can be said, that, media education (which includes training in the field of computer and

information technology) has not been the focus in further training for teachers during the last years.

Offers in this regard can be found punctually, but they do not systematically cover all subjects. Since

further trainings are organized by a decentralized budget of the individual school, no detailed overview 3of the intensity and quality of further training events is available .

2 Maramures School Inspectorate RO. Informatica si tehnologia informatiei programa titularizare

P. Baia Mare. Oct. 2015. http://www.isjmm.ro/ (last access: 08.03.2016)

3 Institut für Informationsmanagement Bremen (Ed): Landeskonzept Medienkompetenz in Niedersachsen. Wissenschaftliche

Evaluation des Zwischenstandes. 2013. Bremen, p. 24

http://www.medienkompetenz-niedersachsen.de/fileadmin/bilder/allg/MeKo_NI_Abschlussbericht_final.pdf (last access 28.4.2016)









6 7

1.2 SPain

The responsibility for Spanish education is divided into 17 regional education authorities (Autonomous

Communities). And it exists a national official body for cooperation called Education Sectoral

Conference, established in 1986, which institutionalizes the collaboration and coordination of

educational policies of the various public administrations in order to ensure maximum coherence and

integration of the education system.

Since 2013 Spain has a public body called National Institute of Educational Technologies and Teacher

Training (INTEF). It belongs to the Ministry of Education. INTEF developed the Common Framework of

Educational Digital Competence.

In the case of Valencian Community, teachers have multiple opportunities to access training – either to

offers by private, external providers. The participation in further training takes place at a voluntary

basis, teachers get financial incentives when they sign up to courses.

1.3 Cyprus

The Pedagogical Institute is responsible for the continuous professional development of all teaching

staff in Cyprus. It offers three types of training to public school educators: optional, compulsory and

school based (for more information please refer to the Comprehensive Report: www.vupgrates.eu/).

During the period 2004-2008 the Ministry of Education and Culture organised the “Professional

Development Programme for the use of ICT” that was funded by the European Social Funds. The

Pedagogical Institute of Cyprus was responsible for the organisation, management and planning of the

programme. The programme had two main aims: first to promote digital literacy through the

acquisition of digital skills and second, to promote the use of ICT in the learning and teaching process

Most training offers start late in the afternoon giving the opportunity to the teachers/ trainers to attend;

the venues are spread throughout Cyprus (mainly at the Pedagogical Institute offices or schools), so

that everybody can participate

The number of seminars related to ICT is relatively small. Only 13 seminars (23%) in the academic year

2015-2016 are related to ICT skills. The topics cover mostly specific software usage and some teaching

environments.

1.4 Romania

The Romanian Education Law states that all teachers/trainers who are working in vocational

schools/high schools have the right to participate in continuous education. This consists of:

Ÿ Refresher courses = Continuous Professional Development

Ÿ Professional conversion – adding new qualification to the initial one

The Romanian Ministry of Education is in charge to establish and to coordinate the continuous

education. These programs are delivered by means of:

Structures under the Ministry of Education coordination, as

Ÿ Universities (long term courses)

Ÿ Universities (short term courses)

Ÿ High schools

Ÿ Teachers Houses

Ÿ Training centres organised in schools

Ÿ Other authorised structures

Private organisations, as2

Ÿ Authorised companies or NGOs in continuous adult education

The duration of courses varies and there are different ICT topics addressed, such as text processing,

spread sheets, databases, internet but also programming.

1.5 Germany

Germany has a federal system, thus each of the 16 federal states (Länder) is responsible for its field of

education. The Leibniz University is located in the state Lower Saxony. Here the State Institute for

Quality Development of Schools in Lower Saxony (“Niedersächsisches Landesinstitut für schulische

Qualitätsentwicklung”, NLQ) coordinates the further training for teachers. At it's website a list with

vocational media competences for teachers exists as well as examples for ICT based tuition in different

subjects (http://www.nibis.de/nibis.php?menid=6699).

Moreover there are multimedia school based offers by the State Media Authority in Lower Saxony

(Landesmedienanstalt Niedersachsen), these cover e.g. presentation programs, digital audio and video

work and picture editing. There are also several offers from external providers. According to a study

from 2013, it can be said, that, media education (which includes training in the field of computer and

information technology) has not been the focus in further training for teachers during the last years.

Offers in this regard can be found punctually, but they do not systematically cover all subjects. Since

further trainings are organized by a decentralized budget of the individual school, no detailed overview 3of the intensity and quality of further training events is available .

2 Maramures School Inspectorate RO. Informatica si tehnologia informatiei programa titularizare

P. Baia Mare. Oct. 2015. http://www.isjmm.ro/ (last access: 08.03.2016)

3 Institut für Informationsmanagement Bremen (Ed): Landeskonzept Medienkompetenz in Niedersachsen. Wissenschaftliche

Evaluation des Zwischenstandes. 2013. Bremen, p. 24

http://www.medienkompetenz-niedersachsen.de/fileadmin/bilder/allg/MeKo_NI_Abschlussbericht_final.pdf (last access 28.4.2016)









6 7

Needs of VET trainers and teachers in the field of ICT


The empirical research was conducted via a questionnaire which is uploaded on the V-UPGRATeS

website. The consortium intended to get to know, with which ICT areas the teachers are already familiar

with and where concretely they have need for further training. The areas we asked for were:

Ÿ Hardware

Ÿ Interactive teaching

Ÿ Teaching environments

Ÿ Digital communication

Ÿ Explain students how to protect against online threads

Ÿ Manage and protect the digital identity

2.1 Greece

The Greek partner got responses from 30 of their colleagues, which is 1% of the total number of teachers

of the Piraeus' directorate of secondary education. At the majority of Greek schools interactive white

boards have not yet been installed, therefore most of the respondents have no experiences with this

device. The majority of the teachers know how to handle a computer (file management etc.) and

software useful for preparing a lesson (word processing, presentations etc.). They are familiar with the

internet and its services, but only half of them are comfortable with internet security. What they aren't

capable of is creating a website, editing a video and producing an animation.

2.2 Spain

20 teachers from different kind of schools filled in the questionnaires (VET, Lower Secondary School and

Upper Secondary School). There is a clear need to get training on the interactive white board, of the

areas mentioned above the strongest needs are internet security and digital communication. Also the

teachers expressed their wish to get to know more about webpage design. They would prefer on-line

training compared to the other options.

2.3 Cyprus

The partner institutions in Cyprus received 39 answered questionnaires using Google Forms. Almost

75% of the responders were from upper VET and secondary schools and the remaining 25% were from

lower secondary schools.

Based on the data analysis, 92% of VET Trainers and Teachers prefer to have school based ICT training

whereas 69% prefer in-house training at an ICT . Regarding the specific needs, the analysis has shown

that there is a clear need for internet security (protection and managing the digital identity) and for

webpage design, for hardware they need training for the interactive white board. Furthermore, Cypriot

VET trainers and teachers are not regular users of some software to assist them with their teaching.

Therefore, they need training in the use of Teaching Environments (e.g. Moodle) and Digital Communica-

tion (e.g Skype).

2.4 Romania

43 questionnaires were filled in by teachers from Upper Secondary School as well as by one school

inspector. Teachers prefer to have on-line or school based training as individual study or at their own

school. Devices which are not or only occasionally used by them are interactive white board and tablet.

Among the areas mentioned above, interactive teaching and managing the digital identity were most

strongly needed.

2.5 Germany

21 persons completed the questionnaire. They are students of the distance study “civic education in

VET schools” at the IDD of Leibniz University. They are teaching the subject “civic education”, moreover

each person teaches one or two more subjects. For hardware the strongest training needs are for the

interactive white board. With regard to the above areas, they would like to have training on internet

security, interactive teaching and digital communication (between students and teachers). Most

respondents would like to have a further training in an external institution or in their school whereas

most of them are not so interested in online offers (43% – not interested, 14% very interested).

2







8 9



The empirical research was conducted via a questionnaire which is uploaded on the V-UPGRATeS

website. The consortium intended to get to know, with which ICT areas the teachers are already familiar

with and where concretely they have need for further training. The areas we asked for were:

Ÿ Hardware

Ÿ Interactive teaching

Ÿ Teaching environments

Ÿ Digital communication

Ÿ Explain students how to protect against online threads

Ÿ Manage and protect the digital identity

2.1 Greece

The Greek partner got responses from 30 of their colleagues, which is 1% of the total number of teachers

of the Piraeus' directorate of secondary education. At the majority of Greek schools interactive white

boards have not yet been installed, therefore most of the respondents have no experiences with this

device. The majority of the teachers know how to handle a computer (file management etc.) and

software useful for preparing a lesson (word processing, presentations etc.). They are familiar with the

internet and its services, but only half of them are comfortable with internet security. What they aren't

capable of is creating a website, editing a video and producing an animation.

2.2 Spain

20 teachers from different kind of schools filled in the questionnaires (VET, Lower Secondary School and

Upper Secondary School). There is a clear need to get training on the interactive white board, of the

areas mentioned above the strongest needs are internet security and digital communication. Also the

teachers expressed their wish to get to know more about webpage design. They would prefer on-line

training compared to the other options.

2.3 Cyprus

The partner institutions in Cyprus received 39 answered questionnaires using Google Forms. Almost

75% of the responders were from upper VET and secondary schools and the remaining 25% were from

lower secondary schools.

Based on the data analysis, 92% of VET Trainers and Teachers prefer to have school based ICT training

whereas 69% prefer in-house training at an ICT . Regarding the specific needs, the analysis has shown

that there is a clear need for internet security (protection and managing the digital identity) and for

webpage design, for hardware they need training for the interactive white board. Furthermore, Cypriot

VET trainers and teachers are not regular users of some software to assist them with their teaching.

Therefore, they need training in the use of Teaching Environments (e.g. Moodle) and Digital Communica-

tion (e.g Skype).

2.4 Romania

43 questionnaires were filled in by teachers from Upper Secondary School as well as by one school

inspector. Teachers prefer to have on-line or school based training as individual study or at their own

school. Devices which are not or only occasionally used by them are interactive white board and tablet.

Among the areas mentioned above, interactive teaching and managing the digital identity were most

strongly needed.

2.5 Germany

21 persons completed the questionnaire. They are students of the distance study “civic education in

VET schools” at the IDD of Leibniz University. They are teaching the subject “civic education”, moreover

each person teaches one or two more subjects. For hardware the strongest training needs are for the

interactive white board. With regard to the above areas, they would like to have training on internet

security, interactive teaching and digital communication (between students and teachers). Most

respondents would like to have a further training in an external institution or in their school whereas

most of them are not so interested in online offers (43% – not interested, 14% very interested).

2







8 9

conclusion conclusion

The comprehensive desk research and especially the empirical research which consisted of a detailed

questionnaire as well as expert interviews in the resp. countries showed that VET trainers and teachers

in all partner countries have similar digital needs, sometimes the range is different. The following list

presents the seven most needed digital skills, as identified in the survey (IO1):

Ÿ Internet Security

Ÿ Webpage Design

Ÿ Interactive White Board

Ÿ Moodle (as an example for teaching/learning environments)

Ÿ Media editing (sound editing and animation)

Ÿ Skype (as a tool for digital communication)

Ÿ Communication tools for teachers, students and parents

149 VET teachers and trainers were involved in the empirical study, the following table shows in which

eras they need training:

Following the guidelines provided by the project proposal for the implementation of IO2, each partner

will select one of the above digital competences in order to initially develop a framework with

benchmarks and indicators (IO2), based on template, which will be developed by Cyprus Computer

Society and Emphasys Centre . The Framework for each of the above digital competences will be used

for IO3 for the development of the initial self-assessment test and for IO4 for the development of the ICT

step-by –step guide for teaching purposes.

In which area would you most need training

based on your current duties and responsibilities:

Hardware devices

Interactive learning/teaching

Teaching environments (e.g. moodle)

Digital communication

To explain students how to protect against cyber

bullying/'sexting' / to know where young people get

support in such a case

To manage the digital identity / to protect self and

others from online threats to my/their e-reputation

70

21

25

38

36

22

60

75

78

77

79

80

19

53

46

34

34

47

1.

least

needed

3.

needed

5.

urgently

needed







10 11

conclusion conclusion

The comprehensive desk research and especially the empirical research which consisted of a detailed

questionnaire as well as expert interviews in the resp. countries showed that VET trainers and teachers

in all partner countries have similar digital needs, sometimes the range is different. The following list

presents the seven most needed digital skills, as identified in the survey (IO1):

Ÿ Internet Security

Ÿ Webpage Design

Ÿ Interactive White Board

Ÿ Moodle (as an example for teaching/learning environments)

Ÿ Media editing (sound editing and animation)

Ÿ Skype (as a tool for digital communication)

Ÿ Communication tools for teachers, students and parents

149 VET teachers and trainers were involved in the empirical study, the following table shows in which

eras they need training:

Following the guidelines provided by the project proposal for the implementation of IO2, each partner

will select one of the above digital competences in order to initially develop a framework with

benchmarks and indicators (IO2), based on template, which will be developed by Cyprus Computer

Society and Emphasys Centre . The Framework for each of the above digital competences will be used

for IO3 for the development of the initial self-assessment test and for IO4 for the development of the ICT

step-by –step guide for teaching purposes.

In which area would you most need training

based on your current duties and responsibilities:

Hardware devices

Interactive learning/teaching

Teaching environments (e.g. moodle)

Digital communication

To explain students how to protect against cyber

bullying/'sexting' / to know where young people get

support in such a case

To manage the digital identity / to protect self and

others from online threats to my/their e-reputation

70

21

25

38

36

22

60

75

78

77

79

80

19

53

46

34

34

47

1.

least

needed

3.

needed

5.

urgently

needed







10 11

Documents

IO1 - V-UPGRATeS · 2019-02-19 · educational policies of the various public administrations in order to ensure maximum coherence and integration of the education system. Since 2013