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Jeremy Millard Danish Technological Institute

eSkills: the broader view – terminology, definitions and approaches. Jeremy Millard Danish Technological Institute. eSkills in the EU. Main problems and issues Terminology used is highly variable and non-comparable Definitions applied are highly variable and non-comparable

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Jeremy Millard Danish Technological Institute

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  1. eSkills: the broader view – terminology, definitions and approaches Jeremy Millard Danish Technological Institute

  2. eSkills in the EU Main problems and issues • Terminology used is highly variable and non-comparable • Definitions applied are highly variable and non-comparable • Statistics collected are highly variable and non-comparable • Now (2004) Eurostat has initiated efforts to define eSkills and agree a framework for data collection • But the active participation of Member States is still vital and not always forthcoming

  3. eSkills definitions and terminology OECD (2002 and 2004) • ICT basic skills: using generic tools like word processors, browsers, email) • ICT advanced skills: advanced, sector specific tools, e.g. video, specific databases, datamining • ICT specialist/professional skills: developing, maintaining and operating ICT systems: CEDEFOP (2004): 3.7 mil in EU, increasing by 0.23 per annum • Business and eBusiness skills: exploiting business opportunities and capabilities of ICT for business opportunities (e.g. knowledge working) ICT advanced skills ICT basic skills ICT specialist/ professional skills eBusiness skills Business skills eSkills Forum (2004) User skills Practitioner skills

  4. eSkills shortages, gaps & mismatches School Workforce potential IT workforce Mismatch Workforce potential Shortage ’Properly skilled’ IT workforce Mismatch Gap Mismatch Training

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