1. Supporting digital skills as a necessary competence in the workforce of the future Lieve Van den Brande, European Commission, DG EMPL Brussels, 20 November 2014 Media and Learning Conference

2. What qualifications will Europe need by 2020?

3. Dat e: in 12 pts  Key messages Boosting skills for jobs and growth is one of the priorities of Junker's Commission The labour market is constantly evolving. Therefore, also the skills, competences, and qualifications that people need change over time In order to face such changes, people need to have a variety of basic skills, but also transversal skills Unfortunately, evidence tells us that too many people in the EU still do not have the skills required

4. Dat e: in 12 pts  Action is required EU does a lot: provide funding (EIT, Erasmus+, ESF, Youth Employment Initiative), policy development, best practice exchange, cooperation with business and other stakeholders, etc. Still, more decisive action at EU and national level is needed to ensure that Europe has a large and diversified pool of digital talent.

5. Dat e: in 12 pts  EU Citizens need to understand how to use ICT to ensure their active participation in society and the economy.  Until now, no common understanding but also no scientific base to say which competences should be part of every citizen's digital competence A common European reference framework for digital competence for citizens & Online assessment tool

6. Education is lagging behind * generation of digital natives are no critical users of ICT * 63% do not study at a highly digital equipped school * only 20% are taught by digital confident educators * 50-80% never use digital textbooks, broadcasts/podcasts, simulations or learning games Lifelong learning in EU is lagging behind …. * 30% of Europeans are digitally illiterate 6

7. DEMAND is huge and increasing Digital competences are a must for employability… * Digital skills will be required by 90% of all jobs across all sectors in 2020 * Up to 900,000 unfilled ICT vacancies in 2020. …and for social inclusion and active citizenship * part of our society: e-health, e-care, e-banking, e- communication, etc. 7

8. ICT competences levels vary greatly between countries % of individuals with low, medium and high computer skills (2011) Source: Eurostat, Information society Statistics, 2011

9. Conceptual mapping Case studies analysis Experts’ workshop Online Consultation First proposal Stakeholders’ Consultation Validated proposal 69 references 100+ (15 in-depth) 95 experts 17 + 9 EC 40 consultants

10. 5 Competence areas More than pure functional ICT skills

11. Dimension 1 Competence areas (5) Dimension 2 Competences (21) Dimension 3 Proficiency levels – EQF (8) on learning outcomes descriptorslearning outcomes descriptors 1. Information1.1 Browsing, searching, & filtering information 1.2 Evaluating Information 1.3 Storing and retrieving information 3X 2. Communication2.1 Interacting through technologies 2.2 Sharing information and content 2.3 Engaging in online citizenship 2.4 Collaborating through digital channels 2.5 Netiquette 2.6 Managing digital identity 6X 3. Content creation3.1 Developing content 3.2 Integrating and re-elaborating 3.3 Copyright and Licences 3.4 Programming 4X 4. Safety4.1 Protecting devices 4.2 Protecting data and digital identity 4.3 Protecting health 4.4 Protecting the environment 4X 5. Problem solving5.1 Solving technical problems 5.2 Expressing needs & identifying technological responses 5.3 Innovating, creating and solving using digital tools 5.4 Identifying digital competence gaps 4X

13. 2. Communication 2.3 Engaging in online citizenship To participate in society through online engagement, seek opportunities for self-development and empowerment in using technologies and digital environments, be aware of the potential of technologies for citizen participation 5. Problem Solving 5.3 Innovating, creating and solving using digital tools To identify and solve conceptual problems or issues through technological means, to improve and innovate with ICT, to actively participate in collaborative digital and multimedia production, to express him/herself creatively through digital media and technologies, to create knowledge with the support of technologies digital tools

14. Self-assessment

15. Independent user level 15

16. From 3 levels to 8 EQF related levels

17. 1710 June 2015

18. MALTA?? Use of DigComp framework in a by the Ministry for Education and Employment ESTONIA Translation of the DigComp framework by the Estonian Ministry of Education and Research. DG JUSTICE Development of a Digital Framework for Consumers based on DigComp. BASQUE COUNTRY, SPAIN Ikanos project Ikanos project Developed by the Basque Government to deploy the Digital Agenda. Free online testing tool based on DigComp. NAVARRA, SPAIN Navarra Department of Education uses DigComp as a key reference for strategic planning. COUNTRY/REGION EUROPEAN ORGANISATION SLOVENIA 1 initiative 6 (N/A) FLANDERS, BELGIUM??.. SPAIN The Ministry of Education, Culture and Sports, namely INTEF, uses DigComp for teachers PD.

19. Final remarks European Digital Competence Framework Online available end 2014 Endorsed by EU Member States representatives in the E&T2020 Thematic Working group on 'ICT and Education' (May 2013) and on 'Transversal Skills' (2014) Endorsed by ICT-related user and demand industry and ngo's Self-assessment tool of digital competences for citizens  EUROPASS available end 2014 Wil become part of a one single access point for Citizens skills And more : Development of applied frameworks for educators digital competences and consumer digital competences Measurement: Eurostat 2015 Survey on digital skills

20. Thank you for your attention