Transcript Slide 1

Supporting digital skills as
a necessary competence
in the workforce of the future
Lieve Van den Brande, European Commission, DG EMPL
Brussels, 20 November 2014 Media and Learning Conference
What qualifications will Europe need by 2020?

Key messages
Boosting skills for jobs and growth is one of the priorities
of Junker's Commission
The labour market is constantly evolving. Therefore, also
the skills, competences, and qualifications that people need
change over time
In order to face such changes, people need to have a
variety of basic skills, but also transversal skills
Unfortunately, evidence tells us that too many people in the
EU still do not have the skills required

Action is required
EU does a lot: provide funding (EIT, Erasmus+, ESF,
Youth Employment Initiative), policy development,
best practice exchange, cooperation with business and
other stakeholders, etc.
Still, more decisive action at EU and national level is
needed to ensure that Europe has a large and
diversified pool of digital talent.
 EU Citizens need to understand how to use ICT to
ensure their active participation in society and the
economy.
 Until now, no common understanding but also no
scientific base to say which competences should be part
of every citizen's digital competence
A common European reference framework for
digital competence for citizens
&
Online assessment tool
Education is lagging behind
* generation of digital natives are no critical users of ICT
* 63% do not study at a highly digital equipped school
* only 20% are taught by digital confident educators
* 50-80% never use digital textbooks, broadcasts/podcasts,
simulations or learning games
Lifelong learning in EU is lagging behind ….
* 30% of Europeans are digitally illiterate
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• DEMAND is huge and increasing
Digital competences are a must for employability…
* Digital skills will be required by 90% of all jobs across all
sectors in 2020
* Up to 900,000 unfilled ICT vacancies in 2020.
…and for social inclusion and active citizenship
* part of our society: e-health, e-care, e-banking, ecommunication, etc.
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ICT competences levels vary greatly between
countries
% of individuals with low, medium and high computer skills (2011)
Source: Eurostat, Information society Statistics, 2011
Conceptual
mapping
Case studies
analysis
69 references
100+ (15 in-depth)
Online
Consultation
95 experts
First proposal
Stakeholders’ Consultation
40 consultants
Validated proposal
Experts’
workshop
17 + 9 EC
• 5 Competence areas
• More than pure
functional ICT skills
Dimension 1
Competence areas (5)
1. Information
2. Communication
3. Content creation
4. Safety
5. Problem solving
Dimension 2
Competences (21)
1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
1.3 Storing and retrieving information
2.1
2.2
2.3
2.4
2.5
2.6
Interacting through technologies
Sharing information and content
Engaging in online citizenship
Collaborating through digital channels
Netiquette
Managing digital identity
3.1
3.2
3.3
3.4
Developing content
Integrating and re-elaborating
Copyright and Licences
Programming
4.1
4.2
4.3
4.4
Protecting
Protecting
Protecting
Protecting
devices
data and digital identity
health
the environment
5.1 Solving technical problems
5.2 Expressing needs & identifying technological
responses
5.3 Innovating, creating and solving using digital tools
5.4 Identifying digital competence gaps
Dimension 3
Proficiency levels – EQF (8)
on learning outcomes
descriptors
1
8
3X
1
8
1
8
1
8
1
8
6X
4X
4X
4X
2. Communication
2.3 Engaging in online citizenship
To participate in society through online engagement, seek opportunities
for self-development and empowerment in using technologies and digital
environments, be aware of the potential of technologies for citizen
participation
5. Problem Solving
5.3 Innovating, creating and solving using digital tools
To identify and solve conceptual problems or issues through
technological means, to improve and innovate with ICT, to actively
participate in collaborative digital and multimedia production, to
express him/herself creatively through digital media and
technologies, to create knowledge with the support of technologies
digital tools
Self-assessment
Independent user level
15
From 3 levels to 8 EQF related levels
Proficiency
levels
in v.1.0
A-Foundation
B-Intermediate
C-Advanced
EQF Levels
in V 1.1
EQF Level 1
EQF Level 3
EQF Level 6
EQF Level 2
EQF Level 4
EQF Level 7
EQF Level 5
EQF Level 8
7 July 2015
17
COUNTRY/REGION
ESTONIA
EUROPEAN
ORGANISATION
FLANDERS,
BELGIUM??
..
Translation of the
DigComp framework
by the Estonian
Ministry of Education
and Research.
DG JUSTICE
Development of a
Digital Framework
for Consumers
based on DigComp.
NAVARRA, SPAIN
Navarra Department of
Education uses DigComp
as a key reference for
strategic planning.
BASQUE COUNTRY,
SPAIN
Ikanos project
Developed by the Basque
Government to deploy the
Digital Agenda.
Free online testing tool
based on DigComp.
SPAIN
The Ministry of Education,
Culture and Sports,
namely INTEF, uses
DigComp for teachers PD.
SLOVENIA
1 initiative
6 (N/A)
MALTA??
Use of DigComp framework in a by the Ministry for
Education and Employment
Final remarks
• European Digital Competence Framework Online available end
2014
• Endorsed by EU Member States representatives in the E&T2020
Thematic Working group on 'ICT and Education' (May 2013) and on
'Transversal Skills' (2014)
• Endorsed by ICT-related user and demand industry and ngo's
• Self-assessment tool of digital competences for citizens 
EUROPASS available end 2014
• Wil become part of a one single access point for Citizens skills
And more :
• Development of applied frameworks for
educators
competences and consumer digital competences
• Measurement: Eurostat 2015 Survey on digital skills
digital
Thank you for
your attention