10.5281/zenodo.4991605
https://zenodo.org/records/4991605
oai:zenodo.org:4991605
Nur Akarcay, Yeliz
Yeliz
Nur Akarcay
Sarıçam Halk Eğitimi Merkezi Müdürlüğü
Ochoa Siguencia, Luis
Luis
Ochoa Siguencia
Akademia Wychowania Fizycznego im. Jerzego Kukuczki w Katowicach
Sanchez Garcia, Javier
Javier
Sanchez Garcia
Fundacion Universitat Jaume I-Empresa
Ochoa-Daderska, Renata
Renata
Ochoa-Daderska
Instytut Badań i Innowacji w Edukacji
Velinov, Emil
Emil
Velinov
ITC International
Niemczyk, Agata
Agata
Niemczyk
Uniwersytet Ekonomiczny w Krakowie
Grodek-Szostak, Zofia
Zofia
Grodek-Szostak
Uniwersytet Ekonomiczny w Krakowie
Adult Social Inclusion in a Digital Environment: Digital Social Inclusion
Zenodo
2021
ASIDE
INBIE
Social Inclusion
Digital Environment
2021-07-09
eng
10.5281/zenodo.4991604
https://zenodo.org/communities/inbie
English
Creative Commons Attribution 4.0 International
This publication contains the fourth report of the Adult Social Inclusion in a Digital Environment - Exchange of Good Practices, ERASMUS+ project number 2019-1-PL01-KA204- 065689.
The fourth report presents a desk research about “DIGITAL SOCIAL INCLUSION” carried out by ASIDE consortium and contains:
Introduction
Digital Social Inclusion: The Turkish Case
Digital Social Inclusion: The Czech Republic Case
Digital Social Inclusion: The Spanish Case
Digital Social Inclusion: The Polish Case
Conclusion
Bibliography
List of authors
Accessing and using information and communication technologies is a topic that has gained even more importance with the conditions brought by the pandemic, and it impacts individuals and the community as a whole. Technology is the tool for a digitally inclusive community in terms of economic and workforce development. It also enhances education, healthcare, civic participation, and public safety.
A digitally inclusive community requires the support and participation of all sectors including community-based organizations, public services, business world, policymakers, etc. Digitally included people will eventually become socially included. Therefore, people in disadvantaged groups such as less educated people, people with lower income, seniors, and people with disabilities should be provided with education services to become digitally included individuals in society. Actions taken to achieve these may vary from country to country; this report provides a summary of practices in different countries.
ASIDE REPORT IV (March 2021 - July 2021) | [Agreement Number: 2019-1-PL01-KA204- 065689]