EURACADEMY OBSERVATORY

EURACADEMY OBSERVATORY A EUROPEAN OBSERVATORY OF THE USE OF ICT-SUPPORTED LIFELONG LEARNING BY SMEs, MICRO-ENTERPRISES AND THE SELF-EMPLOYED IN RURAL AREAS WP3.1 Report : survey for training providers National report Finland DRAFT 11.10.2006 Anne Matilainen Sini Mäkinen University of Helsinki, Ruralia Institute

List of Contents 1. INTRODUCTION...3 2. METHODOLOGY...4 3. RESULTS...5 3.1. Section A Profile of the Organisations...5 3.2. Section B Profile of Courses and Provided Education...7 3.3. Section C Profile and Benefits to the Trainees...11 3.4. Section D Respondents personal opinions...14 4. CONCLUSIONS...16 5. LIST OF TABLES...18 6. LIST OF APPENDICES...18 7. REFERENCES...19 Appendix 1. List of respondent organisations...20 Appendix 2. Best practice case studies...21 Appendix 3. The national questionnaire, Finland...23 2

1. INTRODUCTION Current European policies for establishing a highly competitive knowledge-based economy by 2010 (Lisbon treaty) have set a target for 2010 of at least 12,5% average level of participation in lifelong learning among the citizens of the EU-25. To reach the 2010 targets, according to the EU Joint Employment Report 2003/2004, significant policy reforms may be required up to 2006, to ensure access to lifelong learning opportunities for all. ICT can play a significant role in this reform, given the advent of the Information Society, thus redressing through e-learning the skills divide between different EU countries and between rural and urban areas that reflects to a certain extent the digital divide. The survey of the use of ICT-supported lifelong learning by SMEs, micro-enterprisers and the selfemploydes in rural areas is part of the Euracademy Observatory project. The project aims to build systematic documentation on the use of ICT-supported learning, including blended learning, by employees of SMEs and micro-enterprises in rural Europe, in the context of lifelong learning, leading to formal qualifications or even to non-validated skills acquisition or personal development. Such documentation will be collected through surveys in the seven participating countries (Finland, Greece, Hungary, United Kingdom, Germany, Spain and Poland) and will be repeated at regular intervals to update and enrich information. The national reports will also be summarised to the transnational reports including transnational comparisons. The results of the Observatory will be published electronically with a printed summary and will be available to training organisations, social partners and policy makers, to inform policy and practice. The role of this survey (WP 3.1) is to collect information from training providers in the participating countries and beyond, regarding the provision of ICT-supported lifelong learning, including blended learning to employees of SMEs and micro-enterprises or self-employed persons in rural areas, including the unemployed. The information collected will build the provision section of the Observatory, and will supply the basic material for the inventory of best practice examples and is therefore significant source in designing the permanent Observatory. The survey WP 3.1 provides also valuable information on suitable methodology concerning the Observatory tool. 3

The problematic of this survey is partly based on the policy survey of the previous work package (WP2), which outlines the prerequisites for the e-learning targeted to rural SMEs. Euracademy Observatory project is founded by the Leonardo da Vinci programme. 2. METHODOLOGY The research in Finland was carried out by the University of Helsinki, Ruralia Institute. The survey was divided in to two different phases: pre survey and actual main survey. Pre survey was conducted in order to establish the amount of the organisations providing e-learning courses to rural SMEs and concentrated in e-learning in Finland. The sample for the pre survey was drawn out by using extensive address lists collected from the Internet and the previous lists of Ruralia Institute. The pre survey was conducted by using e-mail questionnaire and sent out by e-mail to approx. 400 education providers during the spring 2006. The results of the pre survey were used in drawing the sample for the actual main survey by sending the main survey questionnaire to those respondents of the pre survey, who indicated to be interested in taking part to the main survey (62 respondents). Together 89 organisations answered to the pre survey. The actual EurObservatory survey was conducted by using the common questionnaire jointly designed by the Euracademy Observatory partneriat. The survey was implemented by using e- questionnaire, sent out by e-mail and attached to the cover letter. The functionality of the questionnaire and cover letter were piloted by sending them to approx. 5 experts for comments. The questionnaire and cover letter were revised after the comments and sent out to the target group. After one mailing round, the questionnaire was sent out again in order to improve the respondent percentages. In addition the most potential organisations according to the pre questionnaire were contacted personally and invited to answer they survey. The national questionnaire can be found from the appendix 3. Based on the pre survey, the main survey was sent out to 62 people. The survey was conducted during August-September 2006. The respondent percentage was 50, which is relatively high for e- mail survey. 31 responses representing 29 different organisations were got back in time. Of these respondents 6 reported to use ICT supported training as a sole method or as part of the blended training courses, 3 reported to have solely ICT supported courses and 20 used ICT as one method in the blended method courses. One respondent reported that their organisation is not using ICT in 4

conducting the courses, even though in the pre survey, they reported to be interested in taking part to the main survey. This response was excluded from the data. In order to get the adequate amount of data, the survey was rerun during spring 2007 after slight changes in the questionnaire. The new questionnaire was a bit shorter than the previous one. However, most of the questions were kept same, so that there was a possibility to combine data. In 2007 6 new responses, representing 5 new education organisations, came back in time. The short questionnaire is presented in the appendix 4. 3. RESULTS The questionnaire was divided into four different sections. The first section focused on defining the profile of the respondent organisations providing ICT supported training. The second section focused on describing the education and courses and defining the profile of ICT supported training activities provided by the organisations. In this section the respondents were also asked to describe successful education modules implemented by utilising ICT tools. The third section of the questionnaire tries to profile the students participated to ICT supported courses and highlight the benefits of utilising ICT brings to the students. The fourth section maps out the personal opinion and experiences of the respondents related to the ICT supported training, it s possibilities and problems. 3.1. Section A Profile of the Organisations The organisations responded to the survey are presented in the appendix 1. They represent fairly well the most important education organisations concentrating providing ICT supported training to the rural SMEs and operate in rural areas in general. The respondent organisations were mainly public organisations (19), but among them there were also 10 private organisations or companies, of which one also reported to be commercial. 1 organisation reported to be non-commercial (table 1.). % n Public 62 23 Private 27 10 Commercial 3 1 Non-profit 3 1 Other 5 2 Total 100 37 5

Table 1. The division of the respondent organisations according to the type of organisation (Q2) (n=37) Regionally the operation area of the organisations covered practically the whole Finland. One third of the organisations were affiliated with organisations related to certification and recognition of qualifications. Some worked also in co-operation with the universities, trade chambers, professional organisations (see table 2). Some of the respondents reported to work closely with several different actors and chose more than one alternative. The question also seemed to be a bit difficult to answer since in the comments to the alternative others there were listed polytechnics and some universities. % n University 15 5 Chamber of commerce, industry, agriculture 12 4 Professional organization/federations (trade 4 unions, employers' organisations) 12 Organizations concerned with certification and 11 recognition of qualifications 33 Other 27 9 Total 100 33 Table 2. The division of the affiliation of the organisations with different actors (Q 4) (n=33) The most of the organisations operated in the service sector. Also quite a lot of them reported not to be specialised in to any separate sector (table 3). This is probably due to the fact that some of the organisations were relatively big, with different kinds of branch units (e.g. polytechnics). If the respondent has answered in the behalf of the whole organisation, it is difficult to name any special sector. This was anticipated, when translating the questionnaire and therefore the alternative we don t target to any specific sectors was added to the alternative list. % n Primary sector (agriculture, stock farming, forestry, fisheries) 12 5 Manufacturing industry 12 5 Services (ICT, Tourism, other) 32 13 Other 22 9 We don't target any specific sectors 22 9 Total 100 41 Table 3. The specialisation sectors of the responding organisations (Q5). (n=41) 6

As the other sectors the respondents mentioned e.g. technology and traffic, social and health care, business management and administration and start up of the enterprises. The size of the organisations varied a lot from one full time employee (consulting company) to the 3000 full time employees. The variation was similar among the part time employees: from 1 employee to 2000 employees. Median for the full time employees was 60 (mean 233) and for the part time employees 11 (mean 84). Respectively the proportion of the teachers and trainers varied a lot (from 1 to 3000). Typically approximately 50-60 % of the employees (both full time and part time) were teachers or trainers. The organisations operated both in rural and urban areas. In addition following geographical areas were mentioned: Lapland, Northern Ostrobothnia, Central Finland, Tampere Region, South Savo, Northern Finland, Helsinki area, Central Ostrobothnia and Southwest Finland. Even though, in setting the sample for the survey, the focus was on organisations operating in rural areas, one third of the respondents stated that they do operate in urban areas. However, the most of the respondents chose more than one alternative. Also the most of the organisations are not specialised in only rural or urban areas in Finland (table 4). % n We target specific regions 25 11 We target rural areas 25 11 We target urban areas 30 13 We don't target any specific areas 20 9 Total 100 44 Table 4. The target areas of the respondent organisations (Q8) (n=44) 3.2. Section B Profile of Courses and Provided Education The most of the training courses and education programmes the organisations reported to have organised within the last 12 months were leading to formal qualifications as a long term education programme or as short courses (continuing/supplementary education). 7

Four respondents mentioned that they use ICT to support all the courses. In addition 8 respondents mentioned that they use ICT to support in 75 % or more of the courses they provide. Some of the respondents gave the amount of ICT supported courses in actual number of courses and since there might be more than one course of each type running in a year, it is difficult to estimate the actual proportion of ICT supported courses. The amount of the students taking part to the trainings varied a lot according to the size of the organisations (table 5). However, the biggest target groups from the given alternatives were employees of the small enterprisers. The amount of the other unemployed people was not given in the selection of alternatives since the rural aspect was highlighted in the questionnaire. The other groups mentioned, beside the given alternatives in the questionnaire, were management of the enterprises, university students, personnel of the municipalities/cities, personnel of other public organisations, unemployed persons in the cities and personnel of SMEs located in the cities. min max mean median mode n large company staff 2 450 114 80 100 14 SMEs and their staff in 5 1000 161 45 20a) 12 rural areas SMEs and their staff 10 1500 241 100 100 19 everywhere unemployed in rural areas 1 1000 186 60 10a) 13 a) Multiple modes exist. The smallest value is shown. Table 5. The amount of students (n) that have been taking part to the ICT supported training during last 12 months (Q11). The most of the organisations preferred blended learning as a method to conduct ICT supported courses. Many organisations also used ICT supported methods in face to face learning by utilising digital learning material. ICT was also used a lot in distance learning (table 6). The other methods in conducting ICT supported training, there was mentioned by one respondent use of the interactive CT plan and utilising ICT in consultations. The most of the respondents chose more than one alternative. Nevertheless the distance learning was not mentioned as often as other methods, which needs to be taken in consideration, since it is the method often related to the training offered to personnel of rural SMEs. 8

% n Distance learning, self-administered by the student 11 8 Distance learning, tutor assisted 19 14 Blended learning (distance learning and face to face learning) 43 32 Face to face learning aided by electronic material 27 20 Other 1 1 Total 100 75 Table 6. The methods the organisations use in conducting ICT supported courses (Q12) (n=75) The most of the organisations reported to use more than one platform in conducting distance learning. The most were mentioned different kind of e-learning environments, of which as the most popular was mentioned Moodle. Only one responding organisation did not mention any kind of e- learning environment. In addition different kinds of internet pages, from which it is possible to download material, were mentioned a lot. A bit surprisingly only 5 of the respondents mentioned intranet % n E-learning environments (e.g. WebCT, Moodle) 46 34 Websites for downloading materials (documents, articles etc.) 26 19 Intranet 7 5 Personal blogs 7 3 Other 18 13 Total 100 74 Table 7. The use of different kinds of platforms in conducting distance learning. (Q13) (n=74) The other platforms mentioned in the comments were mainly organisations own e-learning environments, designed especially for them (e.g. Oppinetti), but also messenger and skybe and e- beam were mentioned. As the most popular tools in conducting distant learning were mentioned e-mail and discussion forums (table 8). As the other tools were mentioned video aided tools like Marratech and also more traditional tools like paper copies, books etc. The question seemed to be a bit difficult for the respondents to answer, since e.g. video conferences were mentioned in others, even though it was also among given alternatives. The majority of the respondents reported to use more than one 9

different kind of tool. The most of the respondents reported to use from 2 to 5 different kinds of tools. % n Chat 13 15 Discussion forums 22 26 Video or audiotapes or clips 16 18 Videoconferencing through webcameras 7 8 E-mails 26 30 CD-ROMS 11 13 Other 5 6 Total 100 116 Table 8. The use of different kind of tools in conducting distance learning courses (Q 13) (n=116) The responses were divided quite even, when asked where the students were expected to be able to use computer. Again all the respondents chose more than one alternative. As the other facilities with access to computer the most often was mentioned library. (Table 9). % n At home 32 34 At work 30 32 On location at your premises 25 26 In other premises suitably equipped 12 13 Total 100 105 Table 9. The answers to the questions on where the students were expected to be able to use computers in order to participate to the ICT supported course. (Q 14) (n=105) The question on the successful cases was also seen as difficult or too laborious to answer by the respondents. 6 of 28 organisations of the first survey round, did not answer to this questions at all. Also the answers and descriptions were very general in nature. Therefore the in depth interviews are needed in order to create more comprehensive case studies. In the second survey round this question was excluded. However, the first round a wide range (58 cases) of different kind of cases were mentioned in which ICT supported education has been used. The list of the cases can be found from the appendix 2. 10

Generally ICT has been used to support various kinds of courses, mostly as part of the blended education. The topics and standards of the courses varied a lot form ICT related topics to rural development, business management and food processing. Also the courses mentioned were both long term, leading to recognised qualifications, as well as short courses aiming to improve personal skills of the participants. The organisations had different amount of experience in providing education utilising ICT technology. The experience varied from 2 years to 20 years. The mean of the answers was 9 years, median 6,5 years and mode 6 years. As the most typical reason for starting to provide the ICT supported education there were mentioned the other reasons was the organisation s need to keep up with development in education sector and improve the efficiency of the courses and long distances to the target groups and the need of the customer groups. Again some of the respondents did choose more than one alternative (Table 10). % n Demand from large companies and SMEs 35 15 Subsidy available from government or EU 12 5 Other 53 23 Total 100 43 Table 10. The reasons to start providing ICT supported training (Q17)( n=43) 3.3. Section C Profile and Benefits to the Trainees Typically the organisations provided at least the certificate of their own organisation as a proof of the completed course. In addition the half of the respondents reported that the certificate was also a part of recognised national qualification (Table 11). None of the organisations chose the alternative recognised international qualification, however, in the list of the other qualifications, one international degree was mentioned. % n Recognised national qualification 36 16 Recognised international qualification 0 0 Certificate of your organization 55 25 Other 9 4 Total 100 45 Table 11. The qualifications available to the trainees on completion of ICT-supported courses (Q18) (n=45) 11

25 of the respondents reported that they do have internal quality management system in their organisations (table 12). % n Yes 73,5 25 No 26,5 9 Total 100 34 Table 12. The division of the respondents organisations concerning quality management system (Q19) (n=34). The mentioned quality management systems were: EFQM (11 organisations) Balance scorecard (1 organisation) ISO 9901 (6 organisations) ISO 14001 (1 organisation) OHSAS 18001 (1 organisation) Own quality management plans (developed within the organisation) (3 organisations) Some of the organisations used more than one quality management systems. Most of the organisations used also several different funding sources to finance their ICT supported courses. However, the role of the financing support (EU or national) as full or part financier was significant (table 13). The most often mentioned other financing source was government budget funds. % n Privately paid by the employer 25 20 Privately paid by trainees 15 12 Full subsidy provided to trainees by government or EU 23 19 Part subsidised/part privately paid 28 23 Other 9 7 Total 100 81 Table 13. The funding sources for the ICT-supported training (Q 20) (n=81) 12

The gender division of the participants varied a lot according to the organisation, no doubt due to wide range and variation on the ICT supported training provided (table 14). However, the results indicate that generally more women participate to the ICT supported training than men. The division among of the different target groups varied also a lot depending on the focus of the organisation in question. In addition the question seems to be quite difficult to the respondents to estimate, especially whether the students were working in rural areas or not. men, % women, % max 80 98 min 2 20 mean 42 57 median 42 57 mode 40 60 Table 14. The gender division of the participants to the ICT supported training. (Q21)(n=26) Employed, Self Employed, Employed, Unemployed, Working working for % working for % in rural SMEs, micro large areas (if enterprisers, % companies, % known), % max 100 50 60 100 15 min 5 5 2 0 5 mean 44 18 15 34 11 median 50 10 10 17,5 10 mode 30 a) 10 5 a) 10 10 a) n 19 17 16 16 7 a) Multiple modes exist. The smallest value is shown. Table 15. The trainee profile concerning employment (Q21) Concerning the infrastructure the most relevant necessities for the students to be able to conduct the ICT supported courses successfully there were naturally mentioned access to internet (all respondents mentioned it) and possibility to use computer frequently. However the possibility to use latest ICT technology or any special programmes was not mentioned as so important (table 16), even though the use of broadband connection was combined to this alternative. 13

% n Connectivity to internet 37 35 Access to PCs 36 34 Access to the most up date technology (eg. PCs, broadband connection and DSL) 19 18 Access to specific software 7 7 Other 0 0 Total 99 94 Table 16. Needed infrastructure for the trainees in order to successfully complete ICT supported courses (Q 22) (n=94) The willingness to learn was mentioned by far the most important personal quality required from the students. Also self-discipline was highly valued, probably due to utilisation of ICT in distant learning courses (Table 17). As others personal qualities were mentioned ICT skills and good motivation. % n Self-discipline 30 24 Willingness to learn 42 34 Critical thinking 12 10 Coherence of thoughts 11 9 Other 5 4 Total 100 81 Table 17. The needed personal traits for completing successfully ICT supported courses. (n=66) (Q22) 3.4. Section D Respondents personal opinions The final part of the questionnaire was aiming to map out the respondents own personal opinions related to ICT supported training. As the most important things to be able to provide ICT supported training successfully there were mentioned the education and knowledge of the teaching personnel and the suitable infrastructure. However, the readiness of administration and allocating the resources to these issues were mentioned important as well (table 18). Again the respondents chose more than one alternative. % n Infrastructure 21 29 Training of the staff 24 33 Administration 14 20 Strategies 12 17 14

Funding 14 19 Marketing 12 16 Other 3 4 Total 100 138 Table 18. Respondents opinion on necessary conditions for the successful delivery of ICT-supported training. (n=138) (Q 23). When asked the typical problems in implementing ICT supported training especially in rural areas the answers dispersed fairly even (table 19). As the most important problems there were mentioned the lack of infrastructure and support services. As the other problems there were mentioned weak marketing of the courses to these areas and habit to stick with the old training methods. Especially mentioning the lack of infrastructure is quite interesting, since at the moment approx. 95 % of enterprises (Statistics Finland 2005a) and 58% of people have an internet connection in Finland in 2005 (Statistics Finland 2005b). Some respondents also mentioned that there are no specific problems related especially to the rural areas. The problems are the same regardless of the geographical area. % n No funding available 17 9 No relevant infrastructure 23 12 Belief amongst residents that there is no need of acquiring ICT skills 19 10 IT illiteracy 15 8 No support staff 19 10 Other 8 4 Total 100 53 Table 19. The problems associated with ICT supported training especially in rural areas. (n=53) (Q 24). The potential of ICT supported training was seen significant. Especially ICT was seen as one solution to overcome the disadvantages caused the long distances. Also the high quality of the infrastructure was seen to bring the possibilities to practise. According to governments ICT programme by year 2009, there should be proper broad band infrastructure available everywhere in Finland. This was seen to bring new potential also to ICT supported training sector. However, many respondents also mentioned that the infrastructure is better at the moment than the skills to use it and that there are lack of ICT culture among the target groups, which hinder the development of ICT supported education. 15

As the main motivator to the trainees to participate to ICT supported courses was seen the content of the course. There need to be willingness to learn and interest towards aquisiting new skills or information. The fact that the course is implemented by utilising ICT is not a intrinsic value. However, it might lower the threshold to participate to the course by providing possibilities to participate without travelling long distances. 4. CONCLUSIONS Generally the representativeness of the data gained from the survey can be considered quite good. The respondents do represent the most relevant organisations providing ICT aided education activities targeted to rural enterprisers. However, there are not that many actors specialised to the rural entrepreneurs and therefore e.g. the estimates of the amount of the students most likely cover all the e-learning activities of the organisation and can not be considered very accurate. Also the amount of the respondents is relatively low to make any actual statistical analysis. However the results do give valuable information in e-learning activities in general and indication on the possibilities and weaknesses of ICT supported training. The most of the actors in Finland are focused in using ICT only as one method of the blended courses. The education moduls conducted using solely ICT tools are not very common yet. The education organisations very rarely concentrate on rural areas or rural enterprises. Also the courses targeted to especially to rural SMEs do not differ significantly those offered to SMEs in urban areas. As special features for rural area there was mentioned lack of infrastructure. However, according to statistics the Internet penetration is high in Finland. It is evident, that there are significant differences in e.g. broad band penetration between rural and urban areas (see e.g. Koivumäki and Soronen 2004), but it is fair to say that practically anywhere in Finland fast Internet connections are possible to obtain. This brings out the question, whether the problem is more on the knowledge on the new ICT possibilities and needed support to use them than just the lack of technical infrastructure. Even though the level of technology is high in Finland, the utilisation of ICT is not reported to be respectively high. The so called ICT culture is not in the same level that e.g. in U.S.A. and utilisation of ICT is not fully integrated especially into rural SMEs daily business operations. The 16

same applies into aquisiting education and training by the entrepreneurs or employees of the rural SMEs. (see e.g. Lahtinen and Roose 2003, Matilainen et al 2005, Tiainen et al 2004) The e-learning initiatives targeted to rural SMEs are strongly dependent on the public support (EU or national). However the same trend is with all other innovation and development services in rural areas and e-learning can not be seen to differ from the other development activities in that respect. The use of ICT is strongly highlighted in rural policies (e.g. Rural Policy Programmes 2000 and 2004) and national strategies. However, the dependency on short term project funding may cause problems in maintaining long term development trends and to build extensive programmes based on utilisation of ICT. To be able to focus on long term development requires clear strategy from the organisations to ensure the long-span development work in the fluctuation of the project funding systems. Time is the most critical resource the entrepreneurs have. ICT can undisputedly to bring benefits to use this resource the most effective way. There is a need to have feasible training methods and moduls to enhance ICT supported training, but equally as important it is to enhance the development of the needed ICT culture among SMEs before all the possibilities can be fully utilised. The reasons behind not successful or successful cases are complex and sometimes difficult to identify. Also it is important to keep in mind that ICT is just one tool among others in providing training to rural SMEs. The use of it is not intrinsic value. To the SMEs ICT is valuable only, if it can be used in solving their problems. Whether the technology is the latest one or older one, makes no difference. The same have been found to e.g. in researches concerning information and advisor services targeted to the rural SMEs (see e.g. Tiainen et al 2004, Matilainen and Zimmerbauer 2005, Lahtinen and Roose 2003) Concerning the development of the permanent Euracademy Observatory, the survey brought out some problematic related to the questionnaire and methods of collecting data. As a current form the questionnaire is too diversified to be able to bring accurate data concerning updating the Observatory. Also the mail questionnaire may not be the ultimate way of collecting information on the complex reasons behind the cases. In the following phases of the project there is a need to develop the methodology further in order to create feasible method in collecting and updating the data and the same time to provide detailed and accurate information enough for the use of the projects target groups. 17

5. LIST OF TABLES Table 1. The division of the respondent organisation according to the type of organisation (Q2) (n=31) Table 2. The division of the affiliation of the organisations with different actors (Q 4) (n=30) Table 3. The specialisation sectors of the responding organisations (Q5). (n=38 ) Table 4. The target areas of the respondent organisations (Q8) (n=40) Table 5. The amount of students (n) that have been taking part to the ICT aided training during last 12 months (Q11). Table 6. The methods the organisations use in conducting ICT supported courses (Q12) (n=67) Table 7. The use of different kinds of platforms in conducting distance learning. (Q13) (n=62) Table 8. The use of different kind of tools in conducting distance learning courses (Q 13) (n=103) Table 9. The answers to the questions on where the students were expected to be able to use Computes in order to participate to the course. (Q 14) (n=91) Table 10. The reasons to start providing ICT supported training (Q17)( n=34) Table 11. The qualifications available to the trainees on completion of ICT-supported courses (Q18) (n=42) Table 12. The division of the respondents organisations concerning quality management system (Q19) (n=30). Table 13. The funding sources for the ICT-supported training (Q 20) (n=75) Table 14. The gender division of the participants to the ICT supported training. (Q21)(n=27) Table 15. The trainee profile, concerning employment (Q21) Table 16. Needed infrastructure for the trainees in order to successfully complete ICT supported courses (Q 22) (n=78) Table 17. The needed personal traits for completing successfully ICT supported courses. (Q 22) (n=66) Table 18. Respondents opinion on necessary conditions for the successful delivery of ICT-supported training (Q32) (n=119) Table 19. The problems associated with ICT supported learning especially in rural areas. (n=49) (Q 24). 6. LIST OF APPENDICES Appendix 1. List of respondent organisations Appendix 2. Best practice case studies Appendix 3. The national questionnaire, Finland, survey round 1 Appendix 4. The national questionnaire, Finland, survey round 2 18

7. REFERENCES Koivumäki, M. & Soronen, H. 2004. Laajakaistapalvelut käyttäjän näkökulmasta vuonna 2004. Vuonna 2002 toteutetun tutkimuksen päivitys. Liikenne ja viestintäministeriön julkaisuja 37/2004. Lahtinen, M. and Roose K. 2003. Selvitys pk-yritysten tietotekniikan ja sähköisen liiketoiminnan tarpeista. Tarvetutkimus 2003. Helsingin kauppakamari, Tietoyhteiskunta 2000+ -projekti. Maaseutupolitiikan yhteistyöryhmä (2000). Ihmisen maaseutu tahdon maaseutupolitiikka. Maaseutupoliittinen kokonaisohjelma vuosille 2001-2004. (Rural Policy Programme 2001-2004) Maaseutupolitiikan yhteistyöryhmän julkaisuja 8/2000. Maaseutupolitiikan yhteistyöryhmä (2004). Elinvoimainen maaseutu yhteinen vastuumme. Maaseutupoliittinen kokonaisohjelma vuosille 2005-2008. (Rural Policy Programme 2005-2008). Maaseutupolitiikan yhteistyöryhmän julkaisuja 10/2004. Matilainen, Anne & Suutari, Timo & Kattelus, Pia & Zimmerbauer, Kaj & Poranen, Terttu The Role of Information Technology in Mediating External Information to the Rural Micro Enterprises - National Literature Review.Reports 4. 71 p. 2005. University of Helsinki, Ruralia Institute Matilainen, Anne & Zimmerbauer, Kaj. 2005. The Role of Information Technology in Mediating External Information to the Rural Micro Enterprises a study on the importance of information delivery channels. RuBIES (Rural Business Information Exchange System) project. National report, Finland 2005. 100p. Statistics Finland a). 2005. Internet yrityksissä keväällä 2005. Internet, available 9th Aug 2006. http://www.stat.fi/til/icte/2005/icte_2005_2005-10-12_kuv_001.html Statistics Finland b).2005. Muistio tietoyhteiskuntaohjelmalle suomalaisten tieto- ja viestintätekniikan käytöstä ja siihen suhtautumisesta marraskuussa 2005. Internet, available 9th Aug 2006. http://66.249.93.104/search?q=cache:xwn1lcsmdhsj:www.tietoyhteiskuntaohjelma.fi/esittely/fi_fi/raportit_ja_selvity kset/_files/74706466515518450/default/ty_tilastotutkimus_05.pdf+suomalaisten+internetyhteys&hl=fi&gl=fi&ct=clnk &cd=1 Tiainen, T, Luomala, H, Kurki, S & Mäkelä, K. (toim.) 2004. Luottamus sähköisissä palveluissa. Kuluttajan ja palvelun tarjoajan vuorovaikutus. Tampereen yliopisto, tietojenkäsittelytieteiden laitos, julkaisusarja B. 19

Appendix 1. List of respondent organisations 1. Technical college of Lapland, Adult education centre 2. Kokemäenjokilaakso Technical college 3. South Savo Regional Consortium for Education / Adult Education Centre of Mikkeli 4. Savonia polytechnic 5. National Board of Patents and Registration of Finland 6. City of Tampere, Training Committee 7. Porvoo Commercial college 8. JAKK Adult Education centre 9. Hyvinkää-Riihimäki Vocational Adult Education Centre 10. Nivala Technical college 11. PSK Adult Education Centre 12. University of Turku, Centre for Extensive Studies 13. Opinpaja Ltd. 14. UNIC-palvelut Ltd. 15. TTS Institute (Work Efficiency Institute, Adult Education Centre 16. University of Joensuu, Savonlinna Institute for Regional Development and Research 17. Turku School of Economics, Pori 18. Pohjois-Pirkanmaa Educational Federation of Muncipalities 19. Keski-Pohjanmaan uusyrityskeskus FIRMAXI 20. University of Oulu, Learning and Research Services 21. Mänttä Region Education Centre 22. Pori Adult Education Centre 23. City of Kuusamo, Naturpolis Oy, Nordic Business Centre 24. Laurea polytechnic 25. Central Ostrobothnia Adult Education Centre 26. Kemi-Tornio polytechnic 27. Paimio Vocational Adult Education Centre 28. Digital Lessons Finland Ltd 29. ProAgria Maaseutukeskusten Liitto 30. AEL- Elinkeinoelämän koulutuspalvelut 31. Rastor Oy, RastorCollege 32. ProAgria Pirkanmaa/ Rural Women's Advisory Organisation 33. Pirkanmaa Westcome Adult Education Unit 20

Appendix 2. Best practice case studies Method of Delivery A = Distance learning, selfadministrated B = Distance learning, tutor Title of Course Main Subjects Covered Level of Skills Duration of Training assisted C =Blended learning D = Face to Face learning aided by electronic material Language course Speech communication Basic 300 h D Polytechnics adult education Industry rights as resource for Enterprise Professional Examination for Hairdressers Hairdressing Oppivat seutukunnat Special vocational degree on rural development Foundation course for ICT vocational degree Different fields Basic, advanced, very advanced varies Patent Basic varies A Establishment of regional plan network developer activities, project management Very Advanced Very Advanced operation assistance Basic 3600 h D Tietolaituri Improving ICT and Basic D social skills of rural women Datanomi Data processing Basic D Special vocational degree on cleaning Special vocational degree on rural development Mentor programme Vocational degree on Fixture installation Cleaning Entrepreneurship, project skills and developer operations Mentor-actor meetings, seminars Genral woodworker knowledge (materials and technics) + economic skills Very Advanced Very Advanced 1755h Very Advanced 40 h Advanced 3 weeks face to face learning + virtual learning 1,5 years Datanomi Data processing Basic 300h A, B, C B, D D D C Data retrieval and Data retrieval and Very data management data management skills Advanced ICT General subjects Advanced 216h B Virtual Teacher training 1 week - D Masters degree on Digital Media Developing of new practices to provide learning material Very Advanced A, B, D 21

Marketing communication Marketing Basic 70h B Business Economics degrees Virtual training from merkonomi to tradenomi Advanced B ITC training for SME's Financial administration in S MEs Information networks and toolprograms. Basic 3-60h D Financial administration Basic 40h B Method of Delivery A = Distance learning, self-administrated B = Distance learning, Title of Course Main Subjects Covered Level of Skills Duration of Training tuor assisted C =Blended learning D = Face to Face learning aided by electrnonic material Entrepreneur training Business economics Basic 100 h D Foundation course for ICT basic degree Vocational degree on Financial administration System assistance Advanced 1400 h D Financial administration, virtual course Vocational degree on ICT ICT Basic D Vocational degree on Computer Mechanic Computer Mechanics Basic Very Advanced Mobile programming Basics on Advanced 648h D mobile programming, Programming skills Tools for time control Basic 20h D The establishment of the Enterprise Vocational degree on cleaning emba extensive training flash dw Vocational degree on cleaning Establishing and planning of business, forms of business Basic 35h C cleaning Basic 300h A,B image processing and publishing activities Computer drivers license, metal sector issues Very Advanced Basic 2430h 1200h Basic 800h C ICT engineer Basic A,B,D D C Java-programming basics programming Basic 70h B Special vocational degree on management Advanced 1200h D 22

Title of Course Main Subjects Covered Level of Skills Duration of Training Method of Delivery A = Distance learning, self-administrated B = Distance learning, tuor assisted C =Blended learning D = Face to Face learning aided by electrnonic material Nutrition Advanced 1450 h D Virtual Cook Management workbook immaterial issues Basic A Computer A-license ICT Basic 175 h D Special vocational degrees Management Very D for managers Advanced Vocational degree of secretary Basic D ICT basics ICT Basic Degree on wireless Mobile communication Basic 60 h D communication and services. Laptops and peripheral devices. Wireless networks and services for education Management mentor Very 40h B programme Advanced Special vocational degree leadership and Very 1,5 years D on technology management Advanced ICT in education Very 2160h C Advanced Server software and data Advanced security Commercial and making a platform 900 h D administrative training Special vocational training Advanced A,B,D in Polytechnic Multimedia planning Multimedia Advanced 350h D Vocational degree on Computer mechanics Advanced 1200 h D Computer Mechanic Computer AB - license ICT Advanced 175 h D Special vocational degree Advanced D on management Academic study skills Basic 162h B Electronic business Advanced Business Economics degrees Basic D Learning at work Advanced 23

Appendix 3. The national questionnaire, Finland, survey round 1 EURACADEMY OBSERVATORY TIETO- JA VIESTINTÄTEKNOLOGIAN HYÖDYNTÄMINEN KOULUTUKSESSA KYSELY KOULUTUKSEN JÄRJESTÄJILLE O. ESIKYSYMYS Käyttääkö organisaationne tieto- ja viestintäteknologiaa koulutusten toteuttamisessa? Kyllä, koulutuksia toteutetaan KOKONAAN tieto- ja viestintäteknologian avulla Kyllä, koulutuksia toteutetaan OSITTAIN tieto- ja viestintäteknologian avulla Ei, emme käytä Mikäli vastasitte ei, voitte jättää vastaamatta muihin kysymyksiin. 1. Vastaajan nimi, osoite ja sähköpostiosoite A. ORGANISAATION TAUSTATIEDOT 2. Organisaation nimi Valitkaa sopiva vaihtoehto: 3. Onko organisaationne: Julkinen Yksityinen (tarkennus) Kaupallinen Ei-kaupallinen Muu (mikä?) 4. Toimiiko organisaationne läheisessä yhteydessä tai osana: Yliopistoa Kauppakamaria tai teollisuuden tai maatalouden toimijoita Ammatillisia organisaatioita (esim. ammattiliitot tai työnantajajärjestöt) Organisaatioita, jotka liittyvät osaamisen tunnustamiseen muuta toimijaa (mitä?)... 24

5. Onko organisaationne erikoistunut mihinkään seuraavista sektoreista: perustuotanto (maatalous, karjatalous, metsätalous, kalastus) teollisuus palvelut (tieto- ja viestintäteknologia, matkailu; muu palvelu, tarkenna:...) Muu (tarkenna)... Emme ole erikoistuneet mihinkään tiettyyn sektoriin 6. Kuinka monta työntekijää organisaatiossanne on? (merkitse numeroin laatikkoon) Kokoaikaisia Osa-aikaisia 7. Kuinka moni näistä työntekijöistä on opettajia tai kouluttajia? 8. Toimiiko organisaationne tietyillä alueilla? Kyllä, seuravilla alueilla:... Maaseutualueilla Kaupunkialueilla Ei, ei millään tietyllä alueella tai alueilla B. KOULUTUSTEN TIEDOT 9. Kuvatkaa lyhyesti minkä tyyppisiä koulutuksia organisaationne on järjestänyt viimeisen 12 kuukauden aikana. Jos mahdollista, antakaa esim. internet -osoite, josta koulutusten tiedot löytyvät. 10. Kuinka monessa näistä koulutuksista on hyödynnetty tieto- ja viestintäteknologiaa (ei koske tietotekniikkakoulutusta, ellei sitä ole toteutettu esim. verkkokurssina)? 11. Kuinka monta kuhinkin alla olevaan ryhmään kuuluvaa henkilöä on osallistunut organisaationne järjestämään tieto- ja viestintäteknologia-avusteiseen koulutukseen viimeisen vuoden aikana? (Merkitse luvut laatikkoon; arvio riittää) suuryhtiöiden työntekijät maaseudun pienyritysten työntekijät muut pienyritysten työntekijät 25

maaseudulla asuvat työttömät henkilöt Muut (ketkä?).. 12. Millä tavoin organisaationne tarjoamat tieto- ja viestintäteknologia-avusteiset kurssit suoritetaan? Etäopiskeluna itsenäisesti Etäopiskeluna tutorin avustuksella Monimuoto-opiskeluna (etäopiskeluna ja lähiopiskeluna) Lähiopiskeluna hyödyntäen samalla digitaalisia oppimateriaaleja Muulla tavoin (miten?) 13. Mitä oppimateriaaleja ja opiskelumenetelmiä käytätte etäopiskelussa? Oppimisalustat: Verkko-opiskelu ympäristöt (esim. WebCT, Moodle; muu, mikä:..) Verkkosivuja, joilta voi ladata materiaalia (dokumentit, artikkelit, jne.) Intranettiä Henkilökohtaisia blogeja Muita materiaaleja tai menetelmiä (mitä?). Työkalut: Chat Keskustelupalstat Videoita, lyhyitä videoklippejä tai ääninauhoja Videoneuvottelua omalta tietokoneelta web-kameroilla Sähköpostia CD- romeja Muita välineitä (mitä?). 14. Missä opiskelijoiden oletetaan voivan käyttää tietokonetta? Kotona Työssä Organisaationne tiloissa Muissa tiloissa, joissa on tarvittavat välineet (missä?) 26

15. Kuvatkaa lyhyesti organisaationne viittä (5) mielestänne parhaiten onnistunutta tieto- ja viestintäteknologia-avusteista koulutusta: Koulutuksen nimi Käsiteltävät pääaiheet Koulutuksen taso perus jatko edistynyt Koulutuks en pituus (tunneissa) Koulutuksen suoritustavat A = itsenäinen etäopiskelu B = etäopiskelu tutorin avulla C =monimuoto-opiskelu (etä- ja lähiopiskelu) D = lähiopiskelu 27

16. Kuinka monta vuotta organisaationne on tarjonnut tieto- ja viestintäteknologiaa hyödyntävää koulutusta? (merkitkää luku laatikkoon) 17. Miksi organisaationne alun perin alkoi tarjota tieto- ja viestintäteknologiaa hyödyntävää koulutusta? Pienyritysten (alle 250 työntekijää) ja suuryhtiöiden tarpeesta Hallinnon tai EU:n tarjoaman tukirahoituksen takia Muusta syystä (mistä?) C. OPISKELIJOIDEN PROFIILI JA KOULUTUKSEN HYÖDYT OPISKELIJOILLE 18. Minkälaisen todistuksen opiskelijat saavat tieto- ja viestintäteknologiaa hyödyntävistä koulutuksista? Tunnustettu suomalainen pätevöityminen (mikä?) Tunnustettu kansainvälinen pätevöityminen (mikä?) Organisaation oma todistus Muu (mikä?) 19. Onko organisaatiossanne käytössä laatujärjestelmä? KYLLÄ EI Jos vastasitte kyllä, tarkentakaa mikä tai millainen: 20. Miten tieto- ja viestintäteknologiaa hyödyntävät koulutukset rahoitetaan? Työnantajat kustantavat työntekijän koulutuksen Opiskelijat kustantavat koulutuksen itse Rahoitustuen turvin (esim. kansallinen tai EU-rahoitus) Osin rahoitustuella ( esim. kansallinen tai EU), osin yksityisillä maksuilla Muulla tavoin (miten?). 21. Arvioikaa organisaationne tieto- ja viestintäteknologiaa hyödyntävään koulutukseen osallistujat prosentteina: % Miehiä % Naisia 28

% Työssäkäyviä (pien- ja mikroyritykset; pienyrityksessä on alle 250 työntekijää) % Liikkeen- tai ammatinharjoittajia % Työssäkäyviä (suuryhtiöt) % Työttömiä % Työssä maaseudulla (jos tiedossa) 22. Mitkä alla olevista asioista ovat välttämättömiä, jotta opiskelija voi suorittaa tieto- ja viestinteknologiaa hyödyntävän koulutuksen menestyksekkäästi? Infrastruktruuri Pääsy Internetiin Tietokoneen käyttömahdollisuus Uusimman teknologian käyttömahdollisuus (esim. uudehko tehokas tietokone, laajakaistayhteys, langaton yhteys) Erityisten ohjelmistojen käyttömahdollisuus Muu (mikä?) Henkilökohtaiset piirteet Itsekuri Oppimishalu Kriittinen ajattelutapa Johdonmukaisuus Muu (mikä?). D. VASTAAJAN MIELIPIDE 23. Mitä alla olevista kohdista vaaditaan siihen, että koulutuksen tarjoaja voi menestyksekkäästi toteuttaa tieto- ja viestintäteknologiaa hyödyntävää koulutusta? Infrastruktuuri Opetushenkilöstön koulutus ja osaaminen Hallinnon valmius Strategioiden tuki Rahoituksen kohdentuminen Markkinointi Muu (mikä?). 24. Mitkä kokemuksenne mukaan ovat erityisesti maaseutualueilla tieto- ja viestintäteknologiaa hyödyntävään koulutukseen liittyvät ongelmat? 29

Ei rahoitusmahdollisuuksia Ei tarpeellista infrastruktuuria Ihmisten uskomus siitä, että tietoteknologiataitoja ei tarvita Tietotekniikkalukutaidottomuus Tukipalvelujen ja neuvojien puute Muu (mikä?). 25. Mitkä kokemuksenne mukaan ovat erityisesti maaseutualueilla koulutukseen liittyvät potentiaalit ja mahdollisuudet hyödyntää tieto- ja viestintäteknologiaa? 26. Miksi kokemuksenne mukaan opiskelijat osallistuvat tieto- ja viestintäteknologiaa hyödyntäen järjestettyyn koulutukseen? Kiitos ajastasi! 30

Appendix 4. The national questionnaire, Finland, survey round 2 Euracademy Observatory WP3 Kysymyslomake 1a) Organisaation nimi: O. ESIKYSYMYKSET 1b) Vastaajan nimi ja sähköpostiosoite: Käyttääkö organisaationne tieto- ja viestintäteknologiaa koulutusten toteuttamisessa? Kyllä, koulutuksia toteutetaan OSITTAIN tieto- ja viestintäteknologian avulla Kyllä, koulutuksia toteutetaan KOKONAAN tieto- ja viestintäteknologian avulla Ei, emme käytä Mikäli vastasitte ei, voitte jättää vastaamatta muihin kysymyksiin. A. ORGANISAATION KUVAUS 2. Onko organisaationne: (valitkaa vain yksi, sopivin vaihtoehto) Julkinen Yksityinen (jos kyllä, onko organisaationne: Kaupallinen Ei kaupallinen Muu (mikä?) 3. Toimiiko organisaationne läheisessä yhteydessä tai osana: (valitkaa parhaiten sopiva vaihtoehto) Yliopistoa Kauppakamaria tai teollisuuden tai maatalouden toimijoita Ammatillisia organisaatioita (esim. ammattiliitot tai työnantajajärjestöt) Organisaatioita, jotka liittyvät osaamisen tunnustamiseen Riippumatonta koulutusorganisaatiota Muuta toimijaa (mitä?).. 4. Onko organisaationne erikoistunut mihinkään seuraavista sektoreista? (valitkaa parhaiten sopiva vaihtoehto) Perustuotanto (maatalous, karjatalous, metsätalous, kalastus ym.) Teollisuus Palvelut (tieto- ja viestintäteknologia, matkailu, muu palveluala) Muu sektori (tarkenna) Emme ole erikoistuneet mihinkään tiettyyn sektoriin 5.1. Kuinka monta kokoaikaista työntekijää organisaatiossanne on? (merkitkää lukumäärä numeroin laatikkoon) 31

5.2. Kuinka moni kokoaikaisista työntekijöistä on opettaja tai kouluttaja? (merkitkää lukumäärä numeroin laatikkoon) 5.3. Kuinka monta osa-aikaista työntekijää organisaatiossanne on? (merkitkää lukumäärä numeroin laatikkoon) 5.4. Kuinka moni osa-aikaisista työntekijöistä on opettaja tai kouluttaja? (merkitkää lukumäärä numeroin laatikkoon) 6. Toimiiko organisaationne tietyillä alueilla? (valitkaa keskeisin vaihtoehto) Kyllä, olemme keskittyneet tietyille maantieteellisille alueille Erityisesti maaseutualueilla Erityisesti kaupunkialueilla Toimimme koko maan alueella Ei, emme keskity erityisesti millekään tietylle maantieteelliselle alueelle Mikäli valitsit kyllä, tarkentaisitko mille alueille olette keskittyneet: B. KOULUTUSTEN TIEDOT 7. Kuinka suuressa osassa (%) koulutuksistanne on hyödynnetty arvionne mukaan tieto- ja viestintäteknologiaa (ei koske tietotekniikkakoulutusta, ellei sitä ole toteutettu esim. verkkokurssina)? alle 10% 10%-30% 30%-60% yli 60% 8.Kuinka suuri osa (%) edellä mainituista kursseista on arvionne mukaan kohdentunut seuraaville kohderyhmille? suuryhtiöiden työntekijät Pienyritykset ja niiden henkilökunta Työttömät Muut ryhmät alle 10% 10%-30% 30%-60% yli 60% Mikäli valitsitte muut ryhmät, tarkentakaa mitkä: 8.1. Jos tiedossa: kuinka suuri osa (%) edellä mainituista pienyrityksille ja niiden henkilöstölle suunnatuista kursseista on kohdentunut erityisesti maaseudun pienyrityksille ja niiden henkilökunnalle? 8.2. Jos tiedossa: kuinka suuri osa (%) edellä mainituista työttömille suunnatuista kursseista on kohdentunut seuraaville erityisesti maaseudulla asuville työttömille? 32