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Lisbon Program objectives; eSkills, eCompetence

Lisbon Program objectives; eSkills, eCompetence. László Hajdú dr. techn.; dr oec.; dr jur. EU legal advisor.

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Lisbon Program objectives; eSkills, eCompetence

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  1. Lisbon Program objectives;eSkills,eCompetence László Hajdú dr. techn.; dr oec.; dr jur. EU legal advisor ICTtrain HAJDU

  2. The study focuses on the European level. EU-level thinking is crucial to understanding and responding strategically to the challenges faced by Europe in a world of accelerating globalisation. The Treaty provides the basis for the Community and the Member States to ensure that the conditions necessary for the competitiveness of the Community's enterprises exist. The Lisbon European Council of March 2000 set the objective of making Europe the most competitive and dynamic knowledge-based economy in the world. ICTtrain HAJDU

  3. Agenda European frames of cooperation The need for e-skills and employability in Europe EU eSkills efforts Launch eSkills activities European Qualification Framework - eCompetences ICTtrain HAJDU 3

  4. EU institutions and cooperation European cooperation after WW. II. The need for Treaty and European Institutions EU Treaty Maastricht- Collapse of the SU system Globalisation - Launch 2000-2007 plan 2007-13 period, focus on knowledge base society ICTtrain HAJDU 4

  5. Internationalization – more than offshoring and nearshoring • A new stage of internationalization … • … Homogeneous world market • … Global Sourcing • New chances and opportunities … • Growing foreign markets • International collaboration and knowledge transfer • Benefits from cost advantages • New risks and necessities … • Increasing competition • Erosion of corporate knowledge and innovation base • Staff reductions and social conflicts ICTtrain HAJDU

  6. Changed parameters for corporate strategies I • Products and services: IT becomes a commodity • „Unique selling positions“ cannot be sustained • Growing importance of economies of scale • Prices become the decisive factors for success • SMEs are at risk to lose competitiveness • Global levelling of prices and profit • Prices get under pressure • Offshore costs appear as global „benchmarks“ • Growing influence of international financial markets  return assumptions of shareholders rising • National niche strategies become „dead ends“ • The world market becomes the framework for nearly all IT companies ICTtrain HAJDU

  7. Changed parameters for corporate strategies II • A global labour market is emerging … • Job profiles and needs for qualifications become increasingly homogeneous • A highly skilled work force is globally available (e.g. India, China, Eastern Europe) • No need for migration to benefit from global wage differentials and to tap foreign sources of knowledge • Global division of labour is located within the „cyberspace“ • IT companies set up own „points-of-production“ in off- and nearshore countries • The formerly segmented market is opened and replaced by a homogeneous world market for IT services ICTtrain HAJDU

  8. New challenges for trade unions • Even for trade unions it is true: internationalization becomes also a strategic „must“ • New necessities and risks … • Danger of a global „race-to-the-bottom“ • Shifting balance of forces • Restricted possibilities to intervene and to take action • … but new opportunities and chances as well • New target groups • New cultures of communication based on modern ICTs • If trade unions internationalize and modernize their structures as well, they can become a major player in a new global world of work ICTtrain HAJDU

  9. Lisbon Priorities ICT Policies • Information and Communication Technology is a major force in the European economy. The capabilities of people to create, deploy and use ICT have become a major component of economic activity. The EU must take a more progressive approach and tighten the link between ICT policies and Lisbon priorities as new economic and societal developments can extend the benefits of the information society to new groups. • A social inclusion priority is enabling individuals from disadvantaged communities to acquire basic literacy, numeracy and ICT skills while tackling barriers / disincentives to lifelong learning ICTtrain HAJDU

  10. Job Satisfaction Per cent of employed, 2006 Danemark’s employment rate is 78% of 15-65 ICTtrain HAJDU

  11. Lifelong learning in EU member states ICTtrain HAJDU

  12. Facts and goals in the avarage emplyment rate in the EU for the 2000- 2010 period ICTtrain HAJDU

  13. What it should be:A virtuous circle Digital inclusion e-Inclusion Initiative(eSkills, inclusive services, welfare technologies, accessibility) Economic & Social growth Better workforce Inclusive markets Bigger markets Publicand Private Investments in society ICTtrain HAJDU

  14. Riga Ministerial Declaration, June 2006 • At the e-Inclusion Conference organised by the European Commission on 11-13 June 2006 EU Member States committed to reduce substantially the current e-skills gap by 2010 • The Riga Ministerial Declaration stressed the importance ofmulti-stakeholder partnerships in the education and training domain • Digital literacy and competences actions will be undertaken through partnerships with the private sector … so that the workforce can efficiently cope with technical and economic developments. ICTtrain HAJDU

  15. The importance of e-skills for employability and e-inclusion in Europe I. Employability: giving people access to the skills they need to access, retain a job or transition to a new job. According to IDC ICT skills are crucial to be employable, almost without regard to job function; ICTtrain HAJDU 15

  16. The importance of e-skills for employability and e-inclusion in Europe II. The latest communication from the Commission on ICT skills for the 21st century highlights that the digital divide, social exclusion and employability are closely interwoven: • 37% of of the EU population has no computer skills whatsoever • More than 60% of people not educated beyond lower secondary level have no basic e-skills • An increase in the estimated number of employed IT practitioners during 1998-2004 of about 48% • Approximately 180 million people are using ICT at work ICTtrain HAJDU 16

  17. EU Comission initiatives (A) Strategies and guidelines • # 1: Develop, promote and implement national strategies for e-Skills • # 2: Assess and monitor existing MSPs and promote scalability and sustainability • # 3: Encourage and support the launch of industry led-initiatives on e-Skills (B) Institutional, legal and governance structures • # 4: Build on experiences from successful MSP on how to use various sources of funding • # 5: Develop how-to guidelines and templates • # 6: Create favourable framework conditions, operate national mechanisms as gateway to e-Skills development and certification ICTtrain HAJDU

  18. Initiatives (II) (C) Awareness raising, promotion and monitoring • # 7: Set up “e-Skills information exchange and observatory mechanisms” at EU and national levels • # 8: Develop and promote a “European e-Competence Framework” to which national ones can relate • # 9: Raise awareness concerning the benefits of e-Skills and digital literacy among the youth, older people and marginalised groups • # 10: Set up a “European e-Skills and Career Portal”: better structure and transparency, pooling of resources, knowledge and good practice exchange ICTtrain HAJDU

  19. ICT practitioners and ICT users in the sectors ICTtrain HAJDU

  20. Share of ICT-using occupations in the total economy 1995 and 2007 European e-Skills 2008 Conference ICTtrain HAJDU

  21. Share of ICT specialist occupations in the total economy,1995 and 2007 European e-Skills 2008 Conference ICTtrain HAJDU

  22. Share of ICT employment in business employment, 1995 and 2006percentages European e-Skills 2008 Conference ICTtrain HAJDU

  23. Sustaining competitiveness?Top ten ICT policy priorities, 2008 European e-Skills 2008 Conference ICTtrain HAJDU

  24. Digital Literacy • “Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments.” (Eshet-Alkalai, 2004) • To participate in the workplace people need to be digitally literate – “equipped with the skills to benefit from and participate in the Information Society.” (European Commission, 2007) ICTtrain HAJDU

  25. e-inclusion Digital Literacy e-Skills ICTtrain HAJDU

  26. Types of e-Skills • ICT practitioner skills • The capabilities required for researching, developing and designing, managing, the producing, consulting, marketing and selling, the integrating, installing and administrating, the maintaining, supporting and service of ICT systems; • ICT user skills • The capabilities required for effective application of ICT systems and devices by the individual (utilisation of common generic software tools and use of specialised tools supporting business functions within industries other than ICT industry); • e-Business skills • The capabilities needed to exploit opportunities provided by ICT to ensure more efficient and effective performance of organisations, to explore possibilities for new ways of conducting business and organisational processes, and to establish new businesses. ICTtrain HAJDU

  27. e-Skills and the Lisbon Strategy • Digital literacy and e-Skills competences are considered to be a driving factor behind the EU's efforts to become the world's leading knowledge-based economy (Lisbon strategy) • However, the growing gap of e-Skills still prevent this ambition from turning into reality • Where will the skills and the tech workers come from? • What actions are undertaken, what effective responses are given to have a substantial inroad into unemployment? ICTtrain HAJDU

  28. Competence structure of the inhabitants The avarage ICT pyramide of a country of the 10’s (especially HU) ICTtrain HAJDU

  29. The digital Inclusion ChallengeCapturing the bottom of the Pyramid Income / costs of barriers 51% 63% 37% ? 2007 2010 ICTtrain HAJDU

  30. Ireland • Haase + Pratschke study – 48% of people use ICT skills for work purposes: 74% of higher professionals 65% of lower professionals 50% of other non-manual workers 16% of skilled manual workers 23% of semi-skilled manual workers ICTtrain HAJDU

  31. Looking ahead Shortage of ICT practitioners in the EU: Some examples • Denmark: 4,500 (2007) • Germany: 18,000 (2007) • Spain: 25,000 (2007) • Sweden: 10,000 (2007) EICTA efforts to alleviate shortage: • Exchange of best practices (e.g. at EICTA/Commission eSkills conference) • Possible awareness-raising exercise • Advocacy in favour of proposed Blue Card Directive ICTtrain HAJDU

  32. Taking stock (1) Action line identified in Commission Communication ‘e-Skills for the 21st Century: Fostering Competitiveness, Growth and Jobs’, September 2007: Raising awareness through… ‘exchanging information and good practices on Member States initiatives for the promotion of science, maths and ICT, role models, job and career profiles and perspectives […]’ ‘promoting 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 in the EU.’ ICTtrain HAJDU

  33. Taking stock Conclusions from EICTA/European Commission conference ‘Moving forward and implementing a long term eSkills agenda in Europe’, January 2008: Supply and demand of eSkills evolves constantly; the ICT industry is best placed to provide input on this process ICT industry, social partners, public authorities and SMEs must work together towards promoting eSkills Projects aimed at attracting young people to follow a career in ICT can be effective towards alleviating ICT practitioner shortage in the EU ICTtrain HAJDU

  34. Current Developments… • Professionalism and ICT Competences at WCC 2008, Milan (07-10.09.2008) • Professionalism strong support of stakeholders • IP3 Programme of IFIP on the way • New quality standard ISO/IEC 24773:2008 published • Final version of European e-Competence Frameworkon the way • To be published in October 2008 • European e-Skills Conference 2008 • e-Skills Industry Leadership Board (e-Skills ILB) • CEN/ISSS: Project towards develeoping a practical tool to access eCareer Services ICTtrain HAJDU

  35. View the portal • Visit http://eskills.eun.org ICTtrain HAJDU

  36. What the e-Competence Frameworkaims to provide:e-Skills key stakeholders‘ vision in 2006 • International HR management and a planning tool for ICT Industry (both vendor and user companies, large companies and SME‘s ) • a common reference point between existing national ICT competence frameworks like CIGREF, AITTS, SFIA, bringing them added value by a European dimension of competence definition • a neutral, cross-national communication, cooperation and benchmarking tool for the ICT industry, public sectors, training bodies, certification institutions and individuals • a catalogue of reference competence definitions relevant for ICT business on practitioners and manager level, related to the European Qualifications Framework (EQF, level 3 - 8) Ability to develop, manage and plan ICT practitioner and manager competences that will be needed in a long term perspective across Europe ICTtrain HAJDU

  37. A European and open e-CF development process: stakeholders‘ involvement 2006 -2008 • Political level – CEN/ ICT Skills Workshop, European Commission, ICT stakeholders‘ input, feedback and discussions • Technical level – European ICT, HR & framework experts work towards the e-CF The European e-Competence Framework development is supported by the European Commission and the Council of Ministers (Commission's Communication of 07.09.2007 and Competitiveness Council Conclusions of 23.11.2007 on e-skills). ICTtrain HAJDU

  38. The e-CF product: Framework overview example competence areas PLAN – BUILD - RUN ICTtrain HAJDU

  39. Toward Harmonisation of ICT Certifications European e-Skills 2008 Conference ICTtrain HAJDU

  40. European Maps EQF ICTtrain HAJDU

  41. Certify Skills - ICT Practioner Skills - ICT User Skills - eBusiness Skills Gather & Analyse Support Workers Support Workers ‘ ‘ Gather & Analyse Match Workers with Match Workers with Create & Deliver Create & Deliver Market Information Framework Definition Career Pathing and Career Pathing and Certify Skills Market Information Jobs Jobs Training Training Lifelong Learning Lifelong Learning Technofutur (BE) Brutec (BE) AITTS (DE) APO IT (DE) Cisco meets APO (DE) FIT (IE) CIGREF (FR) Locket MBO ICT (NL) ePracownik (PL) SFIA (UK) ICTtrain HAJDU

  42. Where do we go from here ? • Encourage competence planning • Use it to add value, adapt and apply • An enabler (mutual understanding) • As many uses as the imagination • Complimentary tools • Keep it current and relevant ICTtrain HAJDU

  43. The UK eSkills mission • To unite employers, educators and government to ensure the UK has the technology-related skills it needs to succeed in the global economy • This includes the skills needs of… • the 1.4 million people in the IT and Telecoms workforce • the technology-related skills needs of 4 million business leaders and managers • the 21.5 million IT users across all sectors ICTtrain HAJDU

  44. FIT: Capacity Building FIT is currently leadingEU consortia with regard to : • eTuition A Programme to Support Teachers' Continuous Professional Development in the use of ICTs in Vocational Education and Training • eTQF A Framework to Support Teachers Continuous Professional Development in ICT • MigrantICT Meeting learning needs of A8 migrants using ICTs • S@niors Digital Engagement of Senior Citizens Info on all FIT projects http://www.fit.ie/about/projects.asp ICTtrain HAJDU

  45. Source: Enterprise Strategy Group National context (Ireland) World-class Skills, Education & Training ICTtrain HAJDU

  46. Hungary “We would like to attain the goal that tens or hundreds of thousands of Hungarian SMEs would benefit from both high-level ICT skills and digital literacy as a natural part of their everyday lives.”Mr Ferenc Gyurcsány PrimeMinister - Hungary Impact (planned): • 10 000 IT Professionals, • 25 000 SME Managers and • Deliver basic skills to 200 000 adults Training Programme for Increased Adaptability in the Information Society (TITAN) provides an integrated approach to the different e-skills levels coexistingin society. ICTtrain HAJDU 46

  47. Latestrecognitions • CSR Europe: • Awardwinner • Oct 2007 • Key success factor: • MULTI-STAKEHOLDER APPROACH • where companies, NGOs and • governments are working together • to provide efficient eSkills training ICTtrain HAJDU 47

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