digital competences Archives • All Digital

Join DigComp Community of Practice (CoP)

Afonso Araujo — Sun, 10 Aug 2025 09:42:14 +0000

The DigComp Community of Practice (CoP) was created as a collaborative space to support and engage adult education providers and stakeholders across Europe in their digital transformation journey.

Originally, ALL DIGITAL established the CoP on the Basecamp platform to facilitate consultation on the updates of the European Digital Competence Framework for Citizens (DigComp), in close cooperation with the European Commission’s Joint Research Centre (JRC) and DG EMPL. This initiative successfully has brought together hundreds of educational experts, creating a valuable pool of knowledge and practice that needed to be preserved and expanded. More recently, building on this foundation, the DigComp Hub project (2023–2025) has invested in strengthening and scaling up the CoP into a comprehensive environment for knowledge sharing, peer learning, and exchange of best practices related to the use of the European Digital Competence Framework for Citizens (DigComp).

Currently, our stakeholders can find a myriad of interesting content, such as:

Access practical resources and toolkits,
Participate in training and mentoring programmes,
Share experiences and case studies,
Learn from peers and explore innovative practices in applying DigComp.
Inspiring Experiences Webinar Series
CoP Guidelines

Invitation to Join

The DigComp CoP is open to everyone – both individuals and organisations. Feel free to invite colleagues and partners by spreading the word.

We warmly invite all stakeholders in the field of digital inclusion and education to join the DigComp CoP. By becoming a member, you will have the opportunity to:

Raise issues and contribute to discussions,
Participate in working groups,
Exchange materials, experiences, and resources,
Access good practices and the latest developments on DigComp,
Connect with peers across Europe.

If you would like to be part of this vibrant community, please fill in the registration form below.

We look forward to meeting you online!

If you don’t see the form below, here is the direct link to the DigComp CoP registration form.

Fill out my online form.

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Innovation Camp: Gender Equality in STEM Education and Lifelong Learning

Andrea Bedorin — Fri, 18 Nov 2022 09:13:32 +0000

Would you be interested in an informal conversation with others to co-create innovative ideas to foster diversity and inclusion in tech?

Are you looking for an opportunity to understand and learn new technical, entrepreneurial and social skills, enhance your awareness about gender inequalities?

Would you enjoy spending a day meeting new people and having fun?

And what would you say if we tell you that you can get a chance to benefit from mentoring opportunities to turn your innovative ideas about gender equality in STEM education and careers into a start-up?

If that’s a big yes from your side, then we invite you to join the Innovation Camp dedicated to Gender Equality in STEM education and lifelong learning in Brussels, Belgium on Thursday 15 December. The event is organised by ALL DIGITAL as part of the H2020 project EQUALS-EU: Europe’s Regional Partnership for Gender Equality in the Digital Age.

In this event, you will learn about the EQUALS-EU’s current efforts for the gender equality in digital age, work in teams to brainstorm about challenges and opportunities for gender equality in STEM education and careers, work on developing one solution per team and pitch your proposal to a jury of experts.

This innovation camp is for everyone – no matter their gender, age, profession, educational level, race or ability. Come and join us with your ideas!

What’s in for you?

You will work for a great cause by contributing to the creation of a roadmap for promoting gender-inclusion innovation in the EU.

For your participation and time, all participants will receive a voucher that can be used for books and electronic products.
Refreshments and lunch is offered to participants during this full-day event.
The winning team will receive the opportunity to further develop their proposal into a start-up through mentoring and training in 2023.

Registration

The registration is now closed.

About organisers

ALL DIGITAL is a leading pan-European association based in Brussels, representing learning centres across Europe focused in providing training activities on digital competences. Our mission is to facilitate the access of Europeans to education for exploiting the benefits and opportunities created by digital transformation.

EQUALS-EU is a project funded by the EU Horizon 2020 Framework Programme. This initiative aims to promote gender equity in social innovation through capacity building and creating smart, sustainable and inclusive social innovation ecosystems in local communities and cities in Europe and the Global North and South.

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Guidelines and Report

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ALL DIGITAL Brochure

Andrea Bedorin — Thu, 01 Sep 2022 09:28:00 +0000

Author: ALL DIGITAL
Year: 2022
Type: brochure

DOWNLOAD LINK

ALL DIGITAL presents its new official brochure. This brochure is intended to present ALL DIGITAL to new potential members, sponsors, stakeholders and policy makers or politicians and give a taste of ALL DIGITAL and its network.

It serves as a teaser inviting the reader to learn more about ALL DIGITAL vision, mission activities, partnerships, and digital inclusion in general.

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Social Hackademy Labs pilots in Croatia, France, Italy and Greece successfully concluded

Afonso Araujo — Thu, 23 Sep 2021 10:27:00 +0000

Social Hackademy Labs are a framework that implements grassroots digital co-creation initiatives following Social Hackademy methodology. Project’s partners established them in Croatia, France, Greece and Italy at the beginning of March 2021.

The Social Hackademy Labs exploit the educational potential that a co-creation experience offers to all the participants, regardless of their digital competence level and professional or personal profile, by providing a meaningful learning experience while influencing digital solutions’ technical and digital development to local societal challenges.

Concretely, the Labs offer young people with fewer opportunities a chance to gain basic or advanced digital skills [by attending visual and graphic design, web design and native mobile app development training courses], thus strengthening their competencies and contributing to their social inclusion. At the same time, the Labs promotes collaboration with civil society organisations. They provide concrete digital projects that enable participants to use their new skills in real-life projects. This further contributes to their upskilling and offers meaningful opportunities to co-create solutions that support local communities.

The Social Hackathons represent the pinnacle of the co-creation process as defined by the methodology. Differently from the majority of the hackathons, which are usually addressed to IT experts and base their marketing strategy on the availability of cash prizes or access to business acceleration programmes, a Social Hackathon is characterised by:

a participatory process in the identification of the specific challenges, which relate to the improvement of one or more societal issues or to the digital empowerment of those stakeholders that contribute to the sustainable development of the society;
the protagonism and collaboration of people who have a low level of digital skills and take part at the hackathon with different roles, but all with the expectation of learning new skills while having fun and contributing to the development of a digital solution at social impact;
a quite extensive preparation period that includes targeted training interventions, social incubation strategic planning, as well as the design and implementation of a well-structured promotional campaign that focuses on the openness and gratuity of the event for everyone

From June to September, #HackAD partners organised four (4) Social Hackathons. All of them revolved around challenges related to the Agenda 2030 and Sustainable Development Goals (SDGs). Participating teams developed digital solutions priorly identified by civil society organisations that also actively supported the teams during hackathons.

Even though winning is not the most important outcome of the Social Hackathons, we are proud to introduce the best digital solutions from all four hackathons:

Social Hackathon Rijeka (Croatia) was won by IT Girls team that developed a mobile app Fenix – Mood Tracker that helps people with different mental difficulties to keep track of their moods and activities that led to these moods to help them focus on the positive. Read more about the Rijeka hackathon here.
Social Hackathon Montpellier (France) was won by the Feminist surge team. It developed a website that offers information, guidance, advice, and support for victims of violence and/or social exclusion because of their gender, minority status, and identities and age in the city of Montpellier.
Social Hackathon Patras (Greece) was won by The Coding Gang team that has created an application to help the environmental problem caused by weeds destroying the local flora. Read more about Patras hackathon here.
Social Hackathon Umbria (Italy) was won by the Alimenta team that has developed an app of the same name that uses open data from the Food and Agriculture Organisation of the United Nations (FAO) to design virtual villages to show local social and economic issues in developing countries and raise awareness about different and challenging contexts and issues in the world (especially in developing countries). Read more about the Umbria hackathon here.

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WANTED: innovative ways of validating transversal skills

Andrea Bedorin — Tue, 21 Sep 2021 13:10:53 +0000

Our TRANSVAL-EU project is looking for innovative ways to validate transversal skills. Transversal skills and competences (TSCs) are learned and proven abilities necessary in any kind of work, learning or life activity. They are transversal because they are not exclusively related to any particular context (job, occupation, academic discipline, civic or community engagement, occupational sector, group of occupational sectors, etc.).

The project partners will develop and test a validation toolkit, training curricula and programmes, as well as standardised competence profiles for validation and guidance practitioners with a specific focus on transversal skills. The aim is to embed transversal skills in validation and guidance processes.

We want to understand what potential innovative tools, methods and approaches for the validation of transversal skills already exist in validation and guidance practices in Europe. We want to map and analyse initiatives including such innovative tools.

The survey is addressed to experts, practitioners, policy-makers, civil servants, HR experts in companies, project managers involved in guidance and validation of skills (including recognition of prior learning) in all sectors of education (adult education, higher education, VET, non-formal education, civil society organisations, schools, etc) and work stakeholders (public employment services, companies, trade unions, etc).We would be very grateful if you could contribute to this by filling out this questionnaire (in EN). It only takes 5-10 minutes to complete it. The deadline to fill the survey is 30 September 2021. Your answers will only be used anonymously for this survey and with respect for your privacy. At the end of the survey (Autumn 2021), we will inform you of its results if you provide your email address at the end.

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Coming soon… the BIBLIO MOOC starts in one month!

Andrea Bedorin — Mon, 06 Sep 2021 14:12:38 +0000

While some are enjoying the Indian summer across Europe, BIBLIO partners are working hard to get everything ready for the start of the BIBLIO MOOC this Autumn. The first MOOC on digital skills especially designed for library professionals is on the way. Read along to get a taste of the course.

Samantha Borges via Unsplash

Why this MOOC?

Today, libraries are not a just a place where people go to read and borrow books. They are community centers, safe places where people go to get advice and help, to access information, to get together with likeminded community members. Libraries offer a multitude of services, including access to digital technologies, computers, and the Internet, digitalized collections and content, virtual reality, coding courses or simply getting help with setting up an email and using e-services. When people have nowhere else to ask for support for these things, they go to their local library. With services evolving and expanding, the profession of the librarian is also changing.

The digital transformation is changing the role of libraries and library professionals, and it’s not always easy to understand and adapt to it. After analysing the library sector, and identifying skills gap, challenges and needs, we are offering librarians the Biblio MOOC. It aims to provide support to library professionals in gaining new skills and developing new innovative services.

What does the MOOC offer?

state-of-the-art curricula developed by experts under high standards of quality assurance
26 modules covering transferrable and digital skills for library professionals
a flexible weekly workload and schedule of 8-10 hours per week that you can complete at your own pace
personalised support provided by experienced lecturers
opportunity to meet, connect and network with peers from all over the world
certification in accordance with the European and national qualification frameworks
opportunity for participants who will successfully complete the MOOC to enlist in a specialised training programme and certify as Community engagement and communication officer or Digital transformation facilitator.

What are the conditions to join the MOOC?

The MOOC will be offered free of charge to anyone who is interested in joining the course. Experience in the library sector is a plus, but not mandatory. The registration form is now open. The course will start on 04^thOctober and will last 10 weeks. Participants should be able to commit to about 8-10 hours of study per week, and should have at least an intermediate level of English, as all the online lessons and materials will be in English. If you complete the MOOC with a 75% success rate of the online assessment, you will receive the course certificate.

What is the course approach?

Unlike a traditional “course”, a MOOC is delivered on-line. The lectures are videos and reading materials, which are available 24/7. Take the course at your own pace, and interact with other students (and the trainers) through the forum. There are no late night calls, and you don’t have to travel! Each week you will be able to interact with highly experienced experts in 1-hour live webinars, but don’t worry – if you miss them, you will be able to watch them afterwards.

Each week, up to three lessons will be released. Each lesson contains the video materials to watch, homework for you to work on, and a quiz to assess your learning.

Watch this video to learn about the MOOC in a nutshell:

In the course of September, we will publish more information about the trainers and the course schedule. Sign up now and stay tuned for more updates via the project website, Facebook or Twitter.

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Global support for championing female leadership expressed at EQUALS-EU first public event

Afonso Araujo — Fri, 06 Aug 2021 15:08:09 +0000

On 4th August 2021, EQUALS-EU Consortium hosted a “Perceptions of Power: Championing Female Leadership in the Digital Age” colloquium that brought together almost 90 representatives of the mobile and tech industries, academia, civil society, international organisations and youth from across the globe to dispel stereotypes and foster a gender-inclusive innovation ecosystem through targeted discussions and brainstorming around key traits and skills needed to empower women in the digital age. The event’s outcomes will be summarised in the report, with recommendations that will be available later this year and will feed into future EQUALS-EU activities.

The event was opened by Dr Anthony Giannoumis, Associate Professor at Oslo Metropolitan University and EQUALS-EU Project Leader and Belinda Exelby, Head of International Relations at GSMA and Chair of EQUALS Steering Committee. EQUALS Global Partnership for Gender Equality in the Digital Age is the largest international platform that brings together public and private sectors to close the digital gender gap.

In the opening remarks, Ms Exelby referred to the pilot study Perceptions of Power: Championing Female Leadership in the Digital Age, after which the event borrowed its title. The study explored mobile and ICT industries and examined how men and women in middle and senior management positions define leadership. It had a particular focus on gender differences in leadership perception. The final report presents many recommendations for concrete actions that public and private sectors can undertake to encourage the advancement of women among the digital economy leadership ranks.

The event continued with a panel discussion on women’s leadership in information and communication technology moderated by Dr Nina Linde from the . Our speakers were Nur Sulyna Abdullah, Chief at Digital Knowledge Hub Department at the Telecommunication Development Bureau (BDT) of the International Telecommunication Union (ITU), John Giusti, Head of Advocacy and Chief Regulatory Officer at GSMA, Dr Anthony Giannoumis, Associate Professor at Oslo Metropolitan University and Mercy Njue, Founder of Botlab Kenya.

Speakers discussed the current state of the digital leadership gap in Europe and across the world, obstacles that rising female leaders in the digital economy face, why does championing female leadership in tech matters, and how can we foster a more inclusive tech industry in which diverse leadership styles are welcome. You are invited to watch the panel debate below

Following the panel debate, participants split into three working groups to brainstorm further and reflect on the challenges and solutions to fostering digital rights, access to technology, and health/care provision, leveraging STI (Science, Technology, Innovation) skills for gender equity and building strategic communication skills to promote gender equity objectives:

Workshop 1: Strategic Communication to Promote Gender Equity: Translating Objectives into Practice (Moderator: Dr Nehama Lewis, Senior Lecturer, University of Haifa)
Workshop 2: Women’s Digital Rights in Healthcare (Moderators: Dr Yue Zhao & Dr Evelyn Plamper, University Hospital Cologne)
Workshop 3: Leveraging STI skills for Gender Equity (Dr Asuman Özgür Keysan & Dr Zelal Özdemir, Middle East Technical University)

The outcomes of the working groups will serve to produce a brief report with recommendations that will feed into a series of hackathons, innovation camps and leadership boot camps aimed at empowering a select group of rising female digital entrepreneurs in the EU and Eastern Partnership countries. Additionally, it will seek to create a support network for women in leadership across the digital economy and STEM fields in particular.

A detailed report from the event will be available in the following months.

YT link: https://youtu.be/LdnV_ujzkt4

Below you can find timestamps of event activities and speakers contributions which allows you to easily jump to the content of your interest:

00:00 Opening remarks

Dr Anthony Giannoumis, Associate Professor, Oslo Metropolitan University
Ms Belinda Exelby, Head of International Relations, GSMA; Chair of EQUALS Steering Committee

11:21 Panel discussion: Perceptions of Power: Championing Female Leadership in the Digital Age (moderator: Dr Nina Linde, Associate Professor, Institute of Economics of Latvian Academy of Sciences)

16:45 Ms Nur Sulyna Abdullah, Chief, Digital Knowledge Hub Department at the Telecommunication Development Bureau (BDT) of the International Telecommunication Union (ITU)
24:44 Mr John Giusti, Head of Advocacy and Chief Regulatory Officer, GSMA
37:35 Dr Anthony Giannoumis, Associate Professor, Oslo Metropolitan University
45:48 Ms Mercy Njue, Founder of Botlab Kenya
53:22 What is one key commitment you can undertake to change the state of play in your industry or sector in next 10 minutes and next 10 years
1:00:01 Q&A with participants

1:12:45 Brief presentation of Workshops (Ms Tamara Dancheva, International Relations Manager, GSMA)

1:14:36 Brief Reports from each Workshop

Workshop 1 (Dr Nehama Lewis, Senior Lecturer, University of Haifa)
Workshop 2 (Dr Yue Zhao, University Hospital Cologne)
Workshop 3 (Dr Asuman Özgür Keysan, METU & Dr Zelal Özdemir, METU)

1:25:29 Concluding Remarks

Dr Anthony Giannoumis, Associate Professor, Oslo Metropolitan University
Ms Belinda Exelby, Head of International Relations, GSMA; Chair of EQUALS Steering Committee

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Manifesto for Enhancing Digital Competences Across Europe

Andrea Bedorin — Wed, 28 Apr 2021 11:50:42 +0000

See new Manifesto version (2022) in English in .pdf

See Manifesto (2021 version) in English in .pdf

Introduction

Digital competences are essential to how we live, learn and work. The confident and critical use of digital technology
is key to supporting lifelong learning, active citizenship, employability, and inclusion. Citizens can wield their
digital competences to access information and support, access new learning and employment opportunities, be creative and
entrepreneurial, find new opportunities and to help others.

To deliver on this potential ALL DIGITAL has worked with our network of digital competence centres and stakeholders on a
new version of the ‘Manifesto for enhancing digital competences in Europe’.

The Manifesto sets out key principles and recommendations on how to maximise the impact of education and training in
digital competences for all European citizens.

Digital skills and jobs are a key action area in the EU’s digital strategy (2019 – 2024) and the 2030 Digital
Compass supported by a variety of initiatives announced as part of the European Skills
Agenda, European Education Area and Digital Education Action Plan. The Manifesto seeks to
contribute to dialogue, implementation, and co-operation on these and other actions to deliver Europe’s digital
future; its realisation is a strategic priority of ALL DIGITAL.

At the core of the Manifesto is the belief that education and training in digital competences in Europe must become more
consistent and cohesive.

The Manifesto calls on EU institutions, Member States, and stakeholder organisations, as well as ALL DIGITAL and its
members, to take action and find new ways to co-operate at EU, national, regional and local level to deliver on the
ambition of this Manifesto.

This Manifesto includes key principles and recommendations under 5 main areas:

1. The education and training offer

Relevant	Education and training in digital competences should be designed to reflect the needs of people, the labour market and society. Course content must be underpinned by instructional design and skills intelligence on new and emerging trends in jobs and sectors that deliver relevant, personalised learning opportunities.
Holistic	Digital competences must be understood and developed in combination with other key competences, such as entrepreneurial and ‘green’ competences, that are essential for ‘personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship, and social inclusion’ [Source]. Digital competence courses must provide a holistic training experience, including competences to support employability and career progression as well as key skills for life such as communication and collaboration. Courses should also promote the importance of ethics, sustainability and safety as key aspects of digital competence.
Transforming	Digital competence education and training must continually evolve in line with the digital transformation of our society and economy. This evolution will enable more inclusive education and training systems and labour markets as well as innovation and competitiveness.
Lifelong	Digital competence development should be recognised as part of lifelong learning pathways across formal, non-formal and informal learning settings.ALL DIGITAL welcomes the action announced by the EU Commission to explore use of Individual Learning Accounts. Such accounts could offer a viable way to support the adult workforce to access financial support and accumulate training rights. It is essential that Individual Learning Accounts support development of non-formal learning, including digital competences.
Creative	Digital education and training should encourage the development of competencies needed to create quality digital content, such as computer code or multimedia story. This would strengthen citizens’ ability to become active participants in creating solutions for social challenges and power users of new creative opportunities. Both producers and users of digital content must be equipped with the skills of critical thinking and attitudes of responsible content sharing, which is the essence of media literacy as one of the key competencies in a digital society.

2. Access to education and training

Available	Citizens must be afforded every opportunity, support, and encouragement to improve their digital competences. There should be sufficient provision of education and training in the market to meet demand, including through access to open digital platforms, courses or resources. In addition, citizens must be able to shape the pace and form of their learning pathways to ensure they can complete and benefit from the learning.
Flexible	Differing learning approaches (blended, on-line, in-person), learning styles (visual, interactive), and learning settings (classrooms, workplace) must be accommodated in the design and delivery of education and training to reflect how people live, learn and work. ALL DIGITAL welcomes the action announced by the EU Commission to develop a European approach to micro-credentials. A single European approach would greatly enable the recognition and portability of digital competence certificates issued after shorter duration courses. For this reason, the European approach to micro-credentials must consider the role of digital competence centres and certification organisations.
Inclusive	Design and delivery of education and training in digital competences must respect cultural diversity and expression, demonstrate ethical behaviour and not discriminate on any basis (e.g., age, race, gender, financial condition, disability). Such education and training must ensure equality of opportunity for both women and men and address under-representation of women in STEM. Policy makers and providers must consider the specific needs of disadvantaged groups (including migrants, NEET, older persons, the low-skilled, disabled people, detainees, and LGBTQ+) and those in disadvantaged urban or rural territories.
Universal	The design of online learning content must adhere to web accessibility standards and principles of universal design, ensuring that senior citizens and people with disabilities can perceive, understand, navigate, communicate, and contribute to the better learning experience. Lifelong learning programmes in digital inclusion centres should increase the readiness of vulnerable social groups for the new “digital by default” policy of public service providers. The effective use of digital assistive technologies would facilitate the social inclusion of the most vulnerable and improve their quality of life.

3. Quality of education and training

Systematic	Digital competences are fundamental to delivering on the European Pillar of Social Rights, including the first principle which states the right of everyone to ‘quality and inclusive education, training and life-long learning’. Education and training in digital competences must be underpinned by quality assurance. Providers should adhere to quality standards, guidelines, and reference frameworks to ensure quality of content, processes and learner experience. European digital competence frameworks (such as DigComp, DigCompEdu, e-CF, etc.) can be used in conjunction with quality assurance tools to design courses and services without limiting experimentation and innovation, when needed.
Measured	Learning outcomes should underpin design and delivery of digital competence education and training. Learning outcomes can support understanding and ownership by learners; quality of assessment and results; and easier recognition of the course by employers and institutions
Qualified	Education and training should be offered by recognised educational and training organisations and delivered by qualified trainers / educators. Educational and training organisations should employ and support suitably qualified staff and put in place sufficient resources to ensure the ongoing professional development and upskilling of staff.
Competitive	The European Union must ensure globally competitive digital education and training of the highest quality, which will retain young talents, help develop e-leadership and digital entrepreneurship, and attract investments in the sustainable development of Europe’s digital and green economy

4. A European approach to digital competence

DigComp: the European Digital Competence Framework	DigComp: the European Digital Competence Framework should be further established as the EU-wide framework for developing and understanding digital competences. The European Commission should support systematic use of DigComp across EU activities as an integral part of responding to the impact of the ‘digital transition’, including through funding programmes and outreach to policymakers and practitioners.
Certification	ALL DIGITAL welcomes the action announced by the EU Commission to explore the feasibility of a ‘European Digital Skills Certificate’. The eventual ‘certificate’ should support quality, common approaches and recognition of digital competence certifications in the EU. The model should be based on DigComp and support assessment of learning outcomes from formal, non-formal and informal learning. ALL DIGITAL will leverage its position as an EU-wide network to play a role in the governance and support of the model and continue to manage a multi-stakeholder Digital Competence Certification Community of Practice (CoP).
Communication	A coherent approach to digital competences can only be achieved by establishing shared ways to describe and share data on digital competences. ALL DIGITAL calls on the European Commission to develop a ‘Digital Competences Profile’ which will act as a EU standard for describing digital competences. The profile would set out minimum information that should be included in course descriptions, assessments and certificates to give a clear understanding of the digital competences in a given course. The profile could be used in Europass, Individual Learning Accounts, ESCO and the EU approach to micro-credentials and be used by digital competence training providers, certification organisations and other stakeholders across the EU.
Recognition and Mobility	Technology should be leveraged to support the recognition and mobility of digital competence certificates. Certification providers should use trustworthy mechanisms (such as Europass Digital Credentials) to issue digitally signed certificates to learners as evidence of their achievements. Such digitally signed certificates can be easily verified by employers, education and training institutions, and stakeholders in different countries. This will reduce paper-based administration and delays in the recognition of digital competences.

5. Sustainability and development

Collaboration	Stakeholders from industry, society and education and training must collaborate on the design and delivery of courses and services and build processes to ensure timely development of relevant, holistic digital competences. ALL DIGITAL members and digital competence stakeholders should participate in EU co-operation mechanisms, including the Pact for Skills, to represent and contribute to skills development activities across the EU.
Infrastructure	Digital competence development requires an ‘all-government’ approach that includes digital competence development within employment, labour market, education and training, social services and economic development. Digital competences must be recognised as an integral part of education, training and lifelong learning systems at local, regional, national and EU level. Coherent approaches to digital competences (including design and delivery of education and training, assessment, certification, and validation of previous learning) must be incorporated within national learning and skills strategies. National tools and services, such as employment services, e-Government services and Learner Management Systems, should be designed to support easier exchange of information on digital competences and to support citizens.
Investment	Appropriate investment is necessary to ensure that every European citizen has easy and affordable access to education and training in digital competences and the necessary digital infrastructure and broadband connectivity. The overall percentage of EU funding dedicated to developing digital competences must be increased in line with the priority given to digital competences in policy documents and the urgent need to develop digital skills across Member States. The European Commission and Member States must similarly work on roll-out of the EU’s digital strategy to deliver on infrastructure, support innovation and ensure sustainability
Governance	The topic of digital competence is a broad ranging area that involves many areas of government, types of practitioner and policy. ALL DIGITAL will work to support greater co-operation among digital competence stakeholders in the EU to create greater synergies and better represent the voice of digital competence centres. ALL DIGITAL will propose governance mechanisms for DigComp and will continue to manage of a multi-stakeholder DigComp Community of Practice (CoP) for communication among stakeholders, and will seek to act as a representative voice in co-development of tools and policymaking.

We invite organisations working in the field of digital skills to ENDORSE THE MANIFESTO

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MyDigiSkills – a new tool to self-reflect on your digital competence level

Andrea Bedorin — Tue, 23 Mar 2021 15:26:28 +0000

MyDigiSkills is a new tool to help users understand their digital competences. It is based on the work done in the DigCompSAT project, as delivered by ALL DIGITAL for the European Commission’s Joint Research Centre (JRC) in 2020.

The tool was launched on 23 March with an audience of over 100 people at the special webinar organised within All Digital Week 2021. Scroll down to watch the recording of the webinar.

MyDigiSkills is available in seven languages: English, Spanish, Italian, German, Latvian, Lithuanian, and Romanian. It is based on DigComp 2.1, and it is anticipated that users will take around 20 minutes to complete the self-reflection assessment. The user will receive a personalised report on their digital competences that they can use to identify their strengths and weaknesses and identify the areas they could develop through training.

The webinar helped delegates understand the new MyDigiSkills.eu platform. It covered its history of development, rationale behind the tool, and provided in-depth coverage on how it works, its target audience, and potential uses.

We would like to thank our partners who made this tool possible: Joint Research Centre of the European Commission, Stefano Kluzer, Sandra Troia, Mara Jakobsone, Uldis Zandbergs, AUPEX – Folk-High-School Association of Extremadura, Repubblica Digitale, Stiftung Digitale Chancen, Ikanos, Langas I Ateiti, LIKTA, EOS Romania Foundation.

PROGRAMME

Moderator – Ian Clifford, ALL DIGITAL

(All the timings below are hyperlinked and refer to the video)

See the presentations from the event (all in one file)

00:00:39	Welcome from ALL DIGITAL. Peter Palvolgyi, CEO of ALL DIGITALHistory and background 00:06:35 The DigCompSat project – Ian Clifford 00:10:58 The Item Bank – Stefano Kluzer 00:31:21 Statistical Analysis – Mara Jakobsone
00:44:43	From DigCompSAT to MyDigiSkills – Antonio Roman Casas, AUPEX
00:49:50	Overview of the MyDigiSkills system: rationale, aim, benefits. Walkthrough of the system – Ian Clifford Languages Registration Data held The Item Bank Report Counter
01:08:25	Suggested models for use 01:08:25 Suggested models for use from Spain – Gema Parrado Leon, AUPEX01:10:20 Questions and Answers01:17:50 Suggested models for use from Latvia – Mara Jakobsone, LIKTA 01:20:55 Suggested models for use from Italy – Stefano Kluzer 01:23:10 What’s next?
01:25:45	All Digital Week – Ekaterina Clifford, ALL DIGITAL

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Policy Recommendations and Policy Influence Kit from DCDS project

Andrea Bedorin — Tue, 07 Jan 2020 10:50:45 +0000

After two years of intense and productive work, the Digital Competences Development System – DCDS Project is about to end. The last two outputs produced by the consortium are now available and we invite you to check, read, use, and share!

The DCDS policy influence toolkit and the DCDS policy recommendations are closely linked and they both aim at empowering policy-makers and key stakeholders from different fields in formulating integrated policies for developing and recognising adult citizens’ basic digital competence.

The DCDS Policy Influence Toolkit consists of a series of tools and suggestions on how to develop a strategy to influence policy makers (and ultimately policy making). The toolkit is for organizations working in the field of digital skills development and e-inclusion, but could be used by a broader range of adult education providers and organizations that wish to develop their policy influence strategy at local, regional and national level.

The DCDS policy recommendations suggest clear policy objectives related to increasing the number of adults having basic digital skills and identify the changes needed to support this policy outcome. The recommendations also provide effective proposals on how to include the DCDS project outputs within new digital competence policies and showcase some inspiring examples that could be used to improve existing ones. The policy recommendations address three main target groups: European policymakers, national and regional policymakers and local authorities.

>> The work on these documents was led by the project partner European Association for the Education of Adults (EAEA). Read more about these outputs and feedback on them in the article DCDS, a project with a strong policy impact.

>> Learn more about DCDS project results and check other resources developed by the Consortium!

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DCDS Policy Recommendations

Andrea Bedorin — Tue, 24 Dec 2019 11:54:02 +0000

The DCDS project established a framework to provide low-digitally skilled adults with the basic digital and transversal competences needed for employment, personal development, social inclusion and active citizenship. The project developed an open, innovative multilingual Digital Competences Development System (DCDS) and used it to provide non-formal training to low-skilled adults in different European countries. Being completely aligned with the European Digital Competence Framework for Citizens – Dig Comp 2.1, the project contributes to the promotion of its use by non-formal training providers and its adoption by European policy makers active on adult education and training, social and digital inclusion as well as employment policies.

The DCDS policy recommendations suggest clear policy objectives related to increasing the number of adults having basic digital skills and identify the changes needed to support this policy outcome. The DCDS policy recommendations also provide effective proposals on how to include the DCDS project outcomes within the services addressed to adults with low digital skills and empower key stakeholders in formulating innovative integrated policies for developing and recognizing adult citizens’ basic digital competence.

The policy recommendations address three main target groups:

European policymakers,
national and regional policymakers and
local authorities.

Providers willing to make a policy change in the digital competence development are free to use this document for their advocacy strategies.

We invite all the readers of this toolkit to consult the Policy Influence Toolkit as well.

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DCDS Policy Influence Toolkit

Andrea Bedorin — Tue, 24 Dec 2019 11:34:35 +0000

The toolkit draws on the experience of the DCDS project partners, both within the DCDS project and beyond. It is for organizations working in the field of digital skills development and digital inclusion, but could be used by a broader range of adult education providers and organizations that wish to develop their policy influence strategy at local, regional and national level.

The DCDS project established a framework to provide low-digitally skilled adults with the basic digital and transversal competences needed for employment, personal development, social inclusion and active citizenship. The project developed an open, innovative multilingual Digital Competences Development System (DCDS) and used it to provide non-formal training to low-skilled adults in different European countries. Being completely aligned with the European Digital Competence Framework for Citizens – Dig Comp 2.1, the project contributes to the promotion of its use by non-formal training providers and its adoption by European policy makers active on adult education and training, social and digital inclusion as well as employment policies.

In the Merriam-Webster Dictionary, advocacy is defined as “the act or process of supporting a cause or proposal”. Advocacy can consist of any activity carried out by an individual or a group which aims to influence decisions within political, economic, and social systems and institutions. It is a means of seeking change in governance, attitudes, power, social relations and institutional functions. Advocacy at all levels of action has been a main priority of all partners throughout the DCDS project.

The toolkit consists of a series of tools for influencing policies; developing a strategy to understand the forces supporting and opposing the desired policy change; suggesting concrete responses, in order to achieve the milestone changes in the process; establishing an action plan for meeting the desired policy objective; and designing a monitoring system.

This toolkit is closely linked to the DCDS policy recommendations, which suggest clear policy objectives related to increasing the number of adults having basic digital skills and identify the changes needed to support this policy outcome. The DCDS policy recommendations also provide effective proposals on how to include the DCDS project outcomes within the services addressed to adults with low digital skills and empower key stakeholders in formulating innovative integrated policies for developing and recognizing adult citizens’ basic digital competences.

The DCDS Policy Influence Toolkit includes a set of steps for the related stakeholders that would like to influence policy makers (and ultimately policy making).

We invite all the readers of this toolkit to consult the recommendations as well.

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DigCompSAT

Andrea Bedorin — Mon, 09 Sep 2019 16:10:45 +0000

PROJECT AIM

The project aim was to develop an item bank and methodology, and then pilot a self-assessment tool for digital competence for foundation, intermediate and advanced levels among individuals in 3 Member States of the European Union, based on Digital Competence Framework for Citizens 2.1.

The Item Bank

A self-assessment / self-reflection tool to:

make users aware of what is digital competence in the DigComp perspective;
highlight their strengths and weaknesses in different areas of digital competence;
encourage further competence development, by providing useful feedback to be discussed with expert counsellors.

Tool should be easy to understand and self-administer by the user, in a reasonably short time.

COMPLETED KEY STAGES

Developed methodology and draft Item Bank across all 21 competences of DigComp2.1.
Validated and refined item bank with panel of experts during validation workshop in Brussels.
Made a first test on the initial item bank among 150 individuals in Ireland.
- Participants: 16-65 years old, native English with preliminary expected digital skills level from foundation up to advanced users.
Carried out psychometric and statistical analysis (including factor analysis) of results and refined item bank as necessary.
Made a second test on the revised item bank among 400 individuals in Spain and Latvia (with localized languages) with same participant demographics.
Carried out statistical analysis of reliability of second pilot results and refine item bank again as necessary.
Produced final report of methodology and item bank (published during year 2020).

PARTNERS

Irish Computer Society (ICS), Ireland
Ibermatica, Basque Country Government, Spain
Baltic Computer Academy, Latvia

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The first two outputs of the ICTSkills4All project are out!

Andrea Bedorin — Thu, 05 Sep 2019 14:36:49 +0000

ICTSkills4All – Empowering old citizens for a digital world Project aims at fostering digital skills, self-confidence and online safety of adults aged 55 years and over who have minimal or no engagement with digital technology.

In order to do so, the ICTSkills4All project wants to develop an ICT Learning Programme, which includes:

A dedicated online platform with information, training tools and resources addressed to those who have low digital skills;
Face-to-face support using the inter-generational and peer-to-peer approach addressed for those who have no digital skills. The aim of this phase is to provide these people with the basic digital skills that allow them to access the platform.

In its first phase, project partners carried out two parallel researches, which brought to the production of two reports.

The first report is about existing online resources dedicated to improving digital skills among older adults, at regional, national, European and international level, covering the efficacy of such resources. This revision was performed by all partners who provided data crossing different databases. The public content of such resources has been analysed as well as several Graphic Design aspects, focusing Senior Centered Design and assessing if the identified resources meet the needs of the older adult user.

The second report consists of a revision of existing inter-generational and peer-to-peer in person educational programmes performed at regional, national, European and international levels and in different databases. It includes programmes, in which their efficacy in terms of digital skills improvement in older adults was evaluated.

After selection of the documents, a revision of its contents was done, with particular emphasis on the programme content, instruments used to evaluate their impact, and the results obtained in terms of digital skills’ improvements.

These two reports will be used by the ICTSkills4All project partners for the development of online content and of inter-generational and peer-to-peer educational programmes.

Project partners will meet up for their third project meeting in Łódź, Poland, on 17 October. We look forward to more updates!

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ICTSkills4All Inter-generational and peer-to-peer educational programs to improve digital skills in older adults

Andrea Bedorin — Thu, 05 Sep 2019 13:42:16 +0000

The report consists of a revision of existing inter-generational and peer-to-peer in person educational programmes performed at regional, national, European and international levels and in different databases. It includes programmes, in which their efficacy in terms of digital skills improvement in old adults was evaluated.

The report will be used by the partnership to develop the in-person educational programmes.

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ICTSkills4All Report on Online Resources for Older Adults

Andrea Bedorin — Thu, 05 Sep 2019 13:29:29 +0000

The report consists of a revision of existing online resources dedicated to improving digital skills among older adults at regional, national, European and international level, covering the efficacy of such resources. This revision was performed by all partners of the ICTSkills4All project who provided data crossing different databases at national, European, and international levels. The public content of such resources has been analyzed as well as several Graphic Design aspects, focusing on Senior Centered Design and assessing if the identified resources meet the needs of the older adult users.

The report will be used by the partnership to develop the website information/educational materials.

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THE IMPORTANCE OF DIGITAL SKILLS FOR LONG-TERM UNEMPLOYED ADULTS

Andrea Bedorin — Wed, 24 Apr 2019 09:22:45 +0000

The ASK4JOB partnership realized between November 2018 and January 2019 a series of workshops with different stakeholders in the project countries: Lithuania, Italy, Bulgaria, Spain, Sweden, Poland, Turkey and Greece. The purpose was to collect information concerning the most important skills and competencies that are requested today by companies in all the partnership’s countries.

The workshops were conducted based on a European Awareness Scenario Workshop (EASW) – a method that allows the promotion of an effective debate of various groups of interest, favoring the participation of different set of stakeholders, a solid balance between the contribution of all groups and a cross-breeding between different ideas and worldviews. EASW is particularly successful in local contexts, where it is extremely easy to match individual problems with their causes, making it easier to find a solution.

The final report provides an important comparative perspective on the European situation with digital literacy in the workplace. In the short version you can see the findings per country

On the basis of the collected information, the ASK4JOB partnership will produce a set of tools to assess educational pathway and value digital literacy competences. The direct beneficiaries will be long-term unemployed (2 years or more), low skilled people coming from previous work experiences, which can be referenced to a European Qualification Framework EQF 3 or 4.

Outcomes of the discussion held in the EASW were used to shape the tools of assessment and, consequently, in the training programme that will be delivered to Ask4Job users through the MOOC. The assessment will provide personalised instructions on how to get access to a development programme of digital upskilling, designed specifically for technical professions (EQF 4) in commerce and services sectors.

Application of workshop results to DIGCOMP’s five areas of digital competences and practical indications

The report presents the connections between the indications provided by stakeholders in the EASW and the five thematic areas of DIGCOMP 2.1, put in reference with processes performed in technical jobs within commerce and service sectors.

You can see both Short version and Full Version of the Report

Learn more about the project https://www.ask4job.net/ and follow it on Facebook https://www.facebook.com/Ask4JobProject/

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Ask4Job Project Meeting in Valencia

Andrea Bedorin — Sun, 14 Apr 2019 13:14:25 +0000

The fourth Ask4JOB project meeting was held on 4-5 April 2019 in Valencia, hosted by FyG Consultores. 19 representatives from nine countries over two days discussed the findings of the workshops conducted in 8 countries with stakeholders; the development of the self-assessment tool, designing the appreciative validation and the status of the MOOC. The meeting gave also a possibility to evaluate the general situation of the implementation and debate crucial methodological issues.

The Ask4Job project supports the upskilling and re-skilling of the European labour force with digital skills by producing a set of tools to assess, educate, and recognize digital competences among long-term unemployed adults. The tools are:

The Skills Assessment for Job Requirements (SASS)– an online self-assessment tools mapped to DigComp 2.0 assessing the competences needed to implement the work-related activities referenced at EQF4.
Capability MOOC – the educational pathway will be designed in blended mode according to the flipped-classroom logic.
Appreciative Validation – the collection of evidences and appreciative references in support of the recognition of learning outcomes.

European Awareness Scenario Workshops (EASW) Results

Between November 2018 and January 2019, the partners organised eight workshops in their countries, based on the EASW method, to discuss the jobs analysis assessment with stakeholders. The findings of these workshops are now used in the shaping of all the project outputs. We’ll present those findings in a separate publication, so stay tuned.

The partners debated on the better strategy for using the DIGCOMP 2.1 as a point of reference for turning the research and workshop contents into practical didactic material, in order to provide instruments that could be useful for adult learners to find a job at a EQF4 level in commerce or in the services sector.

Working on the self-assessment tool and designing a MOOC

The questions elaborated and included in the self-evaluation test will allow the Ask4Job users to understand, which of the two MOOC pathways must be followed: the basic one for users that have a DIGCOMP 2.1 level of digital skills OR the intermediate for users that have a higher level of autonomy, referable to a 3 level of the DIGCOMP 2.1. The final objective of the MOOC and CAPABILITY LAB will be to help the beneficiaries in reaching Level 3-4 thanks to the basic MOOC and Level 4-5 using the advanced MOOC.

Currently the teams of partners are working on the development of the assessment materials and on the delineation of the related MOOCs. On the advice of ALL DIGITAL, which has provided the partnership with a series of examples and reference points useful for the completion of the questionnaires, partners agreed to divide the questions into two different kinds:

Self-evaluation quizzes and tests:
Knowledge quizzes and tests.

The advice is to elaborate multiple choice questions that do not have just one correct answer, but may be divided into completely right, partially right, partially wrong and completely wrong answers, providing a more articulated final result and a better overview of the users’ knowledge.

In preparation for the MOOC development, partners have already started collecting information on the specific competences areas, in which they will have to produce their MOOC materials, consisting in presentations, video recording, audio recording, interactive materials, to be combined according to two levels of digital proficiency: basic and intermediate.

The final part of the meeting was reserved to the presentation on “Information and Data Literacy for Adult Learners” to all partners. The presentation enabled the partners to reflect on the situation with Digital Skills for Adult Learners and on the provision of upskilling education and training courses. In all partner countries, except Sweden, the levels of digital literacy and individuals who never used internet is still particularly high and generally under the EU-28 medium levels, so we still have a lot of work to do.

What’s next?

Partners are preparing 30-40 multiple-choice questions for their thematic areas for the self-assessment tools. They also start working on the definition of various learning outcomes and the course micro-units that will be delivered in the MOOC.

Learn more about the project:

Website: https://www.ask4job.net/

Facebook: https://www.facebook.com/Ask4JobProject/

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Working together to better support the 43%

Andrea Bedorin — Thu, 28 Mar 2019 14:23:03 +0000

…of Europeans lacking digital skills

On 26 March, ALL DIGITAL and the Lifelong Learning Platform gathered European stakeholders to tackle the burning issue of digital skills and media literacy. 43% of European citizens lack digital skills to be able to fully participate in and benefit from the digital society. How do we work together to support them? What are the best approaches to raise awareness of the importance of digital skills and how to ensure relevant impact. These were the key question that representatives of EU institutions, civil society organisations, education institutions and practitioners came together to discuss at The 43 event as part of the ALL DIGITAL Week.

Laurentiu Bunescu, CEO of ALL DIGITAL, introduced the topic in the context of ALL DIGITAL Week and EU Media Literacy Week and the two host organisations. Watch the video

The speakers and panelists were:

Rodrigo Ballester, Member of the Cabinet of Commissioner Tibor Navracsics
Lara Orlandi, Policy Officer, DG CONNECT, Audiovisual & Media Services Policy Unit
Andras Szucs, Secretary General, EDEN
Fiona Fanning, Director of European Affairs, Certiport
Ilona Kish, Director, Public Libraries 2030
Yves Punie, Deputy Head of Unit and Senior Researcher, JRC – European Commission

The discussion was moderated by Andrea Parola, European E-Skills Association

Looking at the complex picture behind the figure of 43% as an EU average was a recurring theme of the day. Big differences are evident between countries (especially on the North-South and West-East divides) as well as within countries between rural and urban areas. Adapting efforts to address this diversity was a message shared by several speakers.

Considering digital skills within the broader view of social inclusion was also a pivotal point of the debate. Rodrigo Ballester, from the Cabinet of Commissioner Navracsics, stressed that beyond skills mismatches we need to think about inclusion and “digital citizenship”. This includes the promotion of critical thinking and media literacy skills in all sectors of education. He underlined that in many cases young people may perceive themselves as digitally “confident” but are not digitally “competent”, and this strikes an important difference. Watch the video

The Digital Competence Framework (DigComp) can indeed be a starting point in identifying the skills gap, as Yves Punie, from the Joint Research Centre of the European Commission, pointed out. DigComp identifies the main components of digital competencies and breaks them down to deliver the framework of what is needed in European societies. Ilona Kish from Public Libraries 2030 recalled that it is not just a question of digital skills themselves but about “how we live and work together in the digital shift”.

Other panellists like Andras Szucs, from the European Distance and E-learning Network, and Fiona Fanning, Certiport, stressed the need to improve our system of digital learning by starting to promote policy and practice across the whole of Europe and beyond.

Lara Orlandi, from DG CONNECT, explained that the concept of media literacy has now entered the common discourse in Europe and is indeed at the centre of institutional concerns. Lara talked about the EU Media Literacy Week organised by DG CONNECT on 18-23 May to draw the public attention to the issue of disinformation, importance of professional quality journalism and media literacy skills and education. This goes hand-in-hand – we need to find a sustainable model for quality journalism and provide consumers/readers with the right skills to decode the messages and be more media literate. Some of the takeaways from the conference are:

Media, public authorities and regulators should work together to promote media literacy
Media literacy should be part of school curricula
Reaching out to older users is an increasingly recognised challenge
Self-regulation and trusted media labels would contribute to a trusted and diverse media environment.

See the presentation and watch the video

ALL DIGITAL Week was presented as an example of a large-scale European digital empowerment campaign run at three levels – European – national – local and involving each year about 30 country partners and over a thousand local organisations to promote the campaign and run training activities on a wide spectrum of Digital Skills. Ekaterina Clifford, campaign manager, stressed the crucial role of multi-sectoral partnerships on all levels for the success of the campaign, involvement of country partners in its design, and explained the evolution of the approaches over the years. See the ALL DIGITAL Week presentation and watch the video in which partners explain why they are part of the campaign.

With so many campaigns, how is it possible to make yours efficient?

All the panellists agreed that methods and approaches depend on the purpose, scale, and target groups.

Multi-stakeholder multi-sectoral partnerships are relevant for the success. It is crucial to design it in collaboration with different stakeholders working on all the levels. You need to engage widely with national and European stakeholders, bringing the national politicians and important respected personalities. E.g., for a Europe-wide campaign, we need to involve national partners and local grassroots organisations to ensure the relevance and credibility.
Avoid duplications so that we align and join forces together – thus we can reach much wider audiences.
Decide beforehand what the campaign is trying to achieve in the short, medium and long term, and consider carefully the expected impact – reach 100 000 people or really change the lives of 100 in a meaningful way? Sometimes you would need to educate funders of the campaign to adopt meaningful measures

Fiona Fanning mentioned the EAST methodology the Certiport and their partners are using while designing the campaigns, which in short means:

E – make it easy and effortless. Make it easy for people to get the skills they need
A – attractive – make it enjoyable, personalised, speak to their motivation, try to provide incentives
S – social – people like social interaction as part of their learning experience,
T – timely – targeted to when the people are most receptive and most feeling the need.

Which tools to use – leaflets, ads, banners, or maybe pigeons ? – depends on the target audience. For people who are not digitally literate, you cannot put ads online, you should go to social organisations and libraries and have some leaflets printed; for young people – schools and social media. Andras provocatively commented that at large we are working with consumers who are looking for the interest. There are many tools that are still relevant, appropriate to use, not too expensive, and social media is among those. And in that respect, ‘consumers’ personal interests include being active on social media to share information, and this is what sustains the information sharing.

Yves Punie suggested that another instrument for campaigns could be self-assessment tools and gave an example of SELFIE raising a number of digital competences issues on a school level for students and teachers. It is a self-reflection exercise, but also an important instrument of awareness raising.

Ilona Kish emphasized that with all the approaches we need to remember that the focal point of any campaign should be the impact. Why does it matter? Why is this important for a particular person? And this is where storytelling comes in place and can be an extremely efficient tool.

Ilona also emphasized the importance of exchange across countries and projects. Currently, on the one hand, there are many effective initiatives on national level, which are not reproducible across different countries, and on the other – there is a huge amount of replication, dozens of equally good initiatives. So we should look at better sharing the knowledge and resource.

VIDEO Panel Discussion Part 1

VIDEO Panel Discussion Part 2

And with that in mind, the second part of the meeting was devoted to sharing the experiences and projects – participants also had the chance to learn about a diverse collection of inspiring practices in supporting citizens to acquire digital skills and media literacy, including:

LLLP’s project DIGIT on digital footprint for adults;
UpSkill Digital UK, a service of digital trainers (see the presentation UpSkill Digital);
the ALL DIGITAL project Smart Women on training women in entrepreneurship to bring their own businesses online;
the Erasmus+ Virtual Exchange, a project that facilitates intercultural learning through online exchanges;
and the DLEARN project Elithe on innovative methodologies for STEM teachers.

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The Digital Competences Development Methodology (DCDM)

Afonso Araujo — Tue, 15 Jan 2019 11:10:00 +0000

This is the first version of the Digital competence development methodology (DCDM) of the Digital Competences Development System (DCDS) project.

The methodology and the choices based on it for the design and delivery of digital competence training to adult learners, following a blended learning approach, will be tested in pilot training activities in five DCDS partner countries (Greece, Italy, Latvia, Romania, and Spain). Based on the feedback and results of the training pilots, the DCDM will be revised and updated as deliverable D9, due in October 2019.

This document presents the following components of the methodology.

Chapter 1 illustrates the steps and results of the implementation process of the European Digital competence framework for all citizens (DigComp) for the purposes of the DCDS project. DCDS focuses exclusively on proficiency levels 1 and 2 (foundation level) across all 21 DigComp competences. The corresponding competence descriptors were specified into 95 learning outcomes (LOUTs) drawn from or inspired by various sources (Annex 1 lists the 95 LOUTs and Annex 5 all the sources used). These include the Digital Economy and Society Index produced by Eurostat, which measures amongst other aspects the level of digital skills in the whole European population.

Chapter 2 illustrates the principles of formal and non-formal adult education adopted in DCDS and the attention that will be paid to social learning aspects. The second part of the chapter clarifies how blended learning will occur in DCDS, by describing the facilitation, tutoring and teaching functions that will be performed and the Teacher Guide to support them, and by briefly presenting the technical tools that will be used. The blended learning will combine face-to-face training in the premises of the DCDS partners’ digital competence centres with online learning via the Digital competence development environment (DCDE), based on a Moodle platform.

Chapter 3 is devoted to the training offer and instructional elements of DCDS. It first illustrates how participants will be profiled and asked to take a self-assessment test in order to customize their learning experience. Then the chapter presents the training offer structured into 4 learning paths (LPs), made of a total 64 learning units (LUs) organized into 19 thematic modules, which are designed to achieve all the 95 identified learning outcomes covering the 21 DigComp competence. In the DCDS pilots, individual participants will be able to take the base LP plus only one of the three complementary LPs, due to the project’s time limitations (course duration in the pilots will be 60 hours: 40 hours of face-to-face training and 20 hours of online activity).

Chapter 4 presents the main notions and options of the game-like application the will be integrated into the DCDE primarily in order to enhance the participants’ motivation to engage in the course.

Finally, Chapter 5 presents the evaluation system in DCDS which addresses learning assessment (both formative and summative), competence validation with the issuing of badges and course quality evaluation.

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Contents of the self-assessment tool (DCDS)

Afonso Araujo — Mon, 14 Jan 2019 14:14:45 +0000

The Self-Assessment Tool is part of the Digital Competences Development Environment and Digital Competences Development Methodology, developed within the DCDS project.

In this report, the authors present the full set of self-assessment questions (SA-Qs) and the first set of knowledge and ability questions (KA-Qs) to be used in the online initial assessment of candidate customers of the DCD environment (DCDE), i.e. the online platform being developed by the DCDS project for blended learning activity. These questions, along with some additional KA-Qs, which are being defined as part of the learning material, will be embedded in the platform’s online tool and will be translated into the five piloting partners’ languages (Greek, Italian, Latvian, Romanian and Spanish), in order to be tested during the pilots during March-May 2019.

The potential users of the DCDE are adults (25+) with no or low digital skills. In fact, people without any digital experience and skills will skip the online self-assessment test, as they would not be able to take it and also because their need for training is self-evident.

Absolute beginners will therefore be offered to enter directly into the DCDS blended learning process, after taking an initial face-to-face training designed to enable them to start using a computer, performing simple operations with keyboard and mouse and using the desktop interface. Absolute beginners will be asked anyway (in person) a set of profiling questions to assess other aspects that may be relevant to facilitate and enhance their training.

For the other potential DCDE users, the questions illustrated in this report aim to identify their digital competence weaknesses, so as to decide whether they indeed need to be trained by DCDS (which is currently limited to DigComp’s foundation level 1-2), and which training offer they should start from. The results of the online self-assessment will feed into the candidate/user profile, where they will be integrated with the answers to another set of profiling questions. These additional questions concern the candidate’s personal data, his/her main interests and motivations and other aspects that could help in the learning process.

Report is available in the following languages: English, Greek, Italian, Latvian, Romanian, Spanish

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Context Analysis Report for Digital Competences Development System

Andrea Bedorin — Wed, 05 Dec 2018 14:13:54 +0000

What is the profile of those EU citizens who are at risk of digital exclusion and what are the key motivation drivers for them to enroll in a digital upskilling pathway?

These are the two principal questions that the partners of the Digital Competences Development System (DCDS) project tried to answer involving policy makers, educational experts and digitally low-skilled adults in a series of focus groups carried at national level in Italy, Romania, Latvia, Greece, and Spain during the first 5 months of the project in 2018.

As a result, after an intense activity of internal and external review, the report not only represents the main contextual basis for the Digital Competences Development System, but also provides an interesting and updated European overview on digital training needs and strategies for adult learners.

Among other relevant factors, the capacity of DCDS in providing certification of the acquired competences (in an integrated way with the already existing systems and practices) is validated by public authorities and recognized by the private sector. This capacity is considered as the most important issue for the wider acceptance of the system and especially for its sustainability.

Finally, the current situation shows that, in all partner Countries, large segments of the population are at risk of social exclusion due to the lack of digital competences. With an average age of 39,65 years old, the sample invited to the local focus groups shows a balanced and heterogeneous representation of the European civil society, with a slight majority of women (57%), a high rate of unemployment (50%), despite a quite high level of education (86% with a diploma, out of which 52% has achieved also a higher education title).

Therefore, considering that all the participants fall into the category of digitally low-skilled adults, it is immediately clear how, in the countries involved in the field research, the actual educational systems do not satisfy the requirements of the labour market in terms of digital skills. Thus, from this side, it also contributes to high rates of unemployment and, consequently, to a widespread socio-economic disadvantage for those who are digitally left behind.

Within this framework, the sustainability of DCDS can be guaranteed by finding a balance between priorities (scenarios: job context, daily activities, etc.), actual material resources, adults’ motivation, and the services/products (self-assessment, blended course, certification) provided by the project.

With four out of five partner Countries below the European average score in the Digital Economy and Society Index (DESI) 2018 ranking, the DCDS project represents not only an important opportunity for the organisations and the stakeholders who will be finally involved in the local pilots, but also an interesting experimentation for all those active in the promotion and implementation of e-inclusion of all Europe.

Therefore, within the framework of such a challenging and epochal change for an effective and sustainable digital transformation of our society, DCDS aims at proposing its methodology and learning environment as a one-stop-shop solution for the skill assessment, training and certification addressed (for now) to digitally low-skilled adults.

Learn more about the DCDS project on the project website

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Designing the system to develop digital competences of adults with low digital skills

Andrea Bedorin — Thu, 26 Jul 2018 14:37:20 +0000

Digital Competences Development System (DCDS) is the name and the main deliverable of the project which is implemented by the consortium of eight organisations from Belgium, Greece, Italy, Latvia, Romania, and Spain. The system, fully aligned with European Digital Competence Framework for Citizens (DigComp), will be used to provide non-formal training for adults with low digital skills to improve their basic digital and transversal competences needed for employment, personal development, social inclusion and active citizenship.

On 17-18 July representatives of partner organisations gathered in Athens for the DCDS project meeting, which was hosted by Hellenic Open University. The main points of the meeting agenda were devoted to reviewing key project tasks and deliverables, including Context Analysis Report, Policy Influence Plan, and the design of Digital Competences Development Methodology.

Context Analysis Report

The Context Analysis Report was presented by Altheo Valentini from Centro Studi Foligno. The report is based on the research implemented at both national level (CSF and AECA in Italy, HOU in Greece, ESPLAI in Spain, LIKTA in Latvia, EOS in Romania) and international level (thanks to the networks represented by ALL DIGITAL and EAEA), with the main objective of investigating on the adoption of DigComp Framework in non-formal education for adults; andreviewing and analysing existing e-Inclusion policies based on their consistency with DigComp and other EU flagship initiatives in the field of adult education. Preliminary results of the research were presented and discussed during five national focus groups with policy makers and adult learning providers, mostly focused on the collaborative prioritization of the basic digital skills to be acquired by EU +25yo citizens in the 21st century. Then these findings were validated during a second session with selected digitally low-skilled adults – the main target group of the project.

The Context Analysis Report focuses on:

Adult learning and e-Inclusion policies in Europe
Good practices in the adoption of DigComp in Europe
The adult education practice and policy context
Self-assessment and training needs of digitally low-skilled adults

Altheo Valentini shared the key results of the report review, and partners discussed the comments received from stakeholders and experts from all project countries, all of which will be used to improve the report. The report will be finalised and available in autumn, so stay tuned.

Influencing Policy to support Europeans in gaining digital skills

Policy influence plan workshop was conducted by Gina Ebner and Georgios Karaikos of European Association for the Education of Adults (EAEA). Georgios presented the sections of the DCDS Policy Influence Plan: policy context, objectives, target groups, allies, communication strategy, policy influence methods, timeline and resources, and next steps.

Gina Ebner moderated the group activities. During the first part, partners identified the strengths and weaknesses of the document and then together analysed the comments. The second activity focused on “why and how to convince policy makers”, where each partner drafted a small personalised Policy Influence Plan for their own context and later discussed the results and got a feedback from EAEA.

The simple guide on policy influence will be published on the project website soon – check it out!

Designing the Methodology and Environment

The second day of the project meeting was devoted to designing the Digital Competences Development Methodology for training adults with low digital skills – the core of the project and its main deliverable. The reviewed tasks included learning outcomes, self-assessment tool, training modules, and educational materials.

Stefano Kluzer from AECA presented the results of the work AECA did on DigComp competence specification and learning outcomes. The goal of this task was to identify and specify learning outcomes for all 21 DigComp competences at level 1-2. Each DigComp competence has been «translated/specified» into several learning outcomes, with two selection criteria: appropriate for foundation level and relevant for inclusion.

The next task for meeting participants was to learn about the proposed aims and approach for the self-assessment tool. The aim of the tool is to identify adult learners’ digital competence weaknesses and gaps to be addressed by training, not to profile learners’ overall digital competences (which is the aim of the final assessment). Some of the critical issues were raised and solutions discussed on:

How to make assessment more informative?
How to assess other aspects besides digital competences, such as desire to learn, interest that could drive learning, and personal assets to build upon?
How to motivate users to take the training with the help of the self-assessment tool?

After reviewing the approach, participants worked in groups to assess the contents of the self-assessment tool and provide written feedback on assessment questions.

Another part of the methodology design is its instructional elements – training modules, as well as education material. AECA‘s Rodolfo Padroni presented the proposal of DCDS training modules. The partners agreed that there would be 21 training modules – one per each digital competences to align with DigComp. The partners were also asked to assess the module frames, including proper and complementary learning outcomes and produce written feedback, which was collected by AECA for further development.

In the following months the partners will identify relevant educational material for DCDS, which has to be associated with learning outcomes. A lot of work ahead!

Other topics addressed during the meeting

Design and development of digital competences development environment, Spiros Borotis, Hellenic Open University

Piloting and evaluation of the system, by Kristīne Bergmane-Korate, LIKTA
Dissemination activities, by Ekaterina Clifford, ALL DIGITAL
Management and quality assurance, by Peter Palvolgyi, ALL DIGITAL

Would you like to know more about the project development? Check the website dcds-project.eu

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Pathways4Employ Self-Assessment Tool

Andrea Bedorin — Tue, 03 Jul 2018 14:59:06 +0000

Pathways for employ assessment and accreditation platform was created within the Pathways4employ project and is based on the DIGCOMP framework. It evaluates the key elements of digital competences required in two selected competence profiles: entrepreneur and virtual office worker.

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Developing digital competences – views of experts and low-skilled adults

Andrea Bedorin — Thu, 28 Jun 2018 11:08:00 +0000

Project Digital Competences Development System (DCDS) aims to develop an innovative multilingual Digital Competences Development System fully compatible with the European framework DigComp 2.1 and use it to provide non-formal training to low-skilled adults in the non-formal education sector in different European countries.

In order to set the basis for an effective development of such a framework, during the first six months of the project (January-June 2018), the project partners carried out a desk and a field research under the methodological guidance of the Association Study Centre City of Foligno (CSF).

Focus group in Italy / CSF

As part of the field research, project partners organised two types of focus groups in their countries – Greece, Italy, Latvia, Romania, Spain – with main stakeholders, such as training providers, educational experts, policy makers, representatives of government bodies, and with beneficiaries – adults with low digital skills.

The core of the discussions with stakeholders was focused on the target groups, basic digital and transversal skills to be acquired by EU adult citizensб and related priorities that the DCDS project should address in order to better impact the lives of citizens with low digital skills.

Focus group in Latvia / LIKTA

The beneficiaries of the project – adults with low digital skills shared their expectations and doubts about online versus face-to-face training, digital skills certification and assessment, and other topics related to the DCDS platform future development.

You can read about the findings of the focus groups in each country on the project website:

The findings of the focus groups and desk research are used for the Context Analysis Report, which will be reviewed by project partners in July and then will be available on the project website.

The Context Analysis Report will include:

Adult learning and e-inclusion policies in Europe
Good practices in the adoption of DigComp in Europe
The adult education practice and policy context
Training needs of digitally low-skilled adults

Learn more about the DCDS project and follow its development here

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Check your digital competences and help test the e-assessment tool!

Andrea Bedorin — Mon, 25 Jun 2018 14:39:15 +0000

Are you ready to assess your digital competences? We are inviting you to participate in the pilot assessment and help us test the e-assessment tool.

The e-assessment platform developed within the PATHWAYS FOR EMPLOY (onwards P4E) project under the Erasmus+ framework and supported by the European Union, is available here: http://www.pathwaysforemploy.eu
Pathways for employ assessment and accreditation platform is based on the DIGCOMP framework and evaluates the key elements of the digital competences that are required in the competence profiles selected. The assessment tool is developed for 2 profiles: entrepreneur and virtual office worker.

Please, follow the steps for testing the P4E assessment platform and evaluate its main functionalities:

1) We recommend that you watch the 2-minute video before you start.

2) Register on the platform at http://pathwaysforemploy.eu.

IMPORTANT: During the registration, the system will ask for your Piloting Group ID, please use AD06

3) Login to the platform and check your digital profile and both competence
profiles.

4) To take the test select “Access your digital competences and choose the
section – Let’s Go!”

5) Choose the selected area of competence, language and start the test. You can choose any area to test (or all of them), and you can take any number of tests.

6) The test has 5 items per digital competence and consists of theoretical questions, interactive simulations and practical case studies. It takes about 30 minutes, you can’t skip questions, but you can stop and continue later. At the end of the test, your digital profile will be updated with the results, and you will also receive an email with the results. You can receive a badge and a certificate. You can take the test as many times as you want.

7) The most important for us – please provide feedback! The link to the feedback form will be at the end of the exam, on the last page (the page with the results). As this is the piloting phase, we would very much appreciate your feedback – this will help us improve the tool.

If you have more questions, please check the Instructions_for_the_pilot with (more) screenshots and explanations.

Thank you for your input!

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ALL DIGITAL at Educate to Create Conference

Andrea Bedorin — Sun, 22 Apr 2018 08:40:49 +0000

Educate to create is the flagship conference of the Bulgarian Presidency of the EU in education and digital skills. It took place in Sofia on 19-20^th April and gathered 200+ teachers, trainers, advocates, policy-makers, students, companies and consultants from Bulgaria and the EU.

Speakers and participants agreed that young people might be intensive consumers of ICT but that does not mean they are ICT savvy or media wise. It is the role of education, formal, non-formal and lifelong, to equip them for the opportunities and challenges of the digital transformation.

ALL DIGITAL was represented in a number of sessions and panels during this two-day event, rich in discussions around how to enable Europeans to become digital creators and the role of education in making that happen.

Mara Jakobsone, Chair of our Board, and Adam Micklethwaite from our UK member The Good Things Foundation took part in the panel discussion on “Digital inclusion – digital creativity skills and competences for all learners”. Mara presented the Latvian experience in making sure that learners from rural areas have equal chances to digital skills and opportunities. “In Latvia we prioritize rural communities and schools. If we have limited resources, we don’t concentrate them in the capital. Even in rural areas of a couple of hundred inhabitants, we involve everyone in our projects – teachers, facilitators, school leaders and parents,” she said.

Adam highlighted that helping adults to be digitally included has an impact on young people’s inclusion as well – growing up in a digitally excluded household means less possibilities to benefit from digitalization.

Our Board member Achilles Kameas took part in the parallel session on “STE(A)M – how to attract more students to tech studies and jobs”.

Two other ALL DIGITAL members, Karolina Cikowska, Founder, Girls Code Fun Foundation and Veronqiue de Leener, Director of MAKS vzw (also Vice-Chair of our Board) presented their inspiring non-formal training activities and projects aimed at teaching digital skills to kids, young people and adults alike during another parallel session on “The role of non-formal education and training in digital creativity”, moderated by our Policy Officer, Gabriela Ruseva.

The session was dedicated to the many exciting and ground-breaking activities in digital creation which are being driven by the non-formal sector (NGOs, grassroots, community centers, fab labs, libraries, etc.). Many of these activities take place outside school hours. Both for learners and educators, they are a space for experimentation, learning-by-doing, peer-learning. For some learners, this is their only experience of digital creativity. Participants looked at digital creativity from a broader perspective. Not only as digital art or bringing ideas to life through digital means, but rather as empowering everyone with the skills needed to create with digital tools according to their needs – anything from a photo through blogs and discussions to games, programmes, apps.

Panelists gave many interesting insights on how non-formal learning can support formal learning and vice-versa and how can the opportunities of non-formal learning be scaled to reach more learners. Research shared by prof Jackie Marsh unveiled that participation in non-formal digital making activities is more successful in attracting young kids to IT because it is play-focused and open-task learning. Teachers were also found to be very positive towards such experiences, because they are stripped of the usual confines of formal education – they can experiment with their students, learn new things themselves and it’s ok if they don’t know all the answers.

All panelists pleaded for:

more communication between formal and non-formal learning
looking at the process and principles, for the “what works” of successful non-formal initiatives
more resources so that organisations on the field can scale and document better their work in projects.

The conference concluded with the Sofia call for action, which contains important political messages. We are happy to see that our comments have been reflected and the final version of the call, which was subject to consultation with stakeholders, contains references to non-formal education and lifelong learning, which plays a huge role when it comes to digital skills.

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ALL DIGITAL Week launched in 25 countries

Andrea Bedorin — Mon, 19 Mar 2018 08:42:31 +0000

ALL DIGITAL Week 2018 has started, and our partners are taking digital to the next level in their countries.

More than 1,245 partners in 25 European countries will bring training, seminars, workshops, talks and other initiatives to an estimated 80,000 participants, throughout at least 2,000 events.

Over 500 events are already showcased on the European map of ALL DIGITAL WEEK.

The campaign addresses digital and media literacy, online safety, cybersecurity, coding, and many other themes connected to digital skills and technology with online and offline actions and events.

Laurentiu Bunescu, CEO of ALL DIGITAL, commented, “We organise ALL DIGITAL WEEK to support Europeans in their digital transformation journeys. More than ever, we all need to invest in digital skills for media literacy, social inclusion, employability, entrepreneurship and education.”

ALL DIGITAL Week 2018 is supported by Certiport, a Pearson VUE business – the leading provider of certification exam development, delivery, and program management services. Fiona Fanning, Director of European Affairs, said, “As technology pervades all aspects of our lives, it has never been more important to ensure that all Europeans have the opportunity to gain the digital skills and certification that will help them succeed as a student, citizen, and an employee. We are thrilled to support the important mission of ALL DIGITAL Week in facilitating a truly pan-European digital transformation.”

The campaign has two main themes. The first is related to helping people build trust in technology by developing critical thinking and media literacy in a time with a lot of ‘fake news’ and distrust in the media. The second major theme is helping to develop a lifelong learning approach to enhancing digital skills in an ever-changing and increasingly digital-oriented economy.

To recognise the efforts of helping to develop digital skills for children, adults and the elderly, event organizers will receive certificates. They also automatically enter the contest for the Best event. The winners will be invited to attend the ALL DIGITAL Summit in Brussels in October 2018.

Do you think that you should be a National partner to participate? No! You just need to be willing to participate because anybody can join the campaign, even if there are no national partners in your country. If you want to see what events will happen or where, you can check the events map .

We invite PARTICIPANTS to share their impressions, opinions, photos, videos or feedback on social media with hashtag #alldigitalweek. And we encourage EVENT ORGANISERS to tell us about your activities on our community platform Unite-IT platform, which provides networking opportunities, hosts the photos, videos and stories from ALL DIGITAL Week.

LET THE FESTIVAL OF DIGITAL BEGIN!

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Digital skills are crucial for financial literacy

Andrea Bedorin — Thu, 15 Mar 2018 09:47:03 +0000

On 12-18 March 2018, the 4^th European Money Week is organised by national banking associations across Europe, under coordination of the European Banking Federation, to highlight financial education. All the events during the Week are seeking to improve financial literacy through better financial education.

One of the flagship events for the Week was the seminar FinTech Tools & Digital Skills on 14 March, organised by European Banking Federation. In a half-day seminar, participants discussed the financial education in light of the digital revolution, Fintech tools possibilities and the importance of digital skills for financial literacy and inclusion.

During the panel discussion Digital Skills: good practices in financial services, ALL DIGITAL’s CEO Laurentiu Bunescu emphasized the need to tackle the issue of digital literacy in partnership between financial institutions and educational providers. Financial literacy is also something to be addressed locally, in environments where people feel safe to start using digital tools to manage their money. The non-formal education sector represented by the digital competence centres has a high potential that can be exploited further to ensure digital financial inclusion.

Laurentiu highlighted the need to increase the focus on adults and elderly in future financial and digital literacy policies as well as in initiatives such as the European Money Week.

In his presentation, Laurentiu included practical examples on digital and financial inclusion from ALL DIGITAL member organisations:

In Extremadura, Spain, the training offer of our member AUPEX: Folk-High-School Association of Extremadura includes an 8-hour workshop called “Trends and practical uses of ICT”. Its content focuses on safety and awareness raising on topics like online banking, shopping, payment methods and key steps in identifying risks and threats. In 2017, 245 workshops were conducted in Extremadura, reaching 1615 participants, most of them were low-skilled unemployed people over 55, and. 67,1 % of them were women.

In Lithuania, Association Langas I Ateiti cooperated with banks on financial literacy. They have organised a webinar “Safe Money Online”, which was broadcasted from National Library of Lithuania. 60 municipal public libraries (410 branches) invited local community representatives to join the event – in the local library on the screen they could watch and listen to the lectures of the well-known banks representatives. More than 3,660 people participated in the webinar, which has been very well evaluated by the attendants because of its important topic: safe mobile e-banking, fraud online, protection of personal data, samples of the real-life situations and advice to be protected online. Participants had the possibility to ask questions, and the most important/interesting questions were chosen, and the winners received prizes. This kind of activity has an added value because it can always be watched again.

In Denmark, Telecentre-danmark has over the past two years focused tuition on digital financial solutions. They offer theme days and tuition materials to ICT centres on new digital methods of payment, for vulnerable, excluded groups, they conduct workshops and thematic “village meetings”, often in conjunction with local banks. And after attending the seminars, village meetings, or training, 98% of the citizens choose to use the digital solution, so Telecentre-danmark enabled participants to be truly digital citizens. For the Get Online Week 2017, they produced a 30-minute long TV programme New Methods of Digital Payments, which by now has been viewed by approx. 1 mln people.

Our UK member Good Things Foundation also believes that digital skills and digital tools are crucial to ensure everyone can become financially included. They support financial inclusion through digital in a number of ways:

Learn My Way is an open learning platform, designed specifically for people with low digital confidence and designed to be used as part of a blended learning programme. It contains 31 online courses, covering a range of topics such as online and mobile banking, online shopping, financial budgeting online, claiming government benefits online. It is used by 200,000 people nationally each year. From Good Things Foundation’s experience, combining Learn My Way’s online courses with community support (through digital competence centres) is the best way to teaching digital financial inclusion.
Money My Way is an “easy-to-digest” learning programme aiming to help the hardest to reach people to develop financial literacy skills to help them self-manage their finances. Since the start of the project in 2015, more than 50,000 people have benefited improve financial literacy, thanks to the support of the Online Centres Network

Also, Good Things Foundation is currently undertaking a research project that aims to support 720 individuals to improve their financial capability during 2017. The project seeks to test the following question: The ability to transact online can reduce the poverty premium. Are individuals receiving financial capability support better able to transact online if they are also supported to undertake a live transaction online? Early findings say – yes!

We support the statement that Skills have become the global currency of 21^st century economies that spur growth and reduce inequalities. Digital skills education as well as the financial literacy are crucial for the 44% of Europeans lacking basic digital skills.

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PATHWAYS4EMPLOY ONLINE ASSESSMENT TOOL COMING SOON

Andrea Bedorin — Mon, 05 Mar 2018 15:50:14 +0000

… or What happened at the 4^th partners’ meeting in Riga

On 14-15 February pathways4employ partners met in Riga at Microsoft Latvia. The meeting was hosted by Mara Jakobsone on behalf of our Latvian partner DMG.

The highlight of the meeting was the testing of the brand-new platform and assessment tool for digital skills of entrepreneurs and virtual office workers. Tecnalia presented the beta version of the platform. Then partners put themselves in the shoes of entrepreneurs and virtual workers, which is not that difficult because in fact most of us are or have been in one of these roles at some point in our professional life, or even in both.

The online assessment tool itself consists of two tests – one tailored for entrepreneurs, with scenarios specific to their context, and one for virtual workers, again, based on situations that virtual workers face in their everyday work.

The tests are based on a bank of questions. Their order is randomly generated, so you can’t take the same test twice. The questions are divided into five areas: Information and Data literacy, Communication and Collaboration, Digital Content Creation, Safety and Problem Solving. Sounds familiar? That’s right! These are the five areas of the European Digital Competence Framework.

Remember that in an earlier phase of the project, we developed the ideal digital competence profile of entrepreneurs and virtual workers, again based on the 21 competences of the Framework (our bible) divided in five areas.

Now with the online assessment tool, everyone can test where they stand compared to the ideal profile, and where they need to improve.

The test is also a learning tool. By being challenged to solve the questions, the users will be learning by doing, and will discover how digital technologies can help them in their work in ways they didn’t know before.

What are the next steps?

Of course, no tool is perfect from the first time. In Riga partners worked hard to identify bugs and ways to improve the platform and the questions and solve bugs. We are now working on these improvements and will be ready for a small piloting of the platform with experts and the end of March. And then?

Then the tool goes public! Everyone will be able to try it in English, Spanish, Basque, Latvian and Greek in April 2018. So, stay tuned and prepare to get your digital skills to the next level.

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Digital Competences Development System (DCDS) project launched in Brussels

Andrea Bedorin — Fri, 26 Jan 2018 08:26:12 +0000

On 25 January 2018, partners from eight organisations gathered in Brussels to kick-off the new 2-year project funded by Erasmus+ KA3 – Digital Competences Development System (DCDS).

What is the purpose of the project?

Around a quarter of the European adult population struggles with reading and writing and has poor numeracy and digital skills. Adults who do not possess a sufficient level of such skills face a high risk of social exclusion.

The DCDS project aims to establish a framework that will provide the low-skilled adult European population with the basic digital and transversal competences needed for employment, personal development, social inclusion and active citizenship. To achieve this aim, the project will develop an open, innovative multilingual Digital Competences Development System (DCDS) and use it to provide non-formal training to low-skilled adults in different European countries.

What will the project deliver?

The Digital Competences Development Methodology (DCDM) for the development of digital competences and related transversal skills of adults
The online Digital Competences Development Environment (DCDE) consisting of the following modules:
- Self-assessment tool that allows adults identify gaps in basic digital competences;
- Recommender tool that enables trainees to identify the training offers that best match their needs;
- Online tools for the management of trainees’ profiles and the definition of flexible learning pathways that combine training modules;
- Online learning application with gamification features;
- Multilingual digital Open Educational Resources; and
- Validation and certification of digital and transversal competences.
Personalised blended non-formal training composed by training modules to meet individual learning needs, which combine online learning with face-to-face support sessions by e-facilitators
Handbooks and course guides for implementing the methodology to assist the trainers and the training providers in planning and delivering flexible and modular training offers
Policy Influence Toolkit for training providers and policy recommendations based on data analysis for further exploitation and transfer by policy makers on e-Inclusion, Adult Education and Digital Skills Agenda.

DCDS will be completely aligned to the European Digital Competence Framework for Citizens – DigComp and will promote its adoption in Europe.

Who are the partners?

ALL DIGITAL, Belgium (project coordinator)
Hellenic Open University (HOU), DAISSy Research Group, Greece – ALL DIGITAL Member
Centro Studi Foligno (CSF), Italy – ALL DIGITAL Member
Associazione Emiliano-Romagnola Centri Autonomi di Formazione (AECA), Italy
Fundación ESPLAI, Spain – ALL DIGITAL Member
LIKTA, Latvia – ALL DIGITAL Member
EOS Foundation, Romania – ALL DIGITAL Member
European Association for the Education of Adults (EAEA), Belgium

We wish all partners best of luck and look forward to learning about the project progress!

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DCDS – Digital Competences Development System

Andrea Bedorin — Wed, 24 Jan 2018 09:29:25 +0000

In today’s society everyone needs to have a wide set of skills, knowledge and competences, including a sufficient level of digital competence, in order to play an active part in society, to access and progress in the labour market, and to engage in further education and training in a lifelong learning perspective. Around a quarter of the European adult population struggles with reading and writing and has poor numeracy and digital skills. Adults who do not possess a sufficient level of such skills face a high risk of social exclusion.

In this context, the Digital Competences Development System (DCDS) project aimed at establishing a framework that provided the low-skilled adult European population with the basic digital and transversal competences needed for employment, personal development, social inclusion and active citizenship.

To achieve this aim, the project developed an open, innovative multilingual Digital Competences Development System (DCDS) and used it to provide non-formal training to low-skilled adults in different European countries.

PROJECT OUTPUTS

The Digital Competences Development Methodology (DCDM) for the development of digital competences and related transversal skills of adults.
The online Digital Competences Development Environment (DCDE) consisting of the following modules:
- Self-assessment tool that allows adults identify gaps in basic digital competences;
- Recommender tool that enables trainees to identify the training offers that best match their needs;
- Online tools for the management of trainees’ profiles and the definition of flexible learning pathways that combine training modules;
- Online learning application with gamification features;
- Multilingual digital Open Educational Resources;
- Validation and certification of digital and transversal competences.
Personalised blended non-formal training composed by training modules to meet individual learning needs, which combine online learning with face-to-face support sessions by e-facilitators.
Handbooks and course guides for implementing the methodology to assist the trainers and the training providers in planning and delivering flexible and modular training offers.
Policy Influence Toolkit for training providers and policy recommendations based on data analysis for further exploitation and transfer by policy makers on e-Inclusion, Adult Education and Digital Skills Agenda.

DCDS was completely aligned to the European Digital Competence Framework for Citizens – DigComp and promoted its adoption in Europe.

PARTNERS

ALL DIGITAL, Belgium – Coordinator
Hellenic Open University (HOU), DAISSy Research Group– Greece – ALL DIGITAL Member
Centro Studi Foligno (CSF), Italy – ALL DIGITAL Member
Associazione Emiliano-Romagnola Centri Autonomi di Formazione (AECA), Italy
Fundación ESPLAI, Spain – ALL DIGITAL Member
LIKTA, Latvia – ALL DIGITAL Member
EOS Foundation– Romania – ALL DIGITAL Member
European Association for the Education of Adults (EAEA), Belgium

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ALL DIGITAL welcomes the Digital Education Action Plan

Andrea Bedorin — Wed, 17 Jan 2018 14:27:30 +0000

On 17 January 2018, in a press conference Commissioner Navracsics announced a package of new policy initiatives, with a focus on enhancing digital skills and key competences.

The package includes:

An updated recommendation on key competences
A Digital Education Action Plan
A Council Recommendation on Common Values, Inclusive Learning and the European dimension of teaching.

ALL DIGITAL welcomes the Digital Education Action plan, which puts emphasis on:

Making better use of digital technologies for teaching and learning

This priority is on schools and VET education and aims to improve the infrastructure and teachers’ capacities.

Developing relevant digital skills and competences for digital transformation

We are proud to say that ALL DIGITAL’s proposal for a EU-wide awareness-raising campaign on media literacy has been taken on board as one of the actions to achieve this priority. This is key to ensure that all European citizens understand the extent to which digital technologies are influencing their lives and acquire the necessary skills to function in the digital world.

We would continue to work actively and push for:

– a more comprehensive approach to cover all digital skills needed for active economic, social and civic participation, well beyond online safety, cyber hygiene and media literacy

– a common language and understanding of digital skills based on the European Digital Competence Framework for Citizens

– targeted efforts for digitally excluded groups, such as early school leavers, people from socially or economically disadvantaged backgrounds, long-term unemployed, people with disabilities, elderly people

– a lifelong learning approach to digital skills, opportunities for continuous update of skills beyond the confines of the school or university.

Improving education systems through better data analysis and foresight

This priority is about data collection and analysis on the use of ICT in education, using learning analytics and AI to better use the data available.

ALL DIGITAL is ready to contribute actively to the successful implementation of the measures that are relevant for us and our member organisations.

The Commission press release can be found here. Links to all related documents are available at the end of the press release.

Factsheet on the Digital Education Action Plan

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Piloting of an assessment instrument for digital competence for foundation and intermediate levels

Andrea Bedorin — Tue, 16 Jan 2018 16:15:58 +0000

DigComp has been a key strategic priority for ALL DIGITAL in the last years. We exist to support the 44% of EU population lacking basic digital skills. A significant challenge in ensuring digital literacy for all is, however, the lack of a precise understanding of what digital skills are. We believe that DigComp can respond to this challenge and support our members, and other organisations striving to provide digital skills to everyone.

We started to endorse and emphasize the importance of DigComp in 2014. We developed the first Guidelines on the Adoption of DigComp (published on December 2015) at national level for our member organisations, we have been involved in the consultations and events organised by the European Commission and JRC regarding DigComp.

Thus, in September 2017, we were very happy to respond to JRC’s call for tenders to validate and pilot a self-assessment instrument developed by JRC and targeted at individuals with no or low level of digital skills. The assessment instrument was based on the latest version of the Digital Competence Framework for Citizens 2.1.

The objective of this project was to test the reliability and validity of this assessment instrument among experts and a small and then a large-scale sample of individuals, to refine and reduce it in length (from 126 to 63 items) in order to establish a sound, reliable and valid assessment tool, based on DigComp 2.1.

ALL DIGITAL has done the following activities:

Validated the assessment tool through a panel of 10 external experts.
Validated the assessment tool through a small quantitative and qualitative pilot with 50 individuals (10 per country) in 5 countries: Bulgaria, Germany, Latvia, Malta and the UK.
Investigated the reliability of the item bank by performing a psychometric analysis.
Refined the initial item bank by improving its validity and reliability and reducing its length from 126 to 63 items.
Piloted the refined assessment tool with a country-representative sample of 450 individuals (150 per country) with no and low digital skills in Bulgaria, Germany, and Latvia.
Performed a psychometric analysis on reliability and published a report on lessons learned.

PARTNERS

Digital Opportunities Foundation, Germany – ALL DIGITAL member
Global Libraries , Bulgaria – ALL DIGITAL Member
LIKTA, Latvia – ALL DIGITAL Member
Malta Communications Authority (MCA) , Malta – ALL DIGITAL Member
YouRock Online Ltd, UK

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#pathways4employ partners meet in Dublin

Andrea Bedorin — Mon, 23 Oct 2017 14:34:59 +0000

#pathways4employ partners met in Dublin on 18-19 October for the 3^rd transnational meeting of the project at the premises of our Irish partner FIT ltd.

FIT helps long-term unemployed people throughout Ireland to land on a career in the ICT field by providing fast track courses in hands-on ICT skills required by the labour market. They work in close collaboration with ICT industry, and most Irish-based tech companies sit on their Board.

Halfway through the pathways4employ project, we have already achieved a lot. We surveyed more than 100 entrepreneurs and virtual office workers to find out what digital skills they need to succeed. We analysed those according to the DigComp Framework, and, based on this evidence, we created the digital competence profiles for entrepreneur and virtual office workers – the ideal combination of digital competences that anyone who wants to become entrepreneur or to work from distance should have.

Our lead partner Tecnalia had already started developing our online platform and assessment tools (online tests) and all other partners were excited to see the first version! The platform has a great look and feel, but there’s still a lot of work ahead of us before we reach our goal – develop online assessment tools tailored to entrepreneurs and virtual office workers to help them see where they stand with regard to the “ideal” competence profile. We kicked-off this phase of the work with a productive brainstorming session.

We want to test digital competences against scenarios coming from the real workplace. So, to design the questions for the tests (or as we call them in technical jargon “assessment items”) we thought about actual everyday situations, which entrepreneurs and virtual office workers will inevitably encounter, such as registering their company, organising an online meeting and connecting to safe wireless networks. Questions in the test will be knowledge based and will include multiple choice questions, but also practical tasks that the user will have to perform according to the instructions, such as downloading and working in an excel file or creating a document in google docs.

In the following months, we will work to develop the assessment items in detail. We will have one test per competence area:

Information and data literacy;
Communication and collaboration;
Digital content creation;
Safety and problem solving

(see DigComp 2.1 for more info on the 5 competence areas).

Each test will be of approx. 20 min, and users will be able to take the tests one at a time. With this, we aim to avoid lengthy tests of several hours where the results are affected because the user got tired of the test and wants to get to the end faster.

After taking the test, the users (entrepreneurs and virtual office workers) will know, which digital skills of the “ideal” competence profile they possess and where they need to improve. This will fill a huge gap in today’s labour market. Many people today admit that are afraid they might lose their job or that they will not be competitive on the market because they are not up-to-date with technology. But at the same time, they don’t know what they need to learn to be up-to-date, and moreover, what skills are needed for their specific job.

We are expecting the first version of the platform and the assessment tools to be launched in February 2018. Then we will pilot it is with the users and improve. The assessment tools will be available in English, Latvian, Greek and Spanish. We will keep you posted on our progress!

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The BRIGHTS informative kit on Global Citizenship Education (GCE) for policy makers

Andrea Bedorin — Fri, 20 Oct 2017 16:32:10 +0000

A comprehensive Informative Kit on Global Citizenship Education has been published by ALL DIGITAL in the framework of the BRIGHTS “Boosting Global Citizenship Education using digital storytelling” project.

The current global scenario, marked by social, political, environmental and financial crises, requires Education and training policy makers to assume greater responsibility than ever in ensuring that learners of all ages and backgrounds can develop into informed, critically literate, socially-connected, ethical and engaged global citizens. In this perspective, the BRIGHTS Informative kit aims to equip policymakers with all the necessary knowledge about the role that Global Citizenship Education can play in the contemporary society, convincing them into adopting Global Citizenship Education in the training and education curricula.

The document summarizes the concept of Global Citizenship Education, its benefits and methodology, and introduces the Digital Storytelling technique as a tool to teach Global Citizenship Education more effectively. Furthermore, it provides best practices regarding its application. It can be used both as a resource to approach the field of Global Citizenship Education for the first time and as a basis to plan and implement more extensive and focused studies and practices in the field.

Please click here to download the English version of the Informative Kit on GCE.

It will be available soon in Dutch, Italian, Croatian and Greek on the project website.

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Get Online Week 2017 Report

Andrea Bedorin — Thu, 20 Jul 2017 14:18:42 +0000

Author: Telecentre-Europe and Ekaterina Clifford

Design: Maks vzw

Year: 2017

Type: Report

DOWNLOAD IN PDF

See the GOW17 infographics

The eighth edition of the European Get Online Week (GOW) to digitally empower people was celebrated on 27 March -2 April, 2017. It was held under the patronage of Mr Tibor Navracsics, Commissioner for Education, Culture, Youth and Sport, and supported by Liberty Global, Cisco, Certiport, and Mozilla Foundation.

Get Online Week 2017 brought organisations across Europe together to support citizens to be better able to protect themselves online, to understand more about doing government and financial transactions online and to be empowered to create new career opportunities. In total, 2,849 organisations in 25 countries engaged over 92,460 participants in 3,506 events and reached millions.

The GOW17 campaign challenged Europeans to learn, participate, share and create through thousands of events and activities supporting the digital transformation and its effects.

GOW17_ReportIn 2017 the campaign highlighted the benefits of digital transformation, but also the importance of partnership in helping people and organisations to develop skills and a mindset to adapt to and take advantage of the constant changes.

Have a look at the final report online and see the overall information, statistics, media coverage, as well as the country profiles with their main activities and photos from events.

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Future of DigComp (Telecentre-Europe’s position paper)

Andrea Bedorin — Wed, 22 Feb 2017 12:25:03 +0000

After the DigComp workshop, we promised to publish a position paper on our vision about the future of the European Digital Competence Framework (DigComp).

So, here it comes at a time when the European Commission is developing an Action Plan for the implementation of DigComp 2.0. We know what such Action Plan should include and how to implement it!

So, we put our heads together with three other associations – CEPIS, ECDL Foundation and the European e-Skills Association – to encourage the European Commission to:

promote DigComp as the reference for learning, teaching, assessment and certification of digital skills to be used by most digital skills training providers, similarly to how the Common European Framework of Reference for Languages (CERF)
provide clear guidelines to national bodies (Ministries of Education, Labour or Welfare as well as State employment agencies)
support awareness-raising campaign(s) at EU and national level
foresee targeted financial support in European programmes for organizations to align their competence development solutions to the framework, run pilot projects or raise awareness
establish and support a coordination/secretariat body for the implementation of DigComp

You can read the position paper here.

Three years ago, we argued that DigComp should be used for digital skills for employability for non-ICT professionals. The recommendations we made then were followed and DigComp 2.0 takes this into account. Now we are hoping to see organisations providing trainings and certifications in digital skills reference their programmes to the framework, so that they become internationally recognised.

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EC visits telecentres in Brussels

Andrea Bedorin — Mon, 13 Feb 2017 13:05:00 +0000

On 6^th February 2017, Rodrigo Ballester, member of the Cabinet of Commissioner for Education & Culture Tibor Navracsics, visited Interface3 and MAKS vzw – two Telecentre Europe member organisations in Brussels.

The purpose of the visit was to experience first-hand what telecentres do, what kind of trainings and services they offer to empower people in the digital world and help them acquire the necessary digital skills to have a better life. And he was not disappointed. In fact, on the contrary – he was inspired by the results of the trainings and the stories of the learners.

One of the areas Rodrigo is responsible for in Commissioner Navracsics’ Cabinet is the digital education and embracing new technologies to improve education in Europe.

We at the EC believe that digital education is not about throwing tablets in a classroom or only tackling the skills mismatch. Digital skills are like basic literacy, they are a powerful vector for social inclusion, a means to bring back people who are on the edge. And this is what you – telecentres – are best at, said Rodrigo at the beginning of the visit.

At Interface3, Rodrigo found out about their unique way of bridging the gender gap in ICT for the last 30 years directly from Laure Lemaire, Director of the centre. From orientation to a full-time training, unemployed women from various backgrounds are guided to find their new role in the labour market and in society. We were impressed by the numbers – 76% of Interface3 trainees find a job within 6 months, and in some of their training programmes this success rate is between 90-100%!

After Laure’s presentation, and because this was mainly a field experience, Rodrigo met with the trainees in the classrooms of three on-going programmes – Game Developer, Bilingual Office Worker and the five-week long orientation programme for jobs in the ICT field. Some wanted to change career paths completely from a highly-saturated field or to get the ICT skills they miss to find a better job. Some were from migrant background and never worked in Belgium and some were stay-at-home mothers for many years. All of them needed an alternative learning path – one where they would feel comfortable asking questions and able to keep pace, one that will correspond to the specificities of their cultural backgrounds.

Then we moved to a different background – MAKS vzw has been working for the last 17 years in one of the poorest neighbourhoods in Brussels – Cureghem – with 50% youth unemployment, more than 100 nationalities living together in this diverse and predominantly migrant area. But at MAKS they insist that children there are very talented in coding and that digital tools are a very successful way of engaging people from all ages in meaningful activities, motivating them to talk about their problems and look for solutions. MAKS vzw has a number of different faces – a telecentre, an employment and guidance service and a graphic design studio. Hence, the many different projects for social inclusion, digital literacy and employment. It was difficult to go through all of them in so little time, but Veronique De Leener, MAKS Director, presented us some highlights. Digital storytelling projects with prisoners, coding for migrant and refugee youngsters, multimedia and art projects with schools, to name a few.

We met with the students in the six-month training course for multimedia sellers in Dutch. One of the trainees said: “This course is great, because since the very beginning we have practical experience in a multimedia store. They gave us a badge and it was as if we were member of staff. Customers came to us and we had to help them.”

We ended the visit with a discussion on how the European Commission, within its different programmes and initiatives can support us.

It matters so much for the EC to see the concrete situation on the ground, the impact we can have and the support we can give to states, but also to the civil society, concluded Rodrigo.

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DigComp workshop at DG EMPL

Andrea Bedorin — Tue, 04 Oct 2016 11:19:25 +0000

On 12^th September DG EMPL of the European Commission held an informal meeting with stakeholders interested in the development and implementation of EU digital competence (DigComp) and entrepreneurship competence (EntreComp) frameworks. Telecentre Europe Chair Mara Jakobsone and CEO Laurentiu Bunescu took part and expressed our interest to actively engage in the process.

The Commission aimed to collect ideas from the participants on actions necessary for the future implementation and roll-out of the competence frameworks. The EC is currently developing an Action Plan for the implementation of the two frameworks and will set up an informal stakeholders’ support group. Telecentre Europe reminded that for the successful uptake of the frameworks, it is important that all stakeholders – governments, industry, educators and NGO – are informed, motivated and involved in the framework implementation.

There should be guidelines from the European Commission to national bodies (Ministries of Education, Ministries of Labour or Welfare, State Employment Agencies) recommending that training programs supervised by these bodies are linked to these frameworks.

Telecentre Europe expects that the Digital Competence Framework is integrated into the trainings and assessments/certifications of most training providers who teach digital skills, similarly to the language framework, which is used almost everywhere to show the level of language achieved.

Another proposal was to integrate the implementation of the frameworks in the action plans of the National Coalitions for Digital Jobs.

We will soon publish a position paper with all idea to provide input to the action plan currently designed by the Commission. Stay tuned for more info!

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digital competences Archives • All Digital

Join DigComp Community of Practice (CoP)

Invitation to Join

Innovation Camp: Gender Equality in STEM Education and Lifelong Learning

ALL DIGITAL Brochure

Social Hackademy Labs pilots in Croatia, France, Italy and Greece successfully concluded

WANTED: innovative ways of validating transversal skills

Coming soon… the BIBLIO MOOC starts in one month!

Global support for championing female leadership expressed at EQUALS-EU first public event

Manifesto for Enhancing Digital Competences Across Europe

Introduction

1. The education and training offer

2. Access to education and training

3. Quality of education and training

4. A European approach to digital competence

5. Sustainability and development

MyDigiSkills – a new tool to self-reflect on your digital competence level

Policy Recommendations and Policy Influence Kit from DCDS project

DCDS Policy Recommendations

DCDS Policy Influence Toolkit

DigCompSAT

The first two outputs of the ICTSkills4All project are out!

ICTSkills4All Inter-generational and peer-to-peer educational programs to improve digital skills in older adults

ICTSkills4All Report on Online Resources for Older Adults

THE IMPORTANCE OF DIGITAL SKILLS FOR LONG-TERM UNEMPLOYED ADULTS

Ask4Job Project Meeting in Valencia

Working together to better support the 43%

The Digital Competences Development Methodology (DCDM)

Contents of the self-assessment tool (DCDS)

Context Analysis Report for Digital Competences Development System

Designing the system to develop digital competences of adults with low digital skills

Pathways4Employ Self-Assessment Tool

Developing digital competences – views of experts and low-skilled adults

Check your digital competences and help test the e-assessment tool!

ALL DIGITAL at Educate to Create Conference

ALL DIGITAL Week launched in 25 countries

LET THE FESTIVAL OF DIGITAL BEGIN!

Digital skills are crucial for financial literacy

PATHWAYS4EMPLOY ONLINE ASSESSMENT TOOL COMING SOON

… or What happened at the 4th partners’ meeting in Riga

Digital Competences Development System (DCDS) project launched in Brussels

DCDS – Digital Competences Development System

ALL DIGITAL welcomes the Digital Education Action Plan

Piloting of an assessment instrument for digital competence for foundation and intermediate levels

#pathways4employ partners meet in Dublin

The BRIGHTS informative kit on Global Citizenship Education (GCE) for policy makers

Get Online Week 2017 Report

Future of DigComp (Telecentre-Europe’s position paper)

You can read the position paper here.

EC visits telecentres in Brussels

DigComp workshop at DG EMPL

… or What happened at the 4^th partners’ meeting in Riga