Typically youth and young adults (16 to 24) face high unemployment rates in European countries, mainly amongst those with lower levels of education, basic competences and skills. During times of high unemployment, in some countries, employers reported shortages of basic skills (literacy, numeracy, problem solving in technology-rich environments). This problematic is the focus of the European project LIBE, aiming to offer innovative and effective e-learning solutions with specific focus on digital competences in order to aid European countries dealing with this issue. This paper presents the common framework for LIBE, assisting the definition of key-terms, competences and skills that will be the core support to create and implement the elearning solutions based on current needs of education and training for low achievers. The goal is to increase social equity, promote citizenship and improve employability and access to labor market at a European level.

1. Development of basic skills through
technology rich environments to
support youth low achievers lifelong
learning
Marta Pinto, Manuela Terrasêca, Susana Coimbra, João Caramelo, Lucienia
Martins, Gabriella Agrusti
Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto; Laboratorio di
Pedagogia sperimentale of University Uniroma Tre
ticEDUCA 2014
PROJECT REF. NO. 543058-LLP-1-2013-1-IT-KA3-KA3MP
This project has been funded with support from the European Commission. This communication reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. Desenvolvimento de competências
básicas através de Ambientes Ricos em
Tecnologia, como suporte à
aprendizagem ao longo da vida de
jovens com baixo aproveitamento
Marta Pinto, Manuela Terrasêca, Susana Coimbra, João Caramelo, Lucienia
Martins, Gabriella Agrusti
Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto
Laboratorio di Pedagogia sperimentale of University Uniroma Tre
ticEDUCA 2014
PROJECT REF. NO. 543058-LLP-1-2013-1-IT-KA3-KA3MP
This project has been funded with support from the European Commission. This communication reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be made of the information contained therein.

3.  Introduçction
Methodology
 Theoretical Framework
 Highlights for project LIBE
 Final Considerations
ticEDUCA 2014

4. Introduction
European project LIBE
“Supporting Lifelong learning with ICT Inquiry-Based Education”
ticEDUCA 2014
Problem tackled
European countries
dealing with issues
deriving from low
educational achievers
(16-24) in literacy,
numeracy and problem
solving (OECD, 2013).

5. Reason 2:
Young people are less frequently developing their skills through systematic
self-study or formal e-learning training courses, and almost never with
specific reference to digital competence, as the key information processing
competence.
Introduction
ticEDUCA 2014
Reason 1:
ICT represents a motivator to learn: free them
from prejudices linked to their own gaps in
preparation and, even if almost completely only
for social and leisure reasons, it is pervasive in
young peoples’ daily experiences.
Aim:
offer innovative and
effective e-learning
solutions with specific
focus on digital
competences.

6. This paper presents one of its main contributions, the deliverable developed
by the partners of LIBE project, entitled :
“ICT key-competences review and project research framework definition”
2.
Social relevance that the problematic
takes.
1.
Relevance of the problematic that
LIBE faces.
Introduction
ticEDUCA 2014
Establishes a theoretical ground that sustains project LIBE in 2 ways:

7. STUDIES
conducted with
youth and young
adults (16-24),
exploring the
relation between the
key terms and ICT
| AND/OR |
digital competence.
KEY WORDS
1.access to higher
education
2.widening
participation
3.Migrants
4.information
processing skills
5.Empowerment
6.Unemployment
| AND/OR |
7. early leavers
8. low achievers in
abstracts or topic.
Methodology
ticEDUCA 2014
Bibliographic Research
DATABASES
1.OECD - international
reports about youth and
young adult skills and
competences;
2.European Commission;
Academic Search
Complete -
multidisciplinary domain;
3. PsycINFO - papers in
psychology;
4.Education Source and
ERIC - papers in education;
5.ProQuest Dissertations &
Theses - academic works
that could be unpublished.

8. Theoretical
Framework
ticEDUCA 2014
Levels of inactivity and unemployment are HIGHER
Youth and Young
adults with lower
levels of education
and basic
competences and
skills
+
who leave the
education system or
do not have an
upper secondary
qualification.
In some countries,
employers reported
shortages of basic
skills (literacy,
numeracy, problem
solving in
technology-rich
environments) in the
population (OECD, 2013).
students success in
later life depended
on possessing a wide
set of competences
(OECD, 2008)

9. Theoretical
Framework
ticEDUCA 2014
Competences and skills needed for people aged 16-24, with a profile of low
achievers and at risk of social exclusion as a result of not having completed
basic education levels and not having entered the labor market:
• Cognitive skills and
reflective thought
processes
• Using tools
interactively
• Interacting in
heterogeneous
groups
(Rychen & Salganik, 2003; Oates,
2003; OECD, 2013
• Basic ICT skills
• Literacy
• Numeracy
• Managing information
in digital
environments
Linked to
• Problem solving in
technology rich
environment
(PIAAC, 2013; OECD, 2013)

10. Theoretical
Framework
ticEDUCA 2014
Aware of the need to reduce the proportion of low achievers…
• Cognitive skills and
reflective thought
processes
• Using tools
interactively
• Interacting in
heterogeneous
groups
(Rychen & Salganik, 2003; Oates,
2003; OECD, 2013
LIBE PROPOSES TO CREATE AND IMPLEMENT
• Basic ICT skills
• Literacy
• Numeracy
• Managing
information in digital
environments
E-LEARNING COURSES
AIMED TO HELP YOUTH AND YOUNG ADULTS
(16-24) WHO STRUGGLE TO MASTER THESE
(PIAAC, 2013; OECD, 2013)
BASIC SKILLS.

11. The most relevant
highlights from the
research review raises
awareness to:
(…) conceptualizing LIBE e-learning courses as a ‘taster’ learning experience that
can further encourage more engaging long-term courses applications suitable for
both e-learning and face-to-face delivery.” (LIBE, 2014)
Highlights for
LIBE
ticEDUCA 2014
Inefficacy of the standard responses  necessary to find strategies to
“(…) engage young people with short-term, adaptive, open access e-learning
modules, in anonymity, and at their own pace, being free to choose when,
where and why they are engaged in a particular learning path (…), provide
learners with focused, provocative and imaginative programmes, developed in
an interdisciplinary perspective on their interests and popular themes.” (LIBE,
2014)

12. Highlights for
LIBE
ticEDUCA 2014
LIBE Courses foresees…
Cognitive strategies and contents for literacy,
numeracy, and problem solving skills in technology
rich environments (OECD; PIAAC).
“Computer and information literacy” that
integrates e-skills - ICT practitioner skills; ICT user
skills; and e-Business skills (European Commission, 2013).

13. Contributed for the
process of selecting
released items from
most prominent and
related large scale
assessment surveys
(such as PIAAC) 
build questions about
e-skills and attitudes
toward online learning,
in order to build an
entrance test that will
allow to select the
prospective LIBE e-learning
courses
learners.
Implication in the
development of the
next research phases 
involved creating a
focus group protocol to
assist in the process of
hearing the voices of
students who are low
achievers (16-24),
trainers and teachers of
students’ low achievers.
The focus group
protocols integrate the
topics: low achievers
knowledge and skills;
activities and most
relevant skills and
competences.
Final
Considerations
ticEDUCA 2014
Definition of key-terms
that will be used in the
time span of the
project:
 Low achiever
 Key information
processing
competences
 Literacy
 Numeracy
 Basic skills
development
within ICT

14. Obrigada.
LIBE
http://libeproject.it/
Marta Pinto
martapcarvalho@fpce.up.pt
Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto - Centro de
Investigação e Intervenção Educativas (CIIE)
Laboratorio di Pedagogia sperimentale of University Uniroma Tre
ticEDUCA 2014
PROJECT REF. NO. 543058-LLP-1-2013-1-IT-KA3-KA3MP
This project has been funded with support from the European Commission. This communication reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.