1. Workshops Education Chair: Mairead McCafferty, Chief Executive, NICCY
ENOC Annual Conference - Day 1
Workshops
Education Chair: Mairead McCafferty, Chief Executive, NICCY
Digital Competency – Rhian Evans, Office of the Children’s Commissioner for Wales
This Conference is co-funded by the European Union’s Rights, Equality and Citizenship Programme (REC )

2. Digital Competence in Wales
Rachel Thomas (Head of Policy and Public Affairs) Rhian Evans (Participation Officer)

3. Successful Futures – Independent Review of the Curriculum
The 4 Purposes
Ambitious, capable learners
Enterprising, creative contributors
Ethical, informed citizens
Healthy, confident individuals
Cross-curricular responsibilities
Literacy
Numeracy
Digital competence

4. Digital Competence Framework
Citizenship
Interacting and collaborating
Producing
Data and computational thinking
Identity, image and reputation
Health and well-being
Digital rights licensing and ownership
Online behaviour and cyberbullying
Communication
Collaboration
Storing and sharing
Planning, sourcing and searching
Creating
Evaluating and improving
Problem solving and modelling
Data and information literacy
4 strands split into different elements

5. Digital Competence Framework
Outcomes based for ages 3-16
Not tied to specific platforms
Empowers children and young people
A positive, not a negative
Case studies
Ysgol Bro Banw
Fitzalan High School
The framework is non-statutory but Digital Competence is statutory in the new curriculum, with the same status as literacy and numeracy

6. Our work Created peer-led resources on cyberbullying for young people.
Influencing development of the new curriculum to ensure rights are at its heart.
Influencing Welsh Government & others to develop professional learning for teachers.
Supported the English Children’s Commissioner in asking UK Government to tackle social media companies on the issue of under 13s using social media platforms.

7. Recommendations Make sure rights are explicitly referenced throughout
Base the framework in rights
Involve children and young people in developing the framework
Make sure children’s rights and the UNCRC are explicitly referenced throughout (not in ours so teachers don’t always make the link)
Base the framework in rights (the platforms etc will change, but the long term needs and rights will remain the same)
Involve children and young people in the development of the framework (this didn’t happen in Wales in a systematic or extensive way – and would strengthen the framework by basing in the lived experience and priorities of children.

8. Manylion Cyswllt | Contact Details
Trydar | Twitter @complantcymru
Instagram @childcomwales
Awr Hawliau |Rights Hour Dydd Gwener |Friday 12- 1
Ffôn | Phone
Ebost | |
Facebook
Gwefan | Website

9. Workshops Education Chair: Mairead McCafferty, Chief Executive, NICCY
ENOC Annual Conference - Day 1
Workshops
Education Chair: Mairead McCafferty, Chief Executive, NICCY
Digital Skills – Daniel Toda Castán, Office of the Ombudsman for the Basque Country
This Conference is co-funded by the European Union’s Rights, Equality and Citizenship Programme (REC )

10. Enhancing digital skills through education in the Basque Country
Stocktaking

11. Outline Two main fields of action in the realm of education
Two main fields of action in the realm of education
Enhancing children’s digital competence at school
Prevention and dealing with cyberbullying
The work of the Basque Ombudsman’s Office
Concluding remarks

12. 1 a. Enhancing children’s digital competence at school
State-level legislation & implementation
-The new Data Protection Act: The right to digital education
-IT as cross-cutting issue throughout education, from early education to post-obligatory phase
-Definition of digital competence as a core competence

13. 1 a. Enhancing children’s digital competence at school
Basque legislation & implementation
-Expands on State-level legislation
-IT as part of the curricula from preschool to post-obligatory secondary education
-Basque Digital Agenda 2020: IT as:
Own subject
Skills set
Learning instrument

14. 1 a. Enhancing children’s digital competence at school
Operative measures
-Ensuring appropriate digital infrastructure at schools
100% of schools centres have access to Internet
77,1% have wi-fi
Eskola 2.0: laptops for schoolchildren
(EUSTAT: Encuesta sobre la sociedad de la información en la administración, 23rd Nov. 2018)
-Ensuring teachers’ sufficient digital skills

15. 1 b. Fighting cyberbullying
-2008 Decree on the rights and duties of pupils in school centres
Enables school centres to regulate and limit the use of TIC
-2011 Protocol on dealing with cyberbullying at schools
-Bizikasi

16. 1 b. Fighting cyberbullying
Private initiatives
Pantallas amigas

17. 2. The work of the Basque Ombudsman’s Office
-2008: Materials for the prevention of cyber-bullying and other online risks
-2011: Input to the protocol on cyberbullying
-2013: Special report on e-inclusion
-No complaints so far with regard to digital competence

18. 3. Concluding remarks
-Clear conscience of the need to “catch the train” and of the precautions to take
-First steps to create the conditions for digital competence have been taken
-Too early to measure the effects of implementation

19. Workshops Education Chair: Mairead McCafferty, Chief Executive, NICCY
ENOC Annual Conference - Day 1
Workshops
Education Chair: Mairead McCafferty, Chief Executive, NICCY
Supporting Children – Andres Aru, Office of the Chancellor of Justice, Estonia
This Conference is co-funded by the European Union’s Rights, Equality and Citizenship Programme (REC )

20. Digital education in Estonia
Andres Aru
Head of Children`s and Youth` Rights Department
Office of the Chancellor of Justice of Estonia

21. Digital competences ICT education for all students from early ages
State has provided funds for:
High speed Internet access
Modern equipment and digital learning tools (e-textbooks and workbooks, open learning materials etc) at schools
ICT education for all students from early ages
digital competence for all students
digital by default in learning and teaching
© Renee Altrov
The educational digital revolution in Estonia aims to implement modern digital technology more efficiently and effectively in learning and teaching, to improve the digital skills of the entire nation.
Robotics and programming for kids – The aim is that every student receives the necessary knowledge and skills to access the modern digital infrastructure for future use. There are opportunities for learning programming, robotics, and other modern technologies as early as in pre-school, along with singing and dancing lessons.
Also the national curriculum pays emphasis to the development of digital competences. It is one of the eight key competences that the schools in Estonia focus on.
90% of general schools in Estonia offer classes in IT and technology, and 60% of kindergartens offer IT-based learning activities.
Approximately 98% of schools use e-diary – A transparent online diary provides an easy way for parents, teachers and children to collaborate and organize all the information necessary for teaching and learning. It would be very difficult for kids in Estonia to hide their bad marks.
Wide use of digital learning materials – One example of the digital transformation in the education system is that the majority of study materials in Estonia have been and will be digitized and are available through an online e-schoolbag.

23. Use of the Internet
97% of children aged 9–17 accessed the internet every day, using at least one device.
Children start using digital devices at the age of 6 or even earlier
Estonian children accessed the internet mostly via smartphones (86%).
The use of the internet is thoroughly embedded in Estonian children’s daily lives:

24. Estonian children in the Internet
PISA 2015

25. Estonian children in the Internet
PISA 2015

26. Opportunities and risks
Estonian children are among best in Europe in digital competences
At the same time Estonian children are also leading in terms of excessive internet use and experiences of cyber-bullying

27. Limiting the use of digital devices
Students have asked the Chancellor of Justice, whether it is allowed to prohibit the use of smartphones
at schools during the lessons;
in dormitories during sleeping hours;
in youth camps.

28. Digital exclusion
The Chancellor of Justice has challenged digital exclusion of young people in closed institutions:
Ristrictions on the use of digital technology;
Very limited if any access to the Internet.
While there is no major obstacles to access and participate in digital education in general, yet some of the children and young people are still left out or have a very restricted possibilities in gaining digital comptence. The Chancellor of Justice has drawn attention to the fact of possible digital exclusion in closed institutions, like reform schools or prisons. When carrying out inspection visits, we have learned that due to strict security rules, access to digital technology can be reduced to a minimum or completely forbidden for children staying in these institutions.
For example, in case of Viru Prison, where juveniles are kept, you literally travel a time mashine into a pre-digital era. Since computers and internet can be used for a very spesific tasks only (like learning Microsoft Word or using legal acts searching engine), these young people are denied of their right to digital education. Considering the fact that a lot of young people in trouble tend to have learning disabilities or have been out of school for some time, you can imagine that making learning attractive and suitable to their needs is very challenging for teachers equipped only with books and chalkboard nowadays.

29. Bullying-free school
Coalition against bullying: NGO-s, Ministry of Education, University of Tartu, Chancellor of Justice
Practical advice for children, teachers and parents
Conference on bullying-free school
Web-page
While there is no major obstacles to access and participate in digital education in general, yet some of the children and young people are still left out or have a very restricted possibilities in gaining digital comptence. The Chancellor of Justice has drawn attention to the fact of possible digital exclusion in closed institutions, like reform schools or prisons. When carrying out inspection visits, we have learned that due to strict security rules, access to digital technology can be reduced to a minimum or completely forbidden for children staying in these institutions.
For example, in case of Viru Prison, where juveniles are kept, you literally travel a time mashine into a pre-digital era. Since computers and internet can be used for a very spesific tasks only (like learning Microsoft Word or using legal acts searching engine), these young people are denied of their right to digital education. Considering the fact that a lot of young people in trouble tend to have learning disabilities or have been out of school for some time, you can imagine that making learning attractive and suitable to their needs is very challenging for teachers equipped only with books and chalkboard nowadays.

30. Web-constables

31. Web-constables Police-officers working online - started in 2011
At present 3 web-constables in Estonia
2500 applications a year
Initially meant for children only, now also for adults
Give advice or pass on the case to inivestigators
Keep an eye on different groups in social media
Lectures on safety in the Internet for children, parents and teachers

32. Main concerns of children who contact web-constables
Insults and cyber-bullying
Hacking accounts and Identity theft
Scams
Uploading photos
Live streaming
Pornography
Suicide topics – games, films, groups

33. What children need to be safe in the Internet
Good and trustful relationships in the family
Social skills
Digital competences
Better knowledge of the law

34. Digital literacy of parents and teachers

35. Estonian children ENYA 2019