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collaboration with industries and government agencies is an example to follow due to its highly
adaptable and comprehensible nature.

5.16 LUXEMBOURG

Expand your outreach

When it comes to digital transition, Luxembourg is among the most advanced countries. It ranks 6th
in the Digital Economy and Society Index (2022). 6.3% of adult Luxembourgers work as ICT
specialists. According to the Ministry of Digitalisation study, only 1.5% of the residents do not use
Internet at all. However, the study has demonstrated that 42% of the population describe
themselves as “not autonomous in using the Internet”.

In 2017 the Digital Skills & Jobs Coalition in Luxembourg was formed. The coalition – which
encompasses numerous leading companies, chambers of commerce and competence centres – has

established a single online platform for all training and news on digital skills and opportunities across
the country.

The Digital Skills and Jobs platform is both comprehensive and easily accessible. It facilitates sharing
and promoting diverse digital skills to manifold target groups. Therefore, it addresses the needs of
all citizens, mitigates the negative effects of the digital divide and enhances the digital inclusion.

Why is relevant for adult educators and adult education centers?
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Why this case study is a success / best practice?

The case of Luxembourg and its unified digital education platform demonstrates how businesses

and education centres can seek to reach out to all their potential clients, including those coming
from disadvantaged and vulnerable groups who might find it difficult to look for education
opportunities all over the Internet. The intuitive and easily accessible platform sets an example to
follow for all educators who want to expand their outreach and address the needs of
underprivileged citizens.

5.17 IRELAND

Embrace a comprehensive approach

In Ireland there are a wide range of digital skills training providers, including NGOs and charities,
community development organisations and Further Education and Training (FET) centres. In recent
years – according to the National Further Education and Training Strategy – significant progress has
been made in developing capability in technology-enhanced learning across FET. The main focus of
the recent changes was the usage of technology in pedagogical approaches to education and

learning.

There are four key areas of focus within the transformation framework: