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

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. 
19 May 2010

6. 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)

7. 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
Seven goals
A new Single Market to deliver the benefits of the digital era
Citizens should be able to enjoy commercial services and cultural entertainment across borders. But EU online markets are still separated by barriers which hamper access to pan-European telecoms services, digital services and content. Today there are four times as many music downloads in the US as in the EU because of the lack of legal offers and fragmented markets. The Commission intends to open up access to legal online content by simplifying copyright clearance, management and cross-border licensing. Other actions include making electronic payments and invoicing easier and simplifying online dispute resolution.
Improve ICT standard-setting and interoperability
To allow people to create, combine and innovate we need ICT products and services to be open and interoperable.
Enhance trust and security
Europeans will not embrace technology they do not trust - they need to feel confident and safe online. A better coordinated European response to cyber-attacks and reinforced rules on personal data protection are part of the solution. Actions could also potentially oblige website operators to inform their users about security breaches affecting their personal data.
Increase Europeans' access to fast and ultra fast internet
The 2020 target is internet speeds of 30 Mbps or above for all European citizens, with half European households subscribing to connections of 100Mbps or higher. Today only 1% of Europeans have a fast fibre-based internet connection, compared to 12% of Japanese and 15% of South Koreans (see table below). Very fast internet is essential for the economy to grow strongly, to create jobs and prosperity, and to ensure citizens can access the content and services they want. The Commission will inter alia explore how to attract investment in broadband through credit enhancement mechanisms and will give guidance on how to encourage investments in fibre-based networks.
Boost cutting-edge research and innovation in ICT
Europe must invest more in R&D and ensure our best ideas reach the market. The Agenda aims to inter alia leverage private investments with European regional funding and increasing EU research funding to ensure that Europe keeps up with and even surpasses its competition. EU investment in ICT research is less than half US levels (€37 billion compared to €88 billion in 2007).
Empower all Europeans with digital skills and accessible online services
Over half of Europeans (250 million) use the internet every day, but another 30% have never used it. Everyone, young and old, irrespective of social background, is entitled to the knowledge and skills they need to be part of the digital era since commerce, public, social and health services, learning and political life is increasingly moving online.
Unleash the potential of ICT to benefit society
We need to invest in smart use of technology and the exploitation of information to seek solutions to reduce energy consumption, support ageing citizens, empower patients and improve online access for people with disabilities. One aim would be that by 2015 patients could have access to their online medical records wherever they were in the EU. The Agenda will also boost energy saving ICT technologies like Solid State Lighting technology (SSL) that use 70% less energy than standard lighting systems.
Delivering the Digital Strategy for Europe
The toughest challenge is to ensure rapid adoption and implementation of the measures necessary to meet the above objectives. A wide range of Commissioners will work together with the EU's institutions and stakeholders to make the Digital Agenda a reality.

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

9. 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,

10. 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.

11. Policy concepts: eSkills (DG ENTR)
ICT user skills represent 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 skills correspond 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)

12. 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.

13. 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.

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

15. Digital Inclusion
Access
Use
Skills/competences

16. Erstad: 3 phases of digital literacy
1st (60s - 80s)
2nd (mid 80s - 90s)
3rd (90s - today)
Mastery phase
Professionals only
Programming languages
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

17. 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

18. 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)

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

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

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

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

25. 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
E-Inclusion Initiatives
Work-placed
learning
Certification schemes
Curricula development
Informal
Non-formal
Formal

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

27. Digital Agenda Scoreboard
Digital skills

28. Thank you for your attention