e-Education
48% gain skills through learn-by-doing
Where and how adults obtained ICT skills, 2006, UK
The most common way that adults acquire information and communication technology (ICT) skills is through learning-by-doing. In January to April 2006 nearly one-half (48 per cent) of all adults in the UK said this was one of the ways they had gained their ICT skills. Informal assistance from colleagues, friends and family was received by 45 per cent of adults, while 30 per cent gained skills at a formal educational institution, such as a school or college. Nearly one-quarter of adults (24 per cent) obtained their ICT skills through a vocational training course on the demand of their employer.
While increasing numbers of people are using ICT, their skill levels are often not well developed. Generally, frequent users demonstrate higher skill levels. These skill levels are also closely related to occupation. In 2003, 77 per cent of those in managerial and professional occupations achieved the highest levels of awareness and practical skills, compared with 12 per cent of those in routine occupations. This occupational effect persisted even for those who were frequent users, with 82 per cent and 31 per cent respectively.
A majority of school teachers make regular use of ICT. In 2004, 92 per cent of primary school teachers, 91 per cent of special school teachers and 70 per cent of secondary teachers in England regularly used ICT in teaching and learning.
Staff confident in the use of ICT in their subject teaching: by type of school, England
Most staff were considered by their school to be confident users of ICT: 85 per cent of staff in primary schools, 86 per cent in special schools, and 81 per cent in secondary schools. These proportions had increased from 65 per cent, 63 per cent and 61 per cent respectively in 1998.
ICT use levels vary across the curriculum. In primary schools in 2004, after ICT as a subject, the next highest level of use was 63 per cent in English, followed by 56 per cent in mathematics. In secondary schools ICT was used less in these subject areas (24 per cent and 41 per cent respectively), while greater use was made in design and technology, at 66 per cent. With the exception of ICT as a subject and English taught in special schools, use levels grew in all areas of the curriculum between 2002 and 2004. An increasing range of ICT equipment was used in schools, with growing numbers of them making use of interactive whiteboards and digital (data) projectors.
Sources: Omnibus Survey, Office for National Statistics; Skills for Life Survey 2003, Department for Education and Skills; ICT in Schools Survey, British Educational Communications and Technology Agency (Becta), Department for Education and Skills
Notes:
Omnibus Survey data for 2006 were collected in January, February and April.
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