Bridging the Digital Divide: Vodafone Foundation Celebrates World Youth Skills Day
In 2023, the European Union saw a modest increase in basic digital skills among its citizens, with only 55.6% equipped, up from 53.9% in 2021. This progress falls short of the necessary annual growth rate of 4.5% needed to meet the 2030 target. These figures underscore the pressing need for accelerated efforts to bridge the digital skills gap.
Vodafone Foundation is proud to be at the forefront of this mission, running local education programmes across Europe that empower students and young people with essential digital skills and enables teachers and trainers to use technology and teach digital skills without prior knowledge in the field, helping to bridge the digital divide.
In the Netherlands, Rob van Dael, a dedicated teacher at De Zonnewijzer primary school, integrates the Vodafone Foundation’s Online Masters programme into his curriculum. “Our students receive media literacy lessons from grade 5 onwards, six times a year,” Rob explains. By utilizing Online Masters, Rob has seen a significant increase in his students’ awareness and engagement with digital topics. “They enjoy sharing their online experiences and are very open and honest. It’s great to see them so enthusiastic about learning,” he adds.
In Spain, theDigiCraft programme has transformed education in schools like CEIP la Gaviota in Madrid, which suffers from high rates of absenteeism. “We created the subject of Technology, combined it with Plastic Arts, and saw a dramatic increase in student engagement,” says one teacher. Another educator from Senegüé school highlights the programme’s impact on students with learning difficulties, noting how DigiCraft has improved their self-esteem and creativity. “We’ve gone from not knowing how to turn on a tablet to winning the regional DigiCraft SuperChallenge two years in a row,” they proudly share.
In Germany, teacher Markus Kohlstädde credits the Coding For Tomorrow programme with helping students at his school for children with special needs to develop essential digital skills. “Children who initially had no basic knowledge in coding are now able to create their own computer games,” Markus says. The programme not only enhances technical skills but also boosts students’ confidence and creativity.
Greece has seen significant improvements through the Generation Next programme. Antonia Kaloudi-Hatzea, a chemistry teacher in Gytheion, has utilized the programme to mentor students in STEM techniques. “Students have demonstrated heightened enthusiasm for subjects traditionally perceived as challenging, such as Physics,” she notes. The programme has led to innovative thinking and leadership among students who were initially indifferent.
In Turkey, Nur Çağla Akkaleli Toprak explains that the Artificial Intelligence Stars Project has helped her learn about new technologies and grow: “With AI Stars, I learned that there are many artificial intelligence applications that can be used in the field of education. These applications are up-to-date applications that make it easier to prepare educational content as a teacher and make learning and teaching processes more interesting. It also contributed to my professional development.”
In Italy, Ersilia Pagano at Istituto Istruzione Superiore Nitti in Portici uses the LV8 curriculum to teach digital and entrepreneurial skills. “Through LV8, students develop competencies in STEM, social, digital, and entrepreneurship,” Ersilia explains. The programme’s structure aligns with national educational standards and has significantly improved student engagement and skill acquisition.
In Romania, Iulia Caba, a speech therapist at the School Center for Inclusive Education in Cluj-Napoca, uses the “School of the Future” programme to develop digital skills in students with intellectual disabilities and autism spectrum disorders. “We used innovative methodologies to develop students' digital skills through games and experiments,” she shares, noting the programme's positive impact on students' engagement and skill development.
In Albania, teacher Valentina Ismaili from the winner school “Sule Harri” continues to use the curricula of Generation Next project with students. “This was the first time STEM curricula was introduced to our students, she notes. Together with my students we continued to use the curricula and to develop other projects, one of them honoured with prize on Science on Stage Europe, 2024 Festival.
Vodafone Foundation remains committed to providing support to educators and students through the Skills Upload Europe programme. By continuing to innovate and collaborate, Vodafone Foundation aims to close the digital gap and empower the next generation with the skills they need to succeed in an increasingly digital world. Learn more about Vodafone Foundation’s work here:
https://www.vodafone.com/vodafone-foundation/focus-areas/skills-upload-europe
Vodafone Foundation is proud to be at the forefront of this mission, running local education programmes across Europe that empower students and young people with essential digital skills and enables teachers and trainers to use technology and teach digital skills without prior knowledge in the field, helping to bridge the digital divide.
In the Netherlands, Rob van Dael, a dedicated teacher at De Zonnewijzer primary school, integrates the Vodafone Foundation’s Online Masters programme into his curriculum. “Our students receive media literacy lessons from grade 5 onwards, six times a year,” Rob explains. By utilizing Online Masters, Rob has seen a significant increase in his students’ awareness and engagement with digital topics. “They enjoy sharing their online experiences and are very open and honest. It’s great to see them so enthusiastic about learning,” he adds.
In Spain, theDigiCraft programme has transformed education in schools like CEIP la Gaviota in Madrid, which suffers from high rates of absenteeism. “We created the subject of Technology, combined it with Plastic Arts, and saw a dramatic increase in student engagement,” says one teacher. Another educator from Senegüé school highlights the programme’s impact on students with learning difficulties, noting how DigiCraft has improved their self-esteem and creativity. “We’ve gone from not knowing how to turn on a tablet to winning the regional DigiCraft SuperChallenge two years in a row,” they proudly share.
In Germany, teacher Markus Kohlstädde credits the Coding For Tomorrow programme with helping students at his school for children with special needs to develop essential digital skills. “Children who initially had no basic knowledge in coding are now able to create their own computer games,” Markus says. The programme not only enhances technical skills but also boosts students’ confidence and creativity.
Greece has seen significant improvements through the Generation Next programme. Antonia Kaloudi-Hatzea, a chemistry teacher in Gytheion, has utilized the programme to mentor students in STEM techniques. “Students have demonstrated heightened enthusiasm for subjects traditionally perceived as challenging, such as Physics,” she notes. The programme has led to innovative thinking and leadership among students who were initially indifferent.
In Turkey, Nur Çağla Akkaleli Toprak explains that the Artificial Intelligence Stars Project has helped her learn about new technologies and grow: “With AI Stars, I learned that there are many artificial intelligence applications that can be used in the field of education. These applications are up-to-date applications that make it easier to prepare educational content as a teacher and make learning and teaching processes more interesting. It also contributed to my professional development.”
In Italy, Ersilia Pagano at Istituto Istruzione Superiore Nitti in Portici uses the LV8 curriculum to teach digital and entrepreneurial skills. “Through LV8, students develop competencies in STEM, social, digital, and entrepreneurship,” Ersilia explains. The programme’s structure aligns with national educational standards and has significantly improved student engagement and skill acquisition.
In Romania, Iulia Caba, a speech therapist at the School Center for Inclusive Education in Cluj-Napoca, uses the “School of the Future” programme to develop digital skills in students with intellectual disabilities and autism spectrum disorders. “We used innovative methodologies to develop students' digital skills through games and experiments,” she shares, noting the programme's positive impact on students' engagement and skill development.
In Albania, teacher Valentina Ismaili from the winner school “Sule Harri” continues to use the curricula of Generation Next project with students. “This was the first time STEM curricula was introduced to our students, she notes. Together with my students we continued to use the curricula and to develop other projects, one of them honoured with prize on Science on Stage Europe, 2024 Festival.
Vodafone Foundation remains committed to providing support to educators and students through the Skills Upload Europe programme. By continuing to innovate and collaborate, Vodafone Foundation aims to close the digital gap and empower the next generation with the skills they need to succeed in an increasingly digital world. Learn more about Vodafone Foundation’s work here:
https://www.vodafone.com/vodafone-foundation/focus-areas/skills-upload-europe