Transcript Slide 1

Towards a Long Term e-Skills Strategy in Europe
André Richier
European Commission
DG Enterprise and Industry
[email protected]
European e-Skills Forum
e-Skills in Europe: Towards 2010 and Beyond
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Long-term strategic approach
Improving data availability
Bridging “parallel universes”
Multi-stakeholders partnerships
Promoting e-learning solutions
EU e-competence framework
Promoting e-skills for all
See: http://ec.europa.eu/enterprise/ict/policy/doc/e-skills-forum-2004-09-fsr.pdf
Analysis of the Supply and Demand
RAND Europe (1998-2005)
7000
5.0%
6000
4.0%
5000
3.5%
3.0%
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2.5%
3000
2.0%
1.5%
2000
1.0%
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0.5%
0
0.0%
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1999
2000
2001
2002
2003
2004
Year
IT practitioner employment, total
IT practitioner employment, men
IT practitioner employment, w omen
ICT practitioner employment rate, total
ICT practitioner employment rate, men
ICT practitioner employment rate, w omen
See: http://ec.europa.eu/enterprise/ict/policy/doc/eskills-2005-10-11.rand.pdf
Number of employed (in
thousands)
Share of total employment
(%)
4.5%
Forecasting the Demand and the Supply
Networking Skills – IDC / Cisco Systems (2005-2008)
See: http://www.cisco.com/edu/emea/general/pdf/IDC_Networking_Skills_Shortage_EW_Europe_FINAL_5_Oct.pdf
Digital Literacy is a problem for a large part of the
European population (Eurostat 2006)
 37% have no e-skills whatsoever
 22% are acquainted with a wide
range of computer activities
 More than 60% of people not
educated beyond lower secondary
level have no basic e-skills
 More than 3 out of 4 people over
65 years have no e-skills at all
See: http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-NP-06-017/EN/KS-NP-06-017-EN.PDF
e-Skills: The Key to Employment and Inclusion
ICT User Skills – IDC / Microsoft (2007)
See: http://www.microsoft.com/emea/presscentre/glf2007/relatedmaterials.mspx
e-Skills Foresight Scenarios (ICT Practitioners)
CEPIS, PREST & Eurochambres (2007-2015)
Employment in EU-15 Software & IT Services Sector under the six Scenarios
4,000,000
Total Software & IT Services Sector Employment levels (EU-15)
3,500,000
3,000,000
ARenaissance
2,500,000
B - Steady
Climb
C - Global
2,000,000
D - Fight
Back
E - Dark
Days
1,500,000
F - Decline
1,000,000
500,000
0
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2004
Year
2005
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2015
Benchmarking e-Learning in Europe
Menon Network EEIG (2006-2007)
See: http://www.menon.org/Benchmarking/
CEN/ISSS: Towards a comprehensive
European e-Competence Framework (2007-2008)
Aim: Ability to create, manage, plan and develop e-competences that will be needed in a long term perspective across Europe
European Commission:
Policy making (European Qualification Framework (EQF) and e-Skills Policy Communication) and Funding Programmes
CEN/ISSS: EU-wide Standardisation Body
Stakeholders (Industry, Social partners, Universities, Training Institutions etc.): multi-stakeholder partnerships for actions
European e-Competence
Framework
an EU-wide tool for planning and
developing ICT practitioner
competences across Europe in line
with the EQF
(providing ICT competence definitions
needed and applied by industry)
European e-Skills Portal
Feasibility Study (2007)
ICT Qualifications Framework
followed (if positive) by future
platform operated by stakeholders
ICT Lane project: a shared
European model for reading ICT
qualifications
across Europe
EU-wide
e- Competence and
Career Tools and
Services
EU-wide ICT User
Competence Framework
(providing a common language for
understanding ICT qualifications)
EU-wide e-skills certifications
quality criteria and map
Methodological study
See: http://www.cen.eu/cenorm/businessdomains/businessdomains/isss/activity/wsict-skills.asp
ICT Task Force report (2006)
Recommendations on e-skills
The ICT Taskforce calls upon the
Commission to present a policy
Communication addressed to EU Member
States and designing a long-term e-skills
strategy and a corresponding e-skills action
plan proposing targeted actions for the
years ahead
See: http://ec.europa.eu/enterprise/ict/taskforce.htm
ICT Industry Initiatives: For example, the
European Alliance on Skills for Employability
Goal:
 to help better co-ordinate industry and community investments, services and
other offerings, dialogue and engagement with NGOs and public authorities in
a way that enhances the positive impact of ICT literacy and professional
training on employability prospects of the young, the disabled, older workers
and other unemployed or under-employed people throughout the EU.
Members of the European Alliance on Skills for Employability:
 Cisco Systems, CompTIA, EXIN, ECDL Foundation, Microsoft, Randstad,
State Street, EAEA
See: http://www.e-scc.org/alliance/default.aspx
See: www.e-skills-conference.org
The Five Main Action Lines
ICT Task Force WG on Skills and Employability
European e-Skills 2006 Conference Declaration
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Improving the availability of e-skills
Empowering future generations
Boosting employability of the workforce
Making greater and better use of e-learning
Promoting visibility and monitoring
Policy Communication and Action Plan (2007)
e-Inclusion Initiative (2008)
Key components of a
long term e-skills strategy
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Longer term cooperation: strengthening cooperation between public authorities and industry,
academia, unions and associations through the promotion of multi-stakeholder partnerships and joint
initiatives including monitoring supply and demand, anticipating change, adapting curricula, attracting
foreign students and highly skilled ICT workers and promoting ICT education in a long-term basis.
Human resources investment: ensuring sufficient public and private investments in human
resources and e-skills and appropriate financial support and fiscal incentives as well as developing
an e-competence framework and tools facilitating mobility, mutual recognition, transparency of
qualifications and credit transfer between formal, non-formal and industry ICT education.
Attractiveness: promoting science, maths, ICT, role models, job profiles and career perspectives
with a particular focus on young people. Information campaigns are necessary to provide parents,
teachers and pupils, notably girls, with an accurate understanding of opportunities arising from an
ICT education and the pursuit of an ICT career.
Employability and e-inclusion: developing digital literacy and e-competence actions tailored to the
needs of the workforce both in the public and the private sector, with a particular emphasis on SMEs
and also to the needs of the unemployed, elderly people, people with low education levels, people
with disabilities and marginalised young people.
Lifelong acquisition of e-skills: ensuring that workers can regularly update their e-skills and
encouraging better and more user-centric ICT-enhanced learning and training approaches (elearning). Good practices for the training of employees, with a particular emphasis on SMEs, using elearning should be promoted together with successful solutions and business models.
Promoting a long term cooperation
and monitoring progress
 Setting-up by the ICT industry of an e-Skills Industry Leadership
Board as proposed by the ICT Task Force;
 Regular dialogue with relevant stakeholders
 Virtual e-skills community on the Internet to gather the views of a
larger community of experts and citizens;
 Annual report on the supply and demand of e-skills;
 Analysis on the impact of global sourcing on ICT jobs;
Developing supporting actions and tools
 European e-competence framework within CEN/ISSS in line with the
proposal for a European Qualifications Framework
 Feasibility study on a European e-skills and career portal
 European handbook (guidelines to promote appropriate legal and
financial frameworks for multi-stakeholder partnerships)
 Quality criteria for e-skills industry-based training and certifications
 E-competence curriculum guidelines
 Exploring the proposal of the ICT Task Force of a new discipline on
services sciences, management and engineering
 Promoting appropriate financial and fiscal incentives
Empowering future generations
 Exchanging information and good practices on Member States
initiatives for the promotion of science, maths and ICT, role models,
job profiles and career perspectives as well as teacher qualification
 Encouraging awareness and information campaigns at EU and
national level to provide parents, teachers and pupils with an
accurate understanding of opportunities arising from an ICT
education and the pursuit of a career as an ICT professional
 Experimenting in co-operation with European education networks as
to how Web 2.0 technologies can help promote ICT training and
careers to young people
Fostering employability and social inclusion
 Major initiative on e-Inclusion in 2008 in line with the “Riga Declaration”
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This initiative will comprise activities to promote digital literacy and
competence actions tailored to the needs of groups at risk of
exclusion. The ambition is to halve the gap between these groups
and the average population by 2010.
See: http://ec.europa.eu/information_society/events/ict_riga_2006/doc/declaration_riga.pdf
 In addition, two activities would be further supported:
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Encouraging corporate social responsibility initiatives and multistakeholder partnerships such as the European Alliance on Skills for
Employability;
Promoting in cooperation with ongoing initiatives of the ICT industry
how public funding instruments can efficiently support successful
multi-stakeholder initiatives in improving the employability of job
seekers and low skilled workers.
Making better and greater use
of e-learning
 Report in 2008 with recommendations for targeted e-learning
initiatives, the promotion of successful strategies and the development
of a dynamic market for e-learning products and services.
 Promoting the development of e-learning courses and brokerage
mechanisms
 Supporting the networking of e-learning and training centres in liaison
with the European Network of Living Labs to facilitate piloting and
validation processes and better understanding of future e-skills needs.
Promoting Innovation in the European Union:
Europe INNOVA and PRO INNO Europe
• Addresses innovation practitioners and professionals
• Public-private-partnerships
• Networks follow a sector or theme orientation
• May need an exit strategy (e.g., self-sustainability)
• Addresses (regional and national) innovation policy-makers
• Focus on policy analysis, learning and coordination
• Advanced form of the method of open coordination
• Partners have a say on future themes for cooperation
http://www.proinno-europe.eu/
http://www.europe-innova.org/index.jsp
Online Innovation Management Platform
Approach
IMP³rove Consulting Process
Benchmarking
Online selfassessment
Financial actors
Consultin
g
Innovation
strategy
Innovation
organization
and culture
Benchmark
database
Followup
Toolbox
Trainings
Case studies
Innovation life
cycle management
IMC listing
and ranking
Intermediaries
and Consultancies
Policy makers
Idea
management
Product/
process
development
KPIs
Launch/
continuous
improvement
Library
Enabler, e.g. Human Resource Management,
Knowledge Management, Project and Program
Management, Controlling and IT
www.improve-innovation.eu
SMEs
100%
75%
50%
Online Self-Assessment Tool
25%
Benchmarking report0%provides an understanding of an SME’s
strengths and weaknesses
Score per dimension (Example)
Your company
Grow th champions
Average
Innovation strategy
100%
75%
Innovation
Management
Success
Exemplary questions per dimension
Innovation
strategy
Is your innovation strategy clearly
linked to your business strategy?
Innovation
organization &
culture
How would you rate your company‘s readiness for innovation?
Innovation
lifecycle
What is the average time-to-profit for
your most important products/
services?
Enabling
factors
What percentage of your innovation projects have you completed
within the defined time, budget and
quality?
Innovation
Management
Success
What is your estimation of profit
share from innovations?
(by innovation types)
50%
25%
0%
Innovation
organization
& culture
Innovation
lifecycle
Enabling
factors
Your company
Best Performers
Average Performers
https://www.improve-innovation.eu/opencms/opencms/en/02_SAT/index.html
Objectives
 To explore the scope for transnational cooperation (2 themes /year)
 To coordinate the results and extract lessons from the on-going INNONets and INNO-Actions
 To be a catalyser for identifying future INNO-Nets and Public-Private
Partnerships (PPPs)
Main outputs
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Annual Innovation Policy Learning Reports (Nov. 2007)
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Annual Innovation Policy Learning Conference (Jan. 2008)
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Proposals for creating new INNO-Nets and PPPs (on 2 themes /year)
The Inno-Learning 2007 Cycle
6 themes pre-selected - Exploratory phase (3 months)
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Improved innovation governance
Knowledge sharing through improved research-industry cooperation
High growth innovative SMEs
Eco-innovation
Public procurement and innovation
Innovation skills and talents
2 themes further analysed – Validation phase (7 months)
Recommendations for creating new INNO-Nets and PPPs
Thank you !
And Join the e-Skills Virtual Community:
http://communities.trainingvillage.gr/esf