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Newsletter 2
The biggest revolution in which we find ourselves in this Information Age is not technological.
Without doubt, it is cultural. In e-work, this revolution is reflected in the need to obtain a series of
new abilities with regard to organisation, communication, management, human resource administration
and the application of communication and information technology.
Februar y 2006
Furthermore, e-working means the
incorporation of a new work culture
that demands organisational
changes, together with processes of
professional adaptation in order to
acquire new competence.
The explosive entry of new of location. This is what e-work really To this end, our perspective when
technologies into our lives is involves. working on identifying these abilities
irreversibly affecting the way in is based on transversality, since
which we work and how we might Whether everything goes well and they are applicable to all potentially
get to do that work. Most of us we attain the expected results does teleworkable professional
already work in a wide variety of not depend on the proper activities, or to all persons whose
situations and places: we combine functioning of the technology alone. work situation permits or demands
working in our offices with travel to All the technology does is enable us that they work in this way.
meetings, visits to clients, and trips. to change our methods and explore
But we can send or receive digital new and imaginative ways of making We the eight specialists who make Summary
information wherever we are, work more satisfactory for the up the eWork LearNET technical Standards of competence
provided the contents of the organisations and individuals team have pooled our experience of for e-working
resulting work we do is held in data involved. more than a decade as teleworkers, coverage and page 2 y 3
files, photographs, videos or voice directors of telework teams and
recordings. We can communicate On the other hand, some individual migrated projects, managers of call European systems of
with our co-workers or businesses character traits, such as centres, trainers in telework and vocational training: in full
in the same way, and can even independence, discipline, and teleactivities and designers of development and at
remotely access other computers initiative when making decisions and training systems. In addition we have different speeds.
thereby acquiring the information taking risks, communication skills consulted with experts in teleworking page 4 and 5
we need, or work on them in or organisational ability, can provide with whom we have conducted
a sound basis for doing e-work. research for a period of six months. EU Policies and activities
collaboration with others regardless for promoting eWork
next
page 6 and 7
Distance management
www.eworklearnet.com
Efficient distance communication
Efficient Use of Information and
Communication Technology
Education and Culture
Leonardo da Vinci
e A Continuous Training Reference Model for Acquisition and
Recognition of Transversal Competences in Teleworking.
We have agreed a common descriptive virtually, via teleconferencing, chat and a Standard of Competence for e-Workers,
methodology and debated different e-mail. which constitutes a tangible result in which
approaches and concepts, both physically we describe eighteen abilities, grouped in
through our transnational meetings, and Finally, we have succeeded in elaborating five areas as follows:
eWorkers Competences
Competences identified
When a group of people at a distance must work together, The capacity to manage ones time, work environment and
the organisational procedures and rules of the game, the resources constitutes, in these circumstances, the basic
correct management of time both individual and group competence to be able to e-work in a satisfactory manner.
the physical and virtual workspaces, and maintenance of
technological resources are especially important.
2
Distance management
Some typical management and co-ordination tasks take on into account the determining factors imposed by distance.
a special relevance when it comes to getting results with
teams of co-workers who are separated from each other by But good management of the human factor is always the
distance. basic requirement: it is about getting results by creating and
maintaining team spirit, collective vision, motivation and
This requires knowing how to apply principles and techniques bonding, despite the distance. Developing and maintaining
of management per objective, in such a way that the results high levels of confidence and communication is the key to
can be monitored and supervised. To carry out this task, this process, in which one strives more to convince than to
though, procedures and processes that allow one to overcome impose. To this end, one must know how to apply participatory
the difficulties of tracking and evaluation in distance situations leadership techniques and management styles.
must be designed and implemented.
What is peculiar about e-Management is that all these
As is the case in physically contiguous situations, one must abilities are developed using information and communication
be able to efficiently manage human, economic, material technology as the basic instrument.
and technological resources in order to obtain the required
results. The key competence, in this case, is the capacity to
apply project planning and management techniques, taking
For self-employed e-workers and those on e-work teams, evaluate when and in what circumstances the different
those abilities related to the capability to adopt the available technologies should be used
established norms and procedures of communication
are the most relevant. plan and manage communication activities, both ones
own in the case of e-workers, and that of others, in the
Supervisors and those in charge of e-work teams must case of e-managers
be able to guarantee adequate planning of communication
activities, as well as define and implement the norms know how to adequately communicate in multicultural
and procedures needed to facilitate it. The domain of environments.
techniques of conflict resolution and negotiation is also
3
e A Continuous Training Reference Model for Acquisition and
Recognition
ModeloofReferencial
Transversalde
Competences in Teleworking.
formación continua para la adquisición y
reconocimiento de competenciastransversales en Teletrabajo
Methodology
The comparative study has concentrated on the analysis
of the following variables of each of the systems of education
of the different countries/regions of the partnership. DESCRIPTION of the METHODOLOGY used in each case for
4 the DESCRIPTION OF QUALIFICATIONS AND STANDARDS OF
GENERAL VISION of each of the systems of education, COMPETENCE.
LOCATING in them CONTINUED VOCATIONAL TRAINING.
EVALUATION AND CERTIFICATION PROCESSES in each of
IDENTIFICATION of the ORGANISATIONS INVOLVED BOTH the Countries and/or Regions.
IN DELIVERY AND CERTIFICATION in each of the Countries
and/or Regions. LIST OF QUALIFICATIONS in which TELEWORK COMPETENCE
CAN BE INCORPORATED.
QUALIFICATION LEVELS concentrating on the
correspondence of the different levels of each of the
Countries-Regions, with European levels.
4
Same tendencies but different Communities are working very actively, diverse official organisations with little co-
level of development having responsibility for the development ordination between them.
of their training systems, all of them
In this way we have managed to verify that, categorised as being part of the national Common aspects
at present, the member states of the system. However, the scene is fairly
European Union are going in the same unequal. At present, much of the effort is Even given these differences the following
direction with regard to continued being concentrated on the process of can be seen:
vocational training, but they are at very defining qualifications, and on constructing
different stages in the process. a National Catalogue of Professional The tendency in all these countries to
Qualifications, structured into 26 unify and integrate their systems of
France has a developed system, which is professional families, which will become official, vocational and continuous
fairly evolved and which continues to the future reference for official vocational training.
evolve and supported it with regard to training, professional certificates and
methodology. However, many of its aspects continuous training actions which can be Despite being at different stages of
present complexities, especially with accredited. development, all of them base their work
factors such as the validation of methodologies on standards of
competence. Focusing on the two Autonomous competence based on existing
Communities (Regions) who participate in professional profiles, in this way
Ireland since 2001 relies upon a unique the partnership: Navarra and the Basque determining the competence needed to
framework, in which it has succeeded in Country, we have detected a higher level reach them.
integrating existing training and which of development in the latter, even though
continues to work above all on the Navarra is actively working on following What is also obvious precisely in this aim
integration of university training levels and similar action guidelines. to unify training systems and make them
similar. effective is the implication that they are
Greece appears to be the country that is progressively acquiring the social partners:
In Spain there is a strong awareness of furthest behind in this sense, since it still businesses, trade unions, associations
the need to work in line with the European does not have a qualification system, and and so on, guaranteeing in this way that
model. The various Autonomous the systems of accreditation depend upon real needs are taken into account.
The Lisbon Council of Europe of March 2000 gave the LEONARDO DA VINCI is destined to support and complement
European Union the strategic aim of becoming the most the initiatives of the Member States having recourse to
competitive and dynamic knowledge society in the world. transnational co-operation to improve quality, promote
The development of vocational training is a fundamental innovation and reinforce the European dimension of training
part of this strategy. systems and practices. The programme has expanded
progressively with 30 countries participating in it at present.
The Barcelona Council of Europe of March 2002 reaffirmed
this important role and established the aim of converting In Europe, training is a field that is even more diffuse than
European education and training into a world reference by that of education; it is difficult to visualise in terms of precise
2010, and of developing closer co-operation with regard to statistical data. Consequently one of the missions of the
training (parallel to the Bologna process regarding higher LEONARDO DA VINCI programme is to develop a system of
education). compilation of quantitative information that will contribute
in a pertinent and coherent manner to the elaboration of
After the Bruges initiative of the vocational training Director policies.
Generals (October 2001), in the conference that took place
on 10th and 11th of June 2002, the Directorate-General
for Education and Culture of the European Commission gave
impetus to a process of closer co-operation with regard to
training and vocational training. At the conference, attended
by representatives of the Member States, the countries of
the EES and the candidate countries, in addition to the
social partners, it was agreed to increase collaboration in
questions related to transparency, recognition and quality.
5
e A Continuous Training Reference Model for Acquisition and
Recognition of Transversal Competences in Teleworking.
Through the last years EU has set out to enhance job prospects and e-learning for geographical differences, ensuring an
increase the effect of Information and all European citizens. inclusive digital society that provides
Communications Technology (ICTs) on opportunities for all, thus minimising the
labour markets, jobs and working In a world where knowledge and risk of 'digital divide'.
conditions and ensure more and better information are paramount, European
jobs for all citizens. citizens need new skills to adapt The achievement of a truly inclusive
themselves into the rapidly changing life Information Society requires a demand-
For this to happen, greater investment in and work environments and to be able to oriented approach where the needs and
skills, e-skills and European research is fully participate in society. specificities of all social groups and areas
required. of the EU are taken into account.
Ensuring that everyone can effectively use
The EU has acknowledged the key role that and benefit from ICT in life and work, for
ICT plays in building social and human accessing information, communicating and The European e-Skills Forum
capital in a knowledge based society. learning is now a priority for Europe.
EU fosters an open dialogue between all
Setting out priorities for Member States' Within the framework of eEurope 2005, relevant stakeholders and catalysing
employment policies, the EU sets targets EU carries the ambitious objective of actions with a view to helping to narrow
for building an inclusive e-economy that achieving "an Information Society for All". the e-skills gap and to address eskills
will provide a range of online services to This means overcoming social and mismatches.
Key ambitions using ICT are: Four working groups have been established
on supply and demand, managing social
to ease the transition from school to work change, international aspects and public
private partnerships. A workshop on e-skills
to make it easier to start up and run businesses industry certifications was organised in
March 2004.
to exploit new opportunities for job creation
The European e-Skills Forum released in
to modernize work organization 2004 four issue papers on supply and
demand, management of social change,
to support adaptability in businesses international aspects and public-private
partnerships, and a Synthesis Report e-
to reconcile work and family life Skills for Europe: Toward 2010 and beyond,
which was discussed and fully endorsed
to promote a labour market open to all. at the European e-Skills 2004 Conference.
6
An e-Skills Online Forum has been set up
by CEDEFOP to allow all interested parties
to comment and to contribute actively to
the work of the European e-Skills Forum.
7
The first results of the project presented edited by
to the Institutes for Qualifications of the eWork LearNET
CONSORTIUM
Basque Country and Navarra.
Marta Mañas
Pza. Miguel de
Barandiarán,5 Of.5
31014 Pamplona ESPAÑA
Tel. +34 948 131832
Fax.+34 948 134879
mmanas@iturbrok.com
www.iturbrok.com
Eneritz Angulo
Pza. Molinar, 11
48192 GORDEXOLA
ESPAÑA
Tef. + 34 946 799836
F ax + 34 946 799828
eneritz@laboradomo.com
www.laboradomo.com
Last January 20th, the eWork LearNet project, and were especially interested in
consortium presented in Pamplona the the focus of the system of validation of
first results of the project to representatives competence for teleworkers, the
Maria Papageorgiou
of the regional Institutes for Qualifications elaboration of which has already started
of the Basque Country and Navarra. and is co-ordinated by AFPA. They stressed 96 Iroon Polytechniou Av.,
185 36 Piraeus GREECE
the operational difficulties in the current
Tel.+30 1 4286227
This presentation, integrated into the systems of vocational training caused by Fax: +30 1 4286228
projects 5th transnational meeting, forms this issue, as well as by the official maria@idec.gr
part of the actions of sensitisation and certification and recognition of
www.idec.gr
diffusion, addressed to those in charge of competence, which is even more
administrations related to Vocational and problematic in the case of those difficulties
Continuous Training. that are transversal in character.