1 / 28

e-Skills for Inclusion

e-Skills for Inclusion. From concepts to policy. Digital Competence in a lifelong learning perspective. Anusca Ferrari Yves Punie JRC-IPTS IBBT-SMIT Lecture series 10 October 2012. Part of Joint Research Centre of the EC

gizi
Download Presentation

e-Skills for Inclusion

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. e-Skills for Inclusion • From concepts to policy Digital Competence in a lifelong learning perspective Anusca Ferrari Yves Punie JRC-IPTS IBBT-SMIT Lecture series 10 October 2012

  2. Part of Joint Research Centre of the EC IPTS: Research Institute supporting EU policy-making on socio-economic, scientific and/or technological issues

  3. Awareness • http://www.youtube.com/watch?v=F7pYHN9iC9I

  4. 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.  http://blogs.ec.europa.eu/neelie-kroes/every-european-digital/ 19 May 2010

  5. 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)

  6. 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

  7. Pillar VI • 30% of Europeans have never used the internet at all

  8. 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

  9. 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.

  10. Policy concepts: eSkills (DG ENTR) • ICT user skillsrepresent 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 skillscorrespond 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)

  11. 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.

  12. 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/

  13. Digital Literacy Internet literacy ICT Literacy Information literacy Media literacy Ala-Mutka (2011), Mapping Digital Competence: Towards a conceptual understanding, JRC-IPTS, Seville.

  14. Digital Inclusion Access Use Skills/competences

  15. Erstad: 3 phases of digital literacy 1st (60s - 80s) 2nd (mid 80s - 90s) 3rd (90s - today) Mastery phase Professionals only Programminglanguages eSkills Application phase Educated Graphic user interfaces Mass certification Application phase Educated Graphic user interfaces Mass certification Reflective phase Digital inclusion Natural user interfaces Critical/transversal skills Need to go beyond the second phase

  16. 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

  17. 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)

  18. Conceptual mapping Case studies analysis Online Consultation Experts’ workshop First proposal Stakeholders’ Consultation Validated proposal

  19. Digital Competence Areas (6) and Sub-Competences (19)

  20. How proficiency levels match to the needs of key groups from the perspective of social inclusion

  21. Formal Informal Non-formal E-Inclusion Initiatives Work-placed learning Curricula development Certification schemes Possible applications

  22. Formal Informal Non-formal E-Inclusion Initiatives Work-placed learning Curricula development Certification schemes Possible applications RECOGNIZING COMPETENCES 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 learner-centred activities. INVOLVEMENT OF DIFFERENT ACTORS Industries Certification schemes/authorities intermediaries

  23. Follow-up • Roadmap for its revision • Profiling – context • Certifications • Implementation guidelines • Development of survey for understanding digital competence levels?

  24. Digital Agenda Scoreboard Digital skills https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/scoreboard_digital_skills.pdf

  25. Thank you for your attention • Anusca.Ferrari@ec.europa.eu • http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

More Related