The document summarizes a presentation on the European Digital Competence framework for citizens. It describes the framework as having 8 levels of learning outcomes to define digital competence. The framework aims to provide a common understanding of digital competence in Europe. It identifies 5 areas of digital competence: information, communication, content creation, safety, and problem solving. Examples are given of how several European countries and regions have adopted the framework in areas like education, skills assessment, and policy. Issues discussed around further developing the framework include its complexity with many descriptors, and balancing abstraction with specificity at higher levels.

1. European Digital Competence
framework for citizens:
8 levels of learning outcomes
ET2020 Brussels June 15 2015
Working Group on Transversal skills
Dr. Riina Vuorikari
JRC-IPTS, Information Society Unit

3. What is Digital
competence reference
framework?

4. DigComp is one of the 8 key
competences
DigComp is a transversal key
competence enabling us to acquire
other key competences

5. What does it mean to be digitally
competent?
KNOWLEDGE
SKILLSATTITUDES
COMPETENCE
Digital competence ≠ use of ICT tools
Digital competence involves the
confident and critical use of ICT
for employment, learning, self-
development and participation in
society (EC, 2006).

6. What kind of digital competence
do people need
in our digital economy and society
?

7. JRC-IPTS
Study on
Digital Competence
2010-2012
on behalf of DG EAC
2014-2015
on behalf of EMPL
Google “DigComp IPTS”
Link: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html
Version 1.0

8. Digital Competence
Framework
Aim:
• Identify and describe key components of Digital Competence in terms
of knowledge, skills and attitudes.
Why:
• Many initiatives but lack of common European understanding and
guidelines
Policy:
• 2006 Recommendation on Key Competences for Lifelong Learning
• 2013 COM on Opening up Education
• Digital Agenda Scoreboard
http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

10. Digital Competence framework

11. http://ikanos.blog.euskadi.net/?page_id=2423&lang=en

12. 1. Information
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate
information needs, to find relevant information, to select
resources effectively, to navigate between online sources,
to create personal information strategies
1.2 Evaluating information
To gather, process, understand and critically evaluate
information
1.3 Storing and retrieving information
To manipulate and store information and content for easier
retrieval, to organise information and data

13. Source:ElaboratedbyIPTS,basedonthe
structureoftheeCompetenceframeworkfor
ICTprofessionals

14. What can you do
with
the
Digital competence
framework
for all citizens?

15. Case 1:
“Measurability”

16. …confident and
critical use of
ICT..?

17. 17
In 2012, 47% of the EU population has insufficient digital skills,
including 23% who has none at all.
Digital Agenda Scoreboard 2014 – Digital Inclusion and Skills
http://ec.europa.eu/digital-agenda/news-redirect/16547

18. 18 14 June 2015

19. 19
communication
content creation
14 June 2015
safety
information proc
Source:
http://ec.europa.eu/information_society/newsroom/cf/dae/document.cfm?action=display&doc_id
=5406
content creation
Communication

20. 20 14 June 2015

21. Case 2:
Self assessment

22. How to use level?
For self-assessment:

23. 2314 June 2015

24. 2414 June 2015

25. Case 3:
Examples
of national and regional
up-take

26. TEACHER
PROFESSIONAL
DEVELOPMENT
E & T CONTENT
/STUDENT
ASSESSMENT
ASSESMENT FOR
EMPLOYABILITY
POLICY SUPPORT,
FRAMEWORK
IMPLEMENTATION
BASQUE COUNTRY, SPAIN
Ikanos project
Developed by the Basque
Government to deploy the
Digital Agenda.
Free online testing tool based on
DIGCOMP.
FLANDERS, BELGIUM
Used by Dept. of Education as an
input to curricula review and to
development of adult education
courses.
SPAIN
The Ministry of Education
Dept institute INTEF, uses
DIGCOMP for teachers PD.
LITHUANIA
Translation of the DIGCOMP
framework by the Education
Development Centre.
UNITED KINGDOM
GO ON UK definition of Basic
Digital Skills now aligns with
DIGCOMP.
Works closely with Cabinet Office
and the Governments Digital
Service.
ESTONIA
Translation of the DIGCOMP by
the Ministry of Education and
Research. Input for planning
teacher PD.
SLOVENIA
Translated by National Education
Institute.
The DIGCOMP framework is used
for the assessment of students'
digital competence.
NAVARRA, SPAIN
Navarra Department of
Education uses DIGCOMP
as a key reference for
strategic planning.
MALTA
Use of DIGCOMP framework
by the Ministry for Education
and Employment in "Green
Paper: Digital Literacy".
CROATIA
e-Schools project
by Croatian Academic and
Research Network will use
DIGCOMP to support teachers
EXRTREMADURA, SPAIN
Implements Teachers Digital
Competence Portfolio
based on DIGCOMP.
ITALY
Italian Digital Agenda
will evaluate the official
adoption of DIGCOMP.
SERBIA
Considering translations
of DIGCOMP v1.0.

27. 27 14 June 2015
Another example
in a context of
an EU-project
Case 4:

30. Using DigComp as a
reference framework:
2 examples from the field
Case 5:

31. Mapping DIGCOMP
with
ESCO

32. 3214 June 2015
https://ec.europa.eu/esco/web/guest/escopedia/
-/escopedia/European_Skills%2525252C_Competences%2525252C_Qualifications
_and_Occupations_%25252528ESCO%25252529

33. 3314 June 2015

34. Mapping DIGCOMP
with
ECDL

35. 3514 June 2015
http://www.ecdl.com/

36. 3614 June 2015

37. 3714 June 2015

38. Further research in proficiency levels
Introduction to
8 levels of learning outcomes
14 June 2015

39. 3914 June 2015
v1.0
3 proficiency levels
v1.1
8 proficiency
levels
A-Foundation Level 1 Level 2
B-Intermediate Level 3 Level 4 Level 5
C-Advanced Level 6 Level 7 Level8
Version 1.1

40. 4014 June 2015
Proficiency
levels
in v.1.0
8 Levels
in v 1.1
A-Foundation
Basic and general
knowledge
Basic factual knowledge of the
field
B-Intermediate
Facts, principals,
processes and
general concepts
Factual & theoretical
knowledge in broad
context
Comprehensive, specialised and
theoretical knowledge.
Awareness of boundaries
C-Advanced
Advanced
knowledge, critical
understanding of
theories
Highly specialised
knowledge, original
thinking/research
Most advanced frontier of
knowledge, interface
between fields
Version 1.1

41. 4114 June 2015

42. 4214 June 2015

43. Issues arising from further
development of 8 levels
Expert and stakeholder workshop
in Seville (April 2015)
14 June 2015

44. Issue no: 1
The granularity, and added complexity,
of the learning outcome descriptors
as divided into
knowledge, skills and competences.
Each competence is described with 24
descriptors (3 x 8)
-> 504 learning outcome descriptors!
14 June 2015

45. Issue no: 2
At the highest levels of learning
outcome descriptions, it is hardly
possible to strike the balance between
the framework remaining abstract, an
all-purpose framework, and the
specificity that is needed to describe
highest levels of learning outcomes.
14 June 2015
In general, the higher the level of
learning outcome in question, the
less transversal it becomes.

46. 4614 June 2015

47. 4714 June 2015

48. 4814 June 2015

49. 4914 June 2015
Should the framework cover the entire
population (e.g. laymen and professionals) or
only focus on laymen?

50. 5014 June 2015
Worksheet
in Yammer!

51. Group work – 30 min working time, 20
minutes discussion on your outcomes
14 June 2015

52. Future outlook
• Self-assessment questionnaire
for Digital competence
• Implementation of the tool
overseen by DG EMPL

53. Future outlook also includes…
• Digital Competence Framework for
Consumers (IPTS + DG JUST 2015)
• Digital Competence Framework for
teachers (IPTS + DG EAC 2015-2016)
• Digitally Innovative Educational
Organisations (IPTS + DG EAC 2015-2016)
• Competence Framework for
Entrepreneurship (IPTS + DG EMPL 2015-
2016)

54. Thank you!