Juan-Francisco Martínez-Cerdá

Can e-learning improve job security? Evidence from 28 European countries

The purpose of this paper is to prove that e-learning, in union with another variable, builds a statistically significant relationship for estimating improvements in employment security, i.e., transition to employment of the same or higher job security as the previous year.,Using data from Eurostat 2007-2013 in 28 European countries, and after carrying out analysis of 261 regression models between the e-learning variable, along with another variable related to working conditions, education, or e-skills levels of citizens.,This study provides evidence about: there is a statistically significant relationship (p-value<0.05) between employment security (dependent variable), e-learning and another variable (independent variables) in 60.7 percent of 28 European countries analyzed (p-value<0.05 for at least one of these two independent variables); and there is a statistically significant relationship (p-value<0.05) in 75 percent of 28 countries (p-value<0.1 for at least one of these two independent variables). Consequently, a set with the minimum number of useful indicators for calculating the employment security is proposed: e-learning, labor transition, tertiary education, temporary employees, e-job search and e-skills.,Moreover, several similarities between studied countries are found, helping to formulate various recommendations based on complementarities between being an employee and using lifelong e-learning systems as a way for improving employment security.,This is one of the first studies to provide evidence of the relationship between e-learning and job security in Europe, in view of this, it should be considered as a key element and essential to any European policy related to work.

Alfabetización mediática en Brasil: experiencias y modelos en educación no formal

espanolEste articulo analiza el estado actual de la alfabetizacion mediatica existente en Brasil desde la perspectiva de la educacion no formal. Cuantifica la situacion mediante una muestra de proyectos (N=240) y de organizaciones (N=107) que desarrollan actividades conforme a las tres principales dimensiones de la educacion mediatica reconocidas internacionalmente (acceso/uso, comprension critica, y produccion de contenidos mediaticos), y que estan orientadas a diferentes comunidades de ciudadanos de acuerdo a diversos niveles de segmentacion (edad, lugar, situacion social, grupos sociales, y campos profesionales de aplicacion). El analisis realizado muestra la preponderancia de actividades de produccion de contenidos audiovisuales (65,4%) y de ampliacion de derechos y capacidades comunicativas de ciertas comunidades de personas generalmente excluidas de los medios de comunicacion tradicionales (45,8%). Ademas, la mayoria de las organizaciones trabajan con propuestas con un potencial medio y alto de empoderamiento (77,6%). Asimismo, y basandose en la literatura y el diagnostico realizado, se propone un modelo con el que estudiar los proyectos de educacion mediatica desarrollados en el ambito de la educacion no formal. De este modo, la investigacion presenta una primera imagen de la alfabetizacion mediatica de caracter no formal existente en un pais que, por sus dimensiones y grandes diferencias sociales, tiene que saber aprovechar las complementariedades que la educacion no formal ofrece a la educacion formal y al curriculum educativo, respecto a desarrollar educacion mediatica y empoderar a la ciudadania. EnglishThis article analyses the status of media literacy in Brazil from the perspective of non-formal education. It quantifies the situation through a sample of projects (N=240) and organizations (N=107) that develop media literacy activities according to the internationally recognized three dimensions of media education (access/use, critical understanding, and media content media production). These projects are aimed at different communities of citizens according to various levels of segmentation (age, location, social status, social groups, and professional fields). The analysis shows the preponderance of activities geared to the production of audiovisual content (65.4%) and to expanding the rights and communicative capabilities of certain communities, generally excluded from the traditional mass media (45.8%). Moreover, the majority of institutions have projects with a medium and high potential of empowerment (77.6%). Based on the literature review and the analysis conducted, the research presents a model that can be used for studying media education projects in the field of non-formal education. Thus, this article offers an initial look at non-formal media literacy in a country that, due to its size and large social differences, should take advantage of the complementarities that non-formal education provides to formal education, and its curriculum, regarding the development of media education and empowerment of citizens.Este articulo analiza el estado actual de la alfabetizacion mediatica existente en Brasil desde la perspectiva de la educacion no formal. Cuantifica la situacion mediante una muestra de proyectos (N=240) y de organizaciones (N=107) que desarrollan actividades conforme a las tres principales dimensiones de la educacion mediatica reconocidas internacionalmente (acceso/uso, comprension critica, y produccion de contenidos mediaticos), y que estan orientadas a diferentes comunidades de ciudadanos de acuerdo a diversos niveles de segmentacion (edad, lugar, situacion social, grupos sociales, y campos profesionales de aplicacion). El analisis realizado muestra la preponderancia de actividades de produccion de contenidos audiovisuales (65,4%) y de ampliacion de derechos y capacidades comunicativas de ciertas comunidades de personas generalmente excluidas de los medios de comunicacion tradicionales (45,8%). Ademas, la mayoria de las organizaciones trabajan con propuestas con un potencial medio y alto de empoderamiento (77,6%). Asimismo, y basandose en la literatura y el diagnostico realizado, se propone un modelo con el que estudiar los proyectos de educacion mediatica desarrollados en el ambito de la educacion no formal. De este modo, la investigacion presenta una primera imagen de la alfabetizacion mediatica de caracter no formal existente en un pais que, por sus dimensiones y grandes diferencias sociales, tiene que saber aprovechar las complementariedades que la educacion no formal ofrece a la educacion formal y al curriculum educativo, respecto a desarrollar educacion mediatica y empoderar a la ciudadania.This article analyses the status of media literacy in Brazil from the perspective of non-formal education. It quantifies the situation through a sample of projects (N=240) and organizations (N=107) that develop media literacy activities according to the internationally recognized three dimensions of media education (access/use, critical understanding, and media content media production). These projects are aimed at different communities of citizens according to various levels of segmentation (age, location, social status, social groups, and professional fields). The analysis shows the preponderance of activities geared to the production of audiovisual content (65.4%) and to expanding the rights and communicative capabilities of certain communities, generally excluded from the traditional mass media (45.8%). Moreover, the majority of institutions have projects with a medium and high potential of empowerment (77.6%). Based on the literature review and the analysis conducted, the research presents a model that can be used for studying media education projects in the field of non-formal education. Thus, this article offers an initial look at non-formal media literacy in a country that, due to its size and large social differences, should take advantage of the complementarities that non-formal education provides to formal education, and its curriculum, regarding the development of media education and empowerment of citizens.