Joint Research Centre by JDBmSR3

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									e-Skills for Inclusion

    From concepts to policy


                      www.jrc.ec.europa.eu
                      Digital Competence in a
                      lifelong learning
                      perspective



                      Serving society
                     Anusca Ferrari
                      Stimulating innovation
                     Yves Punie
                      Supporting legislation
                     JRC-IPTS
                     IBBT-SMIT Lecture series
                     10 October 2012
Part of Joint Research
Centre
of the EC

IPTS: Research Institute
supporting EU policy-
making on socio-economic,
scientific and/or
technological issues
              Awareness
http://www.youtube.com/watch?v=F7pYHN9iC9I
Every European Digital – Neelie Kroes
Digital Agenda for Europe
This is Europe’s first comprehensive
strategy for maximising the potential
of ICTs. It aims to ensure that all
European citizens can enjoy better
online content and services at fair
prices, and most importantly
Europeans also need the
access, skills, competences and trust
to enjoy them.
                                        19 May 2010
http://blogs.ec.europa.eu/neelie-
kroes/every-european-digital/
Policy concepts: Digital literacy (DG C’NECT)


Digital literacy is the skills required to achieve digital competence. It is
   underpinned by basic skills in ICT and the use of computers to
   retrieve, assess, store, produce, present and exchange
   information, and to communicate and participate in collaborative
   networks via the Internet.


   European Commission. (2008a). Digital Literacy Report: a review
   for the i2010 eInclusion Initiative. (p. 4)
Policy concepts: Digital literacy (DG C’NECT):
Digital Agenda for Europe: 7 Pillars
• Pillar 1: A vibrant digital single market

• Pillar 2: Interoperability and standards

• Pillar 3: Trust and security

• Pillar 4: Fast and ultra-fast Internet access

• Pillar 5: Research and innovation

• Pillar 6: Enhancing digital literacy, skills and inclusion

• Pillar 7: ICT-enabled benefits for EU society
Pillar VI
30% of Europeans have never used the internet at all
Policy concepts: Media literacy (DG EAC, DG
C’NECT)

Media literacy is the ability to access the media, to
  understand and to critically evaluate different aspects of
  the media and media contents and to create
  communications in a variety of contexts

  Definition on the Media Literacy website,
  http://ec.europa.eu/culture/media/literacy/index_en.htm
Policy concepts: Digital Competence (DG EAC)

  Digital competence involves the confident and critical
  use of Information Society Technology (IST) for work,
  leisure and communication. It is underpinned by basic
  skills in ICT: the use of computers to retrieve, assess,
  store, produce, present and exchange information, and
  to communicate and participate in collaborative
  networks via the Internet.


  European Parliament and the Council. (2006). Recommendation of
  the European Parliament and of the Council of 18 December 2006
  on key competences for lifelong learning. Official Journal of the
  European Union, L394/310.
Policy concepts: eSkills (DG ENTR)

• ICT user skills represent the capabilities required for the effective application of ICT
  systems and devices by the individual. ICT users apply systems as tools in support
  of their own work. User skills cover the use of common software tools and of
  specialised tools supporting business functions within industry. At the general level,
  they cover "digital literacy".

• ICT practitioner skills are the capabilities required for researching, developing,
  designing, strategic planning, managing, producing, consulting, marketing, selling,
  integrating, installing, administering, maintaining, supporting and servicing ICT
  systems.

• e-Business skills correspond to the capabilities needed to exploit opportunities
  provided by ICT, notably the Internet; to ensure more efficient and effective
  performance of different types of organisations; to explore possibilities for new ways
  of conducting business/administrative and organisational processes; and/or to
  establish new businesses.


European e-Skills Forum, adopted also in eSkills Communication (2007)
EUROPASS
Action 58 (DAE):
Develop an online assessment tool on ICT skills (e-skills)
  as supplement to EUROPASS

A new ICT module, allowing individuals that are not ICT
  professionals to describe their skills in using
  information and communication technologies, applying
  a set of descriptors of competences recognized at
  European level. This new ICT module, currently under
  construction, will most probably be integrated in the
  Europass CV online tool.
eCompetence framework for ICT
professionals


The European e-Competence Framework (e-CF) is a
  reference framework of 36 ICT competences that can
  be used and understood by ICT user and supply
  companies, the public sector, educational and social
  partners across Europe.

http://www.ecompetences.eu/
              Digital Literacy



              Internet literacy

Information          ICT              Media
   literacy       Literacy           literacy




                                  Ala-Mutka (2011), Mapping Digital
                                  Competence: Towards a conceptual
                                  understanding, JRC-IPTS, Seville.
Digital Inclusion



   Access


                    Use


                          Skills/competences
 Erstad: 3 phases of digital literacy

1st (60s - 80s)           2nd (mid 80s - 90s)             3rd (90s - today)

     Mastery phase              Application phase
                               Application phase               Reflective phase
     Professionals only               Educated
                                     Educated
                                                                  Digital inclusion
  Programming languages         Graphic user interfaces
                               Graphic user interfaces
                                                             Natural user interfaces
          eSkills                 Mass certification
                                 Mass certification          Critical/transversal skills




                  Need to go beyond the second phase
Digcomp study
Aim: Supporting Digital Agenda Action Nr. 58 on recognition of Digital Competence
    • Identify key components of Digital Competence (DC) in terms of the
       knowledge, skills and attitudes needed to be digitally competent
    • Develop DC descriptors and a conceptual framework/guidelines at EU level
    • Propose a roadmap for follow-up actions
Method
    • Literature, case studies, online consultation, expert workshop
    • Wider consultation on draft framework
Impact
    • ICT Supplement to EU Skills Passport (Europass)
    • EAC Thematic Working Group on ICT and Education
    • Possible development of assessment and evaluation tool with OECD-CERI
    • Requests from curriculum developers (Cataluña, Tasmania) and for
       seminars
Digcomp study
Why:


• DC is one of the 8 key competences for LLL (2006
  Recommendation)
• Europe 2020 Flagships: DAE, YoM, NS&J, Innovation Union
• Transversal basic competence important for learning,
  employability, inclusion, participation, innovation, creativity and
  competitiveness
• Given the rapid technological developments, unclear what DC
  should consist of
• Many initiatives exists but lack of a common/comparable language
  in Europe
• Internet use ≠ digital competence (E.g. Young)
Conceptual   Case studies       Online        Experts’
 mapping       analysis       Consultation   workshop




                    First proposal




               Stakeholders’ Consultation




                   Validated proposal
Digital Competence Areas (6) and Sub-Competences (19)
How proficiency levels match to the needs of
key groups from the perspective of social
inclusion
                       Possible applications

              Non-formal




Curricula       Certification   E-Inclusion
development     schemes         Initiatives
                                Work-placed
                                learning
                   Possible applications
                                              RECOGNIZING          COMPETENCES
              Non-formal
                                              ACQUIRED THROUGH INFORMAL
                                              LEARNING
                                              Informal learning that takes place
                                              outside formal settings should be
                                              appreciated and constitutes the basis
                                              for real-life, context-based, and
Curricula       Certification   E-Inclusion
                                              learner-centred activities.
development     schemes         Initiatives
                                Work-placed   INVOLVEMENT OF DIFFERENT
                                learning      ACTORS
                                              Industries
                                              Certification schemes/authorities
                                              intermediaries
Follow-up
• Roadmap for its revision

• Profiling – context

• Certifications
• Implementation guidelines

• Development of survey for understanding digital
  competence levels?
Digital Agenda Scoreboard
Digital skills
https://ec.europa.eu/digital-agenda/sites/digital-
agenda/files/scoreboard_digital_skills.pdf
         Thank you for your attention



          Anusca.Ferrari@ec.europa.eu

http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

								
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