E-skills are core skills

1. E-skills are core skills Under the Perspectives: Training, Community development, Skills audit European Training Foundation (ETF) Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

2. ETF – a business card www.etf.eu.int • VET: fundamental contribution to competitiveness, employability and mobility in modern economies • Sharing expertise in VET across regions • Assistance to reform of education and training systems in the partner countries • Particular attention to link VET systems and LM • Regions: MED, EECA, ESEE Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

3. ETF MED Department • Current partners: Algeria, Egypt, Israel, Jordan, Morocco, the Palestinian Authority, Syria, Tunisia. Activities also in Yemen • Focus: activities in support to the Euro-Mediterranean Partnership that defines the EU´s policy since 1999 towards the region • Contributes to a more targeted use of the various Euro-Med policy instruments to help the individual partners to develop social balanced and cost effective training systems geared to the market Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

4. ETF MED Department • Support to EC: • To develop and implement MEDA assistance in VET (cycle: project and sector wide) • To foster dialogue on policy • Support to partner countries: • Capacity building to analyse and anticipate LM skills needs • Development of policies, strategies and reform actions • Good practice Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

5. ETF and e-skills • ETF has no particular approach to policy regarding e-skills specifically • But e-learning – now definitely a relevant area (as ETF own projects and in EC initiated programmes): • ESEE • MED (ETE: Education and Training for Employment) Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

6. E-skills - peculiarities • “e-skills”: the blend of technical, personal and business skills that enable organisations to take advantage of Internet and other technology advances • “Un-e-skilled person” = illiterate (for self-information, communication, self-learning) • ICT: bear highest self-learning potential • ICT: allow new (non standard) forms of labour – because of the autonomy and easy networking they prompt Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

7. E-skills: some difficulties for SMEs • Some mystique and complexity surrounds the whole area of IT skills (jargon; cost vs relevance for business; quality and effectiveness of training; quick changes and obsolescence) • Reactions? • Recognise, analyse invest: training for all staff / users • Focus training investment on managers • Ignore...wait and see But increasinglySMEs perceive the importance of effective use of ICT for business competitiveness and profitability Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

8. E-skills: challenges for SMEs • ICT education is often driven bottom-up rather than top-down! • ICT Training supply market: very heterogeneous (World Big IT firms vs informal trainers; expensive brand name certificates vs basic literacy; private vs public qualifications) • Dichotomy: ICT education is commonlydirected either at ordinary end usersorskilled IT professionals. • However, there is an increasingly growing breed that crosses the two. An educated “super user” in a small business, for instance, often knows enough to support their organisation's IT quite effectively. Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

9. E-skills: challenges for SMEs • SMEs need to create and maintain an employee base that is competent in and enthusiastic about the use of IT • Sector differences: higher / lower technology; strategic dependency on ICT • Firm: from ICT userto IT specialist • IT user skills in the general workforce: IT-related skills of all individuals who are not IT professionals, ranging from basic e-mail and word processing through to web design and sophisticated database, desktop publishing and spreadsheet skills, trouble management Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

10. E-skills: challenges for SMEs • ICT industry firms: are undergoing dramatic growth, particularly in services and in the high-tech communications and software arenas, largely driven by the Internet revolution • Demand of skilled workforce for the ICT industry – under pressure! • Knowledge worker is the key of the industry and related spheres 1 of the features of Knowledge Economy Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

11. Three approaches • ETE MEDA – e-learning component • Knowledge stations: ICT in rural communities (shots of skill and access to Web information) • Skills audit - E-skills qualification framework (UK) Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

12. ETE MEDA - Education and Training for Employment (Regional) • ETE in MEDA countries – 4 components(ETF was delegated the implementation) • EuroMed Forum on TVET for employment • EuroMed network on TVT for employment • Support for young unemployed people in the areas of self-employment and the creation of micro enterprises • 4. Development of e-learning for training in ICT and TVET Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

13. ETE MEDA – e-learning • E-learning prompts: • Simulation of real life and business situations, in a wide variety of versions and combinations • Attitude for new forms of work (in networks, problem solving, prompt search of information) • Creation and use of knowledge by learner • Easy and permanent feed-back to learner • Links to sources of concomitant knowledge • ICT “fluency” – stop fear to dialogue with ICT / Web • Motivation towards further training steps Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

14. ETE MEDA – e-learning Project concept: • Develop methodological approach • Pilot experiments in network centres • Identify and disseminate good practices Basis - Network of Centres: • Common description of trades and competencies • Exchanges of training modules • Bases for mutual recognition of qualification Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

15. ETE MEDA – e-learning Selected trades (2) • Family of ICT: wide field of professional branches: hardware servicing and assistance; networks servicing and maintenance; programming; telecom servicing and technical assistance • Fast changing knowledge need for responsive trainers´s training • Homogenous character of specifications and standards across countries • Labour market offers significant job opportunities for youth • Other possible trade: textile / tourism Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

16. ETE – Links Youth self-employment and micro enterprise Component (3) E-learning Component (4) • Business and entrepreneurship training • Technical upskilling on the selected trade • Information support (market info, networking, legislation) • Promotion of association / co-operation (sector, local, regional, supply chain) Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

17. KS Jordan – ICT in rural communities • JITCC network of 10 (early 2002) is now a net of 75 KS, with plans to expand (+ 25) • Purpose: to facilitate access to information, which spreads awareness of new technologies and their benefits • Marginalised areas, villages, distant rural communities • Disadvantaged population: women, youth, micro businesses • These centres effectively dual as community centres: • 1) as training centres in information technology and social programs; • 2) as walk-in centres providing services such as internet, fax machine usage and photocopiers. Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

18. KS Jordan – ICT in rural communities ICT in rural areas helps • Lessen the digital divide between the city and the rural community • Empower the rural community with IT know-how • Facilitate access of information to rural areas • Facilitate democratization of remote societies • Improve professional skills • Increase usage of the Internet and its facilities • Get solutions / technical assistance to rural business • Open labour market to rural youth Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

19. E-skills Qualification Framework • Concept and design: “E-skills UK” and “SFIA” • Common reference model for the identification of the skills needed to develop effective Information Systems (IS) making use of Information Communications Technologies (ICT). • SFIA enables employers of IT professionals to carry out a range of HR activities against a common framework of reference - including skill audit, planning future skill requirements, development programmes, standardisation of job titles and functions, and resource allocation Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

20. E-skills Qualification Framework Users: • ICT practitioners and ICT users • Employers (SMEs – all sectors) • Education and training providers; and • Government Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

21. E-skills Qualification Framework Framework- clear model for describing what ICT practitioners and users do. It is constructed as a two-dimensional matrix(SKILLS and LEVELS) Skills: One axis - ICT into ‘skills’. Skills are grouped into subcategories or ‘business roles’. Subcategories are grouped into 6 categories or work areas - strategy & planning, management & administration, development and implementation, service delivery, sales & marketing, and use. The SFIA structure allows a consistent approach to ICT skills across the organisation and is not limited to a specialist department. Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

22. E-skills Qualification Framework Levels: The other axis defines the level of responsibility and accountability exercised by ICT practitioners and users. Each of 7 levels - from new entrant to strategist level - is defined in terms of autonomy, influence, complexity and business skills. Each level is summarised in a word or two to give a flavour: • Follow • Assist • Apply • Enable • Ensure, advise • initiate, influence • Set strategy, envision Seniority Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

23. E-skills Qualification Framework Descriptors: • The matrix shows the complete set of skills used by ICT practitioners and users. • For each skill at each level, ‘descriptors’ provide examples of typical tasks undertaken. • Ex.: A typical task for systems design at level 5 is ‘reviews others' system design to ensure selection of appropriate technology, efficient use of resources, and integration of multiple systems and technology.’ Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

24. E-skills Qualification Framework Skills: • At the heart of the Framework are a set of skills - currently, 54 ‘practitioner skills and 3 ‘user’ skills - which together aim to describe all the abilities that are needed to deliver and exploit effective information systems. Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

25. Some Recommendations (1) • Networks / advise sites: • to guide small businesses and non-IT professionals through the mireof IT training • to make life easier for HR departments and non-technical managers of IT professionals Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

26. Some Recommendations (2) • Public-funded ICT courses: need to be relevant and valued by employers, and therefore attractive to young people entering the industry as well as to established professionals developing their skills further. • Addressing the skills needs of the future is not a shortterm activity; it requires a long-term commitment from education, government, local and regional playersand industry. Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

27. Some Recommendations (3) • Engaging training debate with employers is central • Employers: contribution to the debate on skills – through various types of vehicles to exchange views with educators • While such vehicles throw up interesting discussions and ideas, a more formal mechanism is needed to match employers' requirements with training provision, for ex.: • Agencies (partnership public-private) with wide innovation capacities: in terms of new Qualifications and Occupations Frameworks; Skills Frameworks to help HR of SMEs improving their ICT jobs and needed competencies in targeted way; • Partnership with modern Apprenticeship systems or / and with Higher Education (innovations in ICT degrees) Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

28. Some Recommendations (4) • Support SME defining skills needs and get them! • According to e-skills UK's 2003 Regional Gap survey: 39% of employers know that they have skills issues but cannot identify what IT skills they need. 22 per cent of the UK's IT workforce is based in the south east. • Regional programme of employers’ Forums: “e-skills Exchange”: • to 'translate' employers' business issues into definable skills needs • to bring employers and educators together to develop course curricula and support integrated work and learning Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department

29. Sources • Skills Framework for the Information Age: www.sfia.org.uk • E-skills UK: www.e-skills.com • Knowledge Stations Jordan: www.ks.gov.jo Presented by: Eduarca Castel-Branco, ETF, on behalf of MED Department