Trend identification Trend identification

iTEC Trends – selected sources grouped by category

The following list is a selection of the main sources of evidence which are informing the process of trend identification in iTEC. The process is based on iteratively reviewing the resources, and adding new ones, during each cycle. Cycles are based on broad themes (economic/political trends, teachers’ realities, students’ realities) which act as guiding foci to select specific elements from the sources during each iteration. 

The Knowledge Economy in the 21st century

  • The ESRC Centre on Skills, Knowledge and Organisational Performance (SKOPE) is based in Oxford and Cardiff Universities in the UK. It is multi-disciplinary, with staff and associates from most branches of the social sciences.  Its central aim is to examine the links between the acquisition and use of skills and knowledge, product market strategies and performance (measured in a variety of ways). Relevant publications include:
    • Brown, P Lauder H, and Ashton, D 2009 - The global auction: The broken promises of opportunities, jobs and rewards New York, Oxford University Press
    • Brown, P., Ashton, D., Lauder, H. and Tholen, G. (2008) Towards a High-Skilled, Low-Waged Workforce: A Review of Global Trends in Education, Employment and the Labour Market, Monograph No.10, Centre for Skills, Knowledge and Organisational Performance (SKOPE), pp.74
  • Mathematics, Science and Technology Report: From the European Round Table of Industrialists - the report contains country profiles on supply and demand indicators for MST-related careers http://www.ert.be/DOC/09113.pdf   
  • OECD comparative data on employment: The Organisation for Economic Cooperation and Development (OECD) offers a large range of up-to-date statistics for international comparisons and trends over time. http://www.oecd.org/document/34/0,3343,en_2649_33927_40917154_1_1_1_1,00.html
  • The EU 2020 Strategy: The Strategy sets out a vision for Europe’s social market economy over the next decade: http://ec.europa.eu/europe2020/index_en.htm 
     

Skills and Competences in Europe

  • The EU digital agenda: The Digital Agenda is Europe's strategy for a flourishing digital economy by 2020. It outlines policies and actions to maximise the benefit of the Digital Revolution for all http://ec.europa.eu/information_society/digital-agenda/index_en.htm 
  • The work of DIGITALEUROPE: DigitalEurope is the pre-eminent advocacy group of the European digital economy acting on behalf of the information technology, consumer electronics and telecommunications sectors. The group is dedicated to improving the business environment, and to promoting industry’s contribution to economic growth and social progress in the European Union. Members include 60 leading corporations and 40 national trade associations from all the Member States of EU; altogether 10,000 companies with 2 million employees and €1,000 billion in revenues: http://www.digitaleurope.org
  • The European Framework for Key Competences: This framework defines eight key competences and describes the essential knowledge, skills and attitudes related to each of these http://ec.europa.eu/dgs/education_culture/publ/pdf/ll-learning/keycomp_en.pdf
  • EU policies and initiatives to promote ‘E-skills’: Many countries in the EU are concerned about increasing lack of e-skills in the European workforce resulting in a growing shortage of highly qualified ICT practitioners, and still insufficient digital literacy levels among workers and citizens in many countries which is acting as a barrier to economic growth, competitiveness and employment: http://ec.europa.eu/enterprise/sectors/ict/e-skills/support/
  • Ofcom, the independent communications regulator in the UK, carries out large scale studies into media literacy. The adult media literacy report surveyed 2117 adults aged 16+, and the children’s media literacy report surveyed 2071 children aged 5-15 and their parents. The surveys have been running since 2005 and ask respondents about a range of media attitudes and behaviours. According to the latest survey (2011), half of parents (48 per cent) with children aged 5-15 who use the internet at home think they know less about the internet than their children do. This rises to 70 per cent of parents of 12-15 year olds. At the same time, there has been increased online activity among children in the past year, including higher usage of mobile and games consoles to go online. http://stakeholders.ofcom.org.uk/market-data-research/market-research/
     

Demographic changes in Europe and their impact on education (e.g. ageing, immigration)

  • The population Reference Bureau is an organisation which works to inform people around the world about the challenges of population, health, and the environment. http://www.prb.org/
     

Socio-technical trends in education

  • The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the European Commission's Joint Research Centre (JRC). Its purpose is to develop science-based responses to policy challenges that have both a socio-economic as well as a scientific/ technological dimension. For instance, they carried out a study to investigate how social computing applications can be used in organised learning settings to enhance learning activities and promote innovation and inclusion in Education and Training. According to IPTS, learning 2.0 approaches can facilitate technological, pedagogical and organisational innovation in Education and Training and thus contribute to the modernisation of European Education and Training institutions deemed necessary to face the challenges of the 21st century. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=2899
  • The emerging Technology Initiative is a flagship initiative of the New Media Consortium (NMC), an international not-for-profit consortium of learning-focused organizations dedicated to the exploration and use of new media and new technologies. The initiative charts the landscape of emerging technologies for teaching, learning and creative inquiry and produces the NMC’s series of Horizon Reports. http://www.nmc.org/horizon
  • Project Tomorrow is a not-for-profit organisation that actively promote educational innovation in the US and Globally. They strongly support the use of technology in the teaching of science and mathematics, and advocate the development of critical thinking, problem solving and creativity skills needed to compete and thrive in the 21st century. They produce large scale surveys (Speak-Up) involving students, teachers and parents http://www.tomorrow.org/speakup/index.html
  • The Foresight Programme of the UK Department of Business Innovation and Skills is recognised as one of the most authoritative sources of Futures thinking within a national government. It provides advice through in-depth studies that investigate the impact of technological innovation on economic development and societal change in the UK, however the implications are global and have great relevance at a European level. Specific forecasts in the area of digital technology and networks are potentially relevant for education in the next 10-15 years (e.g. biometrics, cloud computing, sensor technology and ubiquitous computing, etc.) http://www.bis.gov.uk/foresight