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ITU - background information on DigComp
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ITU - background information on DigComp
- 1. The European Commission’s scienceand knowledge service Joint Research Centre 1 DigComp: The Digital Competence Framework for Citizens Expert Group on ICT Household Indicators Forum, ITU Geneva, 18 October 2018 Dr. Riina Vuorikari
- 2. Focus on thepriorities of the European Commission: creating research evidence to support policy-making Policy neutral and Independent: no private, commercial or national interests The Joint Research Centre (JRC) Directorate Growth & Innovation Seville
- 3. 1. Context 2. TheDigComp Framework 3. Different uses for different purposes 4. Contacts
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- 5. Communication: School developmentand excellent teaching for a great start in life 5
- 6. (Digital) Skills challengeshigh on European agenda: • 2018 Digital Education Action Plan {COM(2018) 22 final} • 2018 EC "proposal for Council Recommendation on Key Competences for Lifelong Learning (revision of 2006 Recommendation) {COM (2018) 24 final} • 2017 COM on school development and excellent teaching for a great start in life {COM(2017) 248 final} • 2017 COM on a Renewed European agenda for Higher Education {COM(2017) 247 final} • 2016 New Skills Agenda {COM(2016) 381 final} • Digital Single Market initiative
- 7. Digital Competence isone of the 8 key competences Digital Competence is a transversal key competence enabling us to acquire other key competences
- 8. What does itmean to be digitally competent? Digital competence ≠ use of ICT tools Digital Competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society {COM (2018) 24 final}
- 9. 2. The DigCompframework
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- 11. Goals: • What: Toidentify and describe key components of Digital Competence in terms of knowledge, skills and attitudes • Why: To provide a shared understanding of what is digital competence • Aim: To support EC and MS in implementing EU and national policies, curriculum and training syllabi • Who: JRC & DG Employment + links with other Directorate Generals (EAC, GROW, CONNECT) • How: • Strong scientific underpinning • Consensus building with multiple stakeholders • Updating and revising
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- 15. Design principals • TheDigComp framework is neutral, not prescriptive • Encompasses all usage, e.g. a desktop, laptop, netbook or tablet computer, but also hand-held devices, e.g. Smart Phones, wearable devices with mobile networking facilities; games consoles; media players or e-book readers which, more often than not, are also networked and/or connected to the internet • Technology-neutral, focus on tasks, e.g. “Interacting through digital technologies” • Future-proof terms, e.g. “digital technologies”, ”digital environment”, “digital tools” • Keeping up with policy relevant themes and alignment with existing definitions, e.g. • conceptual updates to follow the legislations (e.g. data protection and right to be forgotten) • well-being (WHO definition of good health as a state of complete physical, social and mental well-being • social inclusion (the World Bank) • Problem solving (OECD, 2014) • 15
- 16. 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 Multi-method approach since 2010…
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- 18. 3. Use ofDigComp
- 19. At European level ▪2018 Commission proposal for a Council Recommendation on Key Competences for Lifelong Learning (amongst others) ▪ Measurement of Digital Skills (DESI – Digital Agenda Scoreboard) How is DigComp used? At Member State level (used in 15 MS and regions) ▪ For curricula review, teacher training, student (self-)assessment ▪ Policies: digital skills strategies, initiatives, reference & mapping tool ▪ Employment: jobseekers self-assessment, development of training offers & certification for employees and jobseekers Global ▪ Input to Global Digital Literacy framework (SDG4.4.2)
- 20. 3.1 At Europeanlevel
- 21. 21 Digital Skills Index ▪A composite indicator is based on DigComp’s four competence areas (information, communication, content creation and problem solving). ▪ Uses data from Eurostat on Internet Usage in Households and by Individuals ▪ Focuses on how individuals have used the internet in the last three months as a proxy for digital skills ▪ Four levels for citizens’ digital competence are used (no-low- basic– above basic) ▪ Can be broken down by various background variables, possible to assess by individuals, workforce, etc.
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- 24. 3.3 At MemberState level
- 25. Content • 1. IntroducingDigComp • 2. Using DigComp: getting started • 3. DigComp resources (translations, versions ...) • Annex: Inspiring DigComp examples: case studies and tools published in 2018 !
- 26. Stakeholders Domains of digital competence development Listof 30 case studies An INVENTORY of Cases and Tools List of 20 tools
- 27. Developed Tools andResources by stakeholders (Self-)Assessment Tools Curricula Training resources Available OER Curricula Training resources Available OER Validation Tools Assessment & Certification Tools Translations & Adaptations of DigComp into Specific Digital Competence Profiles
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- 29. All information aboutDigComp: https://ec.europa.eu/jrc/digcomp Framework and vocabulary: https://ec.europa.eu/jrc/en/digcomp/digital- competence-framework Contact: DG JRC – Directorate Innovation and Growth • yves.punie@ec.europa.eu (Deputy Head of Unit) • riina.vuorikari@ec.europa.eu (Scientific Officer)
Editor's Notes
- #3 JRC-IPTS: One of the key knowledge providers for DG EAC
- #9 More than prodecual knowledge of how to perform activities with digital tools (skills). Also includes the idea of declarative knowledge, e.g. factual knowledge about digital technologies and thier use. And, importantly, the attitude!
- #11 The European Digital Competence Framework for Citizens, also known as DigComp, is a tool to improve citizens’ digital competence. DigComp has been developed by the JRC initially on behalf of DG EAC and, more recently, on behalf of DG EMPL as a scientific project based on solid scientific underpinning and iterative consultations with stakeholders. First published in 2013, DigComp provides a comprehensive conceptual model of what are the elements that makes us digitally competent based on the following working definition digital competence refers to the confident, safe and critical use of, and engagement with the full range of digital technologies. These can be used for dealing with information and data, for communication and creative expression, collaboration, content creation, and task performance and problem-solving in all aspects of life. Revised in 2016, to fine tune the vocabulary, the framework has been updated this year to further detail how the this competence develops in different levels of proficiency.
- #13 5 main areas
- #14 Example of areas and their competences