Ilias Iakovidis - Day 1, Session 1


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  • > Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously 3) the intermediaries have so far been overlooked
  • Access to ICT and advanced digital competences are crucial for current and future: - Lifelong learning - Employability - Self development - Social inclusion - Social participation According to a foresight study on eSkills demand and supply, even with slowly recuperating European economy, there will be lack of ICT practitioners by 2015,   ICT practitioners are needed in all sectors, not only on ICT sector (54% of ICT practitioners work in the ICT using industries and 46% in the ICT sector itself), Empirica (2009), Monitoring e-Skills demand and supply in Europe. CEDEFOP : "The results of Cedefop’s forecast show that the occupational structure of Europe is moving towards knowledge and skill-intensive jobs." With a little bit of interpretation, you could use this at least as an indicator that ICT skills (which as we know are an important prerequisite for knowledge intensive jobs) will become more important....
  • Here, as we explained that DC are evolving, so are the digital divides For example: if we take Social Computin as an example, one needs much more than PC and Internet skills to be able to fully (and securely) reap the benefits of SC applications, in particular, capacity to share an collaborate and privacy and security awareness The implication is that DC policies need to be constantly updated to technology and usage developments
  • Carers and family and frineds as multipliers need other types of policies as these are more difficult to reach (informal actors) vs the rest above who are formal actors in institutions. And in addition they have played so far a crucial role in teaching DC (Eurostat shows that this is the most often way people do learn DC). For example creating resources to be used has been identified as a needed policy.
  • Every European Digital Ensure everyone acquires Digital Competences as a key competence for the future and remains competent -> need to monitor and address evolving digital divides 2) Supporting those socially excluded or at risk of social exclusion (unemployed, immigrants, people with low education levels, people with disabilities, and elderly, as well as marginalised young people) Addressing those digitally excluded (older people, people with disabilities, women, lower education groups, unemployed and “less-developed” regions) Engaging multiple stakeholders Understanding how to leverage the role of intermediaries as multipliers ( User empowerment & autonomy; LLL: Economic, Social & Civic participation; Engagement with Local Community) (role of TSO; carers as intermediaries; DC needs of eInclusion intermediaries and actors as multipliers) (Eurostat - place of access: 38% only at home; 41% at work; 14% other (TCs, libraries, etc?); 12% place of education
  • > Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously 3) the intermediaries have so far been overlooked
  • > Need constant update of programmes, training etc Important (basic) divides exist, need action /// (Even youth lack necessary critical skills, privacy awareness -> Not about generation divide) and technologies change continuously 3) the intermediaries have so far been overlooked
  • Ilias Iakovidis - Day 1, Session 1

    1. 1. ‘ ICT for inclusion –towards a smart, sustainable and inclusive economy’ Ilias Iakovidis, PhD ICT for Inclusion DG Information Society and Media European Commission
    2. 2. Conclusions 1 Ideas for Public Libraries <ul><li>Re-thinking of the role of the public libraries in the digital era </li></ul><ul><ul><li>info hub but also educational and social hub </li></ul></ul><ul><li>Skills and responsibilities of professional “intermediaries” such as librarians: </li></ul><ul><ul><li>Digital competence in a context </li></ul></ul><ul><li>New business models and services for public libraries: </li></ul><ul><ul><li>inclusive eGovernment, eHealth info, accessible / distant education & training </li></ul></ul><ul><ul><li>(digital literacy classes, employment opportunities, carers training, …) </li></ul></ul><ul><ul><li>accessible content </li></ul></ul>
    3. 3. Future skills needs of the labour market In 2020, of all jobs 35% high qualifications 50% medium qualifications 15% low qualifications Cedefop, 2010 According to European companies, 90% of jobs in 2015 will require some sort of ICT skills (IDC, Nov 2009)
    4. 4. Digital skills <ul><li>From basic digital literacy to advanced digital competencies </li></ul><ul><ul><li>Not to learn ICT but to do things </li></ul></ul><ul><ul><li>Lifecycle - education, work, social life </li></ul></ul><ul><ul><li>“ So can you read and write?” ( digital literacy ) </li></ul></ul><ul><li>Are you confident and critical user of ICT – for work, leisure, communication and learning (digital competence) </li></ul><ul><li>Advanced e-skills in specific professional environments (e-Skills and beyond) </li></ul>
    5. 5. Evolving Digital Divides Advanced Digital Competences Future Digital Competences to enable Future skills needed From ICT skills to Digital Competences 2006 today Future 2020 Digital Competence evolves … 26% (in 2010) 72-78 % (peer file exchange -up-load in 2010) 35% (in 2010) Clara Centeno, JRC-IPTS ICT Access, Basic User Skills Variety and Intensity of ICT use Critical & Confident ICT use Share and Collaborate; Privacy aware Innovative Multicultural etc … and so do Digital Divides
    6. 6. And the winner is – health info
    7. 7. Digital Agenda for Europe and eInclusion targets DAE: Every European Digital Those in employment E-Business skills ICT practitioner skills ICT user skills Digitally Excluded Groups at risk of social exclusion eInclusion Clara Centeno, JRC-IPTS
    8. 8. Europe 2020: seven flagships <ul><li>Addressing: crisis, low growth, unemployment, ageing, globalisation, finance, climate & resources </li></ul>HEADLINE TARGETS <ul><li> Employment rate from 69% to 75% -  Investment to 3% of GDP in R&D </li></ul><ul><li> greenhouse gas emissions by 20% (vs1990),  renewable energy to 20%, 20%  in energy efficiency. </li></ul><ul><li> early school leavers to 10% (from 15%),  population 30-34 with tertiary educ. from 31%to 40%. </li></ul><ul><li> living below poverty by 25%, 20 million people out of poverty. </li></ul>7 EU Flagship Initiatives SMART GROWTH SUSTAINABLE GROWTH INCLUSIVE GROWTH INNOVATION &quot;Innovation Union” CLIMATE, ENERGY AND MOBILITY &quot;Resource efficient Europe” EMPLOYMENT AND SKILLS &quot;An agenda for new skills and jobs” EDUCATION &quot;Youth on the move” COMPETITIVENESS &quot;An industrial policy for the globalisation era” FIGHTING POVERTY &quot;European platform against poverty” DIGITAL SOCIETY &quot;A digital agenda for Europe”
    9. 9. Converging Policy Context <ul><ul><li>Legal framework (PwD in telecoms, audiovisual) </li></ul></ul><ul><ul><li>R&D and innovation on ICT </li></ul></ul><ul><ul><li>Promote internet access : digital literacy, accessibility </li></ul></ul><ul><ul><li>“ Europe 2020” </li></ul></ul><ul><ul><li>Digital Agenda </li></ul></ul>
    10. 10. The scale of the challenge – DAE actions <ul><li>Digital literacy and competences a priority for the ESF </li></ul><ul><li>Tools for competences of ICT practitioners and users </li></ul><ul><li>Digital literacy and skills priority of New skills for jobs flagship </li></ul><ul><li>Promote a higher participation of women in ICT </li></ul><ul><li>Online consumer education tool on new media technologies </li></ul><ul><li>EU-wide indicators of digital competences and media literacy </li></ul><ul><li>Evaluate accessibility in all revisions of legislation </li></ul><ul><li>Public sector websites are fully accessible by 2015 </li></ul><ul><li>MoU on Digital Access for persons with disabilities </li></ul><ul><li>Long-term e-skills and digital literacy national policies </li></ul><ul><li>Provisions on disability in Telecoms Framework and AVMS </li></ul><ul><li>Mainstream eLearning in national policies </li></ul>
    11. 11. Policies Trainers Teachers Librarians Social actors Carers Family & friends Individuals Multipliers Options for eInclusion action Innovation & Competitivenes Skills Lifelong Learning Vocational Education and Training Digital Inclusion Social Inclusion Formal Education Employment eInclusion
    12. 12. Third sector Civil society ICT for social inclusion Intermediaries Digital inclusion Digital competence eFacilitators Digital Literacy & eInclusion Informal + Formal + Non formal learning Social workers <ul><ul><li>All Europeans </li></ul></ul><ul><ul><li>Digitally excluded/at risk </li></ul></ul><ul><ul><li>Socially excluded/at risk </li></ul></ul>Librarians eInclusion initiatives low educated unemployed elderly youth at risk migrants disabled
    13. 13. Skills of intermediaries <ul><li>Minimum common requirements for eFacilitators that the training should address </li></ul><ul><ul><li>ICT ISCED level 5 </li></ul></ul><ul><ul><li>familiarity with latest IS tendencies and resources (e-learning, e-services, social networks, open source tools) </li></ul></ul><ul><ul><li>Diploma/experience in communication and socio-cultural animation for target groups at risk </li></ul></ul><ul><ul><li>Ability to plan and manage training activities and projects, centre itself </li></ul></ul><ul><ul><li>Medium / high level of EN plus other relevant language </li></ul></ul><ul><ul><li>Specific knowledge / experience for specialised eInclusion paths (social inclusion / labour / LLL path) </li></ul></ul><ul><li>Mobility – but impossible – vocational training differences </li></ul><ul><li>Clear career paths? </li></ul><ul><li>/eInclusion initiatives study/ </li></ul>
    14. 14. Carers - challenges 2 CIP projects under negotiations ‘ ICT for carers’ Critical conditions Needs Time devoted to care (up to 24/7) • Balance work and caring functions • Coordinate with service providers and professionals • Remote access to basic services Socialization and isolation -> e motional stress • Communication with others • Share emotions and experiences with peers • Specialized support Limited experience and skills, or No accreditation & certification of skills • Information, training and other support (emergency) • Accreditation / Certification of skills Limited knowledge of services & support opportunities (incl. technology-related) • Available and fast access to information and guidance Sensitive personal information (themselves and recipients) • Guarantee adequate security and privacy <ul><li>Migrant specific: </li></ul><ul><li>- Lack of social support network </li></ul><ul><li>- Intercultural and language barriers </li></ul><ul><li>- Lack knowledge of institutional care </li></ul><ul><li>Often irregular work/residence status </li></ul><ul><li>Difficult access to training & support </li></ul>• Multi-lingual information and services (including on country culture and institutional care context), &quot;accessible&quot; services
    15. 15. Purpose To raise awareness of the need and of the tools available to stakeholders and public authorities of all levels through demonstrating mo dels of successful, relevant policies and funding mechanisms. Define a to-do list. Status of progress and challenges reported in the workshop - eInclusion is a journey: from inclusion to engagement and empowerment - Various routes to eInclusion (different models, places, partnerships) - S trong economic argument: Digital literacy for inclusive society and competitive economy - Sustainable and scalable Stakeholders ’ actions and commitments mentioned in the workshop - Systemic s upport for Digital campaigns & Champions and Intermediaries - R eaching outside the eInclusion community towards key decision makers - Long term platform for knowledge and experience brokerage - Promote Digital talent for all – to support people in all aspects of life - Digital Capacity building – for both social innovation and enterprise - Standardisation, certification, harmonisation and impact assessment DAA WS 20 Digital literacy and Inclusion
    16. 16. DAA WS 20 Digital literacy - outcomes on ‘intermediaries’ <ul><li>Awareness raising and recognition of the role of intermediaries + the need for mapping of those actors and their contribution </li></ul><ul><li>Measure the Impact of the actions of those intermediaries, including the mapping, sharing, developing the related methodologies </li></ul><ul><li>Need to increase the level of digital competence (both of those that use ICT and those who do not) </li></ul><ul><li>eFacilitator role , through a European Competence Framework, and vocational training </li></ul><ul><li>Quality assurance tools for the delivery of DC training activities (non formal settings), e.g. peer processes </li></ul><ul><li>Funding at the cross road of ICT and social inclusion goals </li></ul>
    17. 17. Projects ••• <ul><li>Marginalised Young People projects </li></ul><ul><li>ComeIn : (mobile based online communities for the integration of MYP) </li></ul><ul><li>Hands : (mobile toolset for autistic young people to support them in better handling situations autonomously and to develop their social and self management skills) </li></ul><ul><li>Incluso : ( measurement tool to screen evolution in MYP social inclusion/exclusion and a business model for organizations working with ICT in the area of social inclusion ) </li></ul><ul><li>Replay : ( gaming technology platform to provide light anti-social behaviour MYPs with a tool to facilitate reintegration into society ) </li></ul><ul><li>Umsic : (s upport through music, children with social or emotional disorders, or with moderate learning disabilities, and those who are immigrants with no or limited host country language skills ) </li></ul>
    18. 18. Projects – under negotiations <ul><li>Care+ - Ageing well in the community and at home: digital competencies of care workers to improve the quality of life of older people and their carers. </li></ul><ul><ul><li>professionalisation of domiciliary care workers and </li></ul></ul><ul><ul><li>caregivers to support active ageing at home and in the community </li></ul></ul><ul><li>Disco ver - Digital Inclusion Skills for Carers bringing Opportunities, Value and Excellence </li></ul><ul><ul><li>increasing digital competences and engagement of social inclusion actors (carers) </li></ul></ul><ul><ul><li>increasing use of ICT solutions for delivering soc ial support and care </li></ul></ul><ul><ul><li>raising the profile of social inclusion work </li></ul></ul><ul><li>(from CIP Work Programme 2011) </li></ul>
    19. 19. <ul><li>WHAT </li></ul><ul><ul><li>~1/3 EU population (150M) in need for social support </li></ul></ul><ul><li>same 1/3 use eGovernment/public services the least </li></ul><ul><li>same 1/3 huge impact on Governments economies </li></ul><ul><li>and society at large </li></ul><ul><ul><li>Socially excluded Groups </li></ul></ul><ul><li>are fragmented </li></ul><ul><li>have complex and multiple needs </li></ul><ul><li>live in different environments (social/economic/geographical/cultural) </li></ul><ul><ul><li>Services Delivery </li></ul></ul><ul><ul><li>80% of social services is delivered locally delivery is based on complex and mixed value chains </li></ul></ul><ul><li>(public/private = public local administrations, NGOs, charities, civil organizations, volunteers, etc.) </li></ul>Inclusive eGovernment RATIONALE
    20. 20. <ul><li>WHY = Promote and support social inclusion </li></ul><ul><li>By improving access to public services </li></ul><ul><li>from socially excluded groups </li></ul><ul><li>WHO = Socially Disadvantaged Citizens Intermediaries engaged in the delivery of social services </li></ul><ul><li>(Public Administration. Local Authorities, Third sector, Users associations, Private sector, etc.) </li></ul><ul><li>HOW = by Maximizing efficiency and effectiveness in service delivery by e.g.: </li></ul><ul><ul><ul><ul><ul><li>Improving ICT tools/processes/protocols (within delivery chains) </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Developing new service delivery profiling (e.g. flexible, personalized, combined, based on multichannel approaches) </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Applying sustainable business models (for P.P.P., social contracts and alliances in service delivery) </li></ul></ul></ul></ul></ul>Inclusive eGovernment RATIONALE 2
    21. 21. Inclusive eGovernment Focus <ul><li>ACTORS </li></ul><ul><li>Intermediaries and stakeholders engaged in the delivery of social services </li></ul><ul><li>e.g. Public Administration. Local Authorities, Third sector, Users Associations, Private sector, etc. </li></ul><ul><li>SECTORS and target Areas </li></ul><ul><li>Social: Elderly, Disabled, Immigrants, MYP, Homeless </li></ul><ul><li>Economy: Job Opportunities </li></ul><ul><li>Education: Formal/Informal, learning and vocational training </li></ul>
    22. 22. <ul><li>eGOS </li></ul><ul><li>Vocational eGuidance </li></ul><ul><li>Empowerment of Intermediaries </li></ul><ul><li>Multichannel Delivery & O.S. </li></ul><ul><li>DIEGO </li></ul><ul><li>eAccessibility e Scalability </li></ul><ul><li>of Public Web Sites </li></ul><ul><li>BP models replication </li></ul><ul><li>Multichannel Delivery </li></ul><ul><li>CEMSDI </li></ul><ul><li>ICT skills/Digital Literacy </li></ul><ul><li>Capacity Building of POs </li></ul><ul><li>DLA (Digital Local Agenda) </li></ul><ul><li>Multichannel Delivery </li></ul><ul><li>eGov4U </li></ul><ul><li>Models and Strategies </li></ul><ul><li>Multichannel Delivery </li></ul><ul><li>Replication & Deployment </li></ul>End USERS = Socially Excluded (e.g. Elderly, Unemployed, Immigrants, youngsters, etc ) Public Officials and Intermediaries MCeGOV study Reference Frameworks for Sustainable Models <ul><li>Inclusive Public Services Key Enablers: </li></ul><ul><li>ICT Skills/Digital Literacy of POs </li></ul><ul><li>Empowerment/Capacity Building </li></ul><ul><li>Multichannel Service Delivery </li></ul><ul><li>eAccessibility of P..WSs </li></ul><ul><li>Framework Models </li></ul><ul><li>Coordination </li></ul>Inclusive eGovernment EU Pilot actions
    23. 23. Get online week 2011 <ul><li>112 074 Europeans in 30 European countries </li></ul><ul><li>in ca 5000 telecentres educational venues, libraries, NGOs… </li></ul>
    24. 24. Conclusions 1 Ideas for Public Libraries <ul><li>Re-thinking of the role of the public libraries in the digital era </li></ul><ul><ul><li>info hub but also educational and social hub </li></ul></ul><ul><li>Skills and responsibilities of professional “intermediaries” such as librarians: </li></ul><ul><ul><li>Digital competence in a context </li></ul></ul><ul><li>New business models and services for public libraries: </li></ul><ul><ul><li>inclusive eGovernment, eHealth info, accessible /distant education & training (digital literacy classes, employment opportunities, carers training, …) </li></ul></ul><ul><ul><li>accessible content </li></ul></ul>
    25. 25. Conclusions 2 General <ul><li>Digital Competences are evolving and so are related digital divides </li></ul><ul><li>Need a holistic policy approach to Digital Competences and coordination among the many actors involved </li></ul><ul><li>Both end users and intermediaries such as librarians need to be targeted </li></ul><ul><li>Training of Digital Competences should be adapted to the specific profiles and needs of the target groups </li></ul>
    26. 26. Merci! <ul><li>See you in Gdansk, PL Presidency conference </li></ul><ul><li>5-7 October 2011 </li></ul><ul><li>Innovation for digital Inclusion </li></ul><ul><li> </li></ul>