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This article summarises research carried out between 2006 and 2008 by IPTS (Institution for Prospective Technological Studies) in collaboration with a consortium of experts from 10 member states, led by [International Center for Economic Growth European Center] ICEGEC. The project gathered information on eLearning developments to assess drivers and barriers and to suggest implications for policy and research in the 10 member states that joined the European Union in 2004. Three examples of countries (Estonia, Hungary and Slovenia) demonstrate that, while the group is not homogeneous, commonalities can be detected. Reports show that all the [European Union 10] EU10 countries have been catching up with the older member states in [information and communication technology] ICT penetration and skills, but large digital divides remain due to regional, social and economic divides. Educational institutions are equipped with ICT, but not always at the same level in classrooms as in [European Union 15] EU15. Universities are using ICT in education, but mostly for material provision purposes. Enterprises seem to have higher usage of eLearning solutions than in EU15, but these are not equally available for all employees. Lack of focus and coordination in policies to support eLearning developments has been assessed to be a major barrier. In general, EU10 seems to be facing similar challenges to other European countries, although specific efforts are needed to help close the divides and engage people in lifelong learning with the new opportunities ICT could provide.

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The 7EU-VET [Detailed Methodological Approach to Understanding VET Education] project is a research study founded by the European Commission (EC) and focused on vocational education and training (VET). It aims to support one of the goals of the Lisbon strategy, that is, the promotion of and quality of VET. The project builds on theoretical backgrounds, secondary analyses, national and European Union (EU) data as well as primary quantitative and qualitative research conducted in seven European countries (Slovenia, Austria, Germany, Lithuania, Latvia, Greece and the UK). The initial scientific and research goals of this report were related to questions regarding: (a) perceptions of young people about VET systems and how they see their futures in relation to employment, career building and mobility; (b) the efficacy and success of systems in advising and informing; and (c) similarities and differences across countries in the way they should react to the emerging social challenges.

The report is presented as follows: an overview of the main policy issues in each of the seven countries under observation and on the EU level; the approach taken by the study; the target population and sample design; information about the survey mode for each country and the questionnaire development; how the data were collected and further details of the research in the field phase; information on the response rate, weighting procedures and estimation of the design effect; harmonisation of variables; a comparison of differences and similarities between VET program types and VET students within each of the seven countries; sociodemographic characteristics in the 7EU VET countries; the transition from earlier education to VET, including the factors affecting the decision-making process of learners; the learning, free-time activities and work of VET students, incentives for learning, students’ perceptions of the VET programs and their related satisfaction; school success and acquired competencies; information and communication technology; perceptions of VET learners’ future careers and further education; and conclusions and policy recommendations. Show less