ICT and learning : supporting out-of-school youth and adults : education and training policy

This Publication Reveals A Number Of Interesting Examples Of Innovative Programmes Using Ict That Can Increase Access To Learning Out-of-school Youths And Adults. The Papers Show That Ict Can Be One Way -- But By No Means The Only Way -- To Improve Pathways To Learning. It Can Do This By Tailoring Learning To The Needs And Preferred Learning Styles Of The Disadvantaged, And It Can Make Learning More Interesting By Providing Immediate Feedback. A Third Message Is That Just As Adult Learning Itself Has Been The Under-funded And Under-appreciated Cinderella Of The Formal Learning Spectrum, So The Application Of Ict Within Adult Learning Has Tended To Lag Behind Much Of The Rest Of The Education System. The Present Volume Provides Some Cautionary Remarks On The Recent Past And Opens Up Some Significant Opportunities For The Future. Chapter 1. Introduction By Richard Sweet And Daniel A. Wagner -- Chapter 2. Ict In Adult Education: Defining The Territory By Neil Selwyn -- Chapter 3. Adult Learning And Ict: How To Respond To The Diversity Of Needs By Beatriz Ponts And Richard Sweet -- Chapter 4. Connections Between In-scho9ol And Out-of-school Ict Programmes For Youth By Anthony Wilhelm -- Chapter 5. Reaching The Most Disadvantaged With Ict: What Works? By Robert Kozma And Daniel A. Wagner -- Chapter 6. Lessons Of The Uses Of Ict For Out-of-school Youths And Adults In Developing Countries By Bob Day And Rod Grewan -- Chapter 7. Ict In Non-formal And Adult Education: Reflections On The Roundtable By Stephen Mcnair -- Annex. 1. Brief Case Studies -- Annex 2. The Authors Education And Training Policy. Includes Bibliographical References. Also Available Online Via Sourceoecd (subcription-based Access) Across both the industrialised and the developing worlds, educators have high hopes for information and communications technology (ICT). ICT has been seen as a potentially powerful tool for raising educational performance and increasing access to learning by the disadvantaged. Can it live up to these hopes? And does it have particular relevance to the needs of out-of-school youth and adults with inadequate educational qualifications and low literacy skills?. This volume contains important lessons for educators and policy makers. First, raising motivation is a key factor in encouraging disencha