Digital Competence Framework for Citizens

DigComp

State of play and Next steps

Riina Vuorikari JRC-IPTS, Information Society Unit European Commission February 9 2016 Governance meeting for the EU digital competence and entrepreneurship competence frameworks

This presentation: State of the play and Next steps

I. Introduction: DigComp

II. Why DigComp 2.0

• Need to re-fresh and update the concepts & terms

• Alignment with other taxonomies and frameworks (e.g. Esco, eCF)

III. Steps to DigComp 2.0

• Update of the Conceptual reference model (publication: May 2016)

• 8 Proficiency levels (2nd half of 2016)

IV. Future work

Introduction: DigComp

3

JRC-IPTS

Study on

Digital Competence

2010-2012

on behalf of DG EAC

2014-2016

on behalf of EMPL

http://https://ec.europa.eu/jrc/digcomp

DigComp version 1.0

What does it mean to be digitally competent?

KNOWLEDGE

SKILLS ATTITUDES

COMPETENCE

Digital competence ≠ use of ICT tools

Digital competence involves the

confident and critical use of ICT

for employment, learning, self-

development and participation in

society (EC, 2006).

Date: in

12 pts

EU Common Conceptual definition • Based on Key Competences framework (2006) - 1 of the 8 key competences

• Digital competences for ALL citizens

EU Common Referencing framework • Descriptors of the needed competences

• Proficiency levels described as learning outcomes

(Self-)assessment tools

• For individuals ; for E&T providers; for Employment service; for guidance

centres; for employers; etc.

WHAT ?

7 8 February 2016

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

DigComp version 1.0

Conceptual reference

model

Framework

Dimension 1:

Competence areas ( 5 areas)

Dimension 2: Competences that are pertinent to each area (21)

with their title and description

Dimension 3:

Proficiency levels that are foreseen for each

competence

Dimension 4: Examples of the knowledge, skills and attitudes

applicable to each competence

Dimension 5: Examples on the applicability of the competence

to different purposes.

DigComp framework is composed of two parts

Why DigComp 2.0

10

Feedback on content issues, coherance and feasibility of levels

External experts in 2015

- Comments gathered from various implementations

- Review report by iMinds vzw

Desirability and flexibility of 8 levels

3. ET2020 WG sessions in 2015

- February

- June

Stakeholder feedback

4. Stakeholder & expert workshop

- in Seville spring

2015

DIGCOMP 2.0

DigComp 1.0: Feedback & analytical work

12

• In 2015, JRC-IPTS collaborated with the development of

the ESCO ICT transversal skills list

• A mapping exercise undertaken to converge towards a

common understanding

• DigComp 2.0 takes into account the ESCO work,

and vise versa

(see also slide 22

for more)

Example 1: analytical work

Comparison of main areas

13

DigComp ESCO ICT transversal skills list

Information and data

processing

Digital data-processing

Communication Digital communication

Content creation Content-creation with ICT software

Safety ICT Safety

Problem solving Problem-solving with ICT tools and

hardware

Example 1: analytical work

14

• The frameworks have a different target audience:

citizens vs. ICT professionals

• DigComp covers 14 out of 40 e-CF competences (1/3):

this shows that ICT professional competences have a

much wider and specific scope

• Cross-referencing "passage" from

DigComp to e-CF for those seeking

to become ICT professionals

Continuity from DigComp to e-CF

Example 2: analytical work

from DigComp to e-CF DigComp competence Nature of cross-

reference e-CF competence

3.4 Programming could correspond with

A.6. Application Design (EQF levels 3-6);

B.1 Application Development (EQF levels 3-8);

B.6 Systems Engineering (EQF levels 6-7)

1.3 Storing and retrieving information

higher levels could correspond with

D.10 Information and Knowledge Management (EQF levels 6-8)

4.1 Protecting devices higher levels could correspond with

D.1 Information Security Strategy Management (EQF levels 7-8);

E.8. Information Security Management (EQF levels 5-7)

15 9 February 2016

Example 2: analytical work

Steps to DigComp 2.0 & dates

16

From DIGCOMP 1.0 to DIGCOMP 2.0

Task 1: Update of the conceptual reference model

i.e. the titles and descriptions of each competence (21)

-> Publication of the updated conceptual reference model in

May 2016 – Feedback welcome until March 15 !

Task 2: Update the proficiency levels

• From 3 levels to 8 levels of learning outcomes

• One learning outcome per level combining knowledge, skills and attitude

• Task 3: Validation of DigComp framework 2.0

(=with 8 levels) in the course of 2016

• Task 4: Self-assessment (reference) questionnaire 17

What are the change in DigComp 2.0?

• All 5 areas reamain more or less the same

• Information -> Information and data processing

• All 21 competences remain more or less the same

• Updated vocabulary, e.g. online -> digital environments

• Conceptual updates to follow the time (e.g. data protection and right

to be forgotten)

• Streamlining of competence descriptions to reduce redundancy

• 8 proficiency levels

• One description per level combining knowledge, skills and

attitude

•

18 8 February 2016

Conceptual reference

model

Dimension 1:

Competence areas ( 5 areas)

Dimension 2: Competences that are pertinent to each area (21)

with their title and description

DigComp 2.0: Proposal for the

conceptual reference model

Any feedback welcome by March 15, 2016!

Proposal at: https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

20 8 February 2016

PDF & PPT

21

5.2 Identifying needs and technological responses

The ability to assess own or others' needs and to identify, evaluate, select and use digital tools and technological responses to help solve them. To adapt and adjust digital environments (e.g. applications, software and devices) to personal needs (e.g. accessibility).

Example of one competence (DigComp 2.0)

Conceptual reference

model

Framework

Dimension 3:

Proficiency levels that are foreseen for each

competence Dimension 4: Examples of the knowledge, skills and attitudes

applicable to each competence

DigComp 2.0: Proposal for 8 levels of learning

outcomes

Contact IPTS if you are interested in the validation process!

24

DigComp 2.0: From 3 to 8 levels of learning outcomes

The top line indicates the autonomy of a user.

The level of responsibility increases.

The blue text indicates the parts of the

description that are repeated throughout.

The underlined verbs are action verbs

indicating the level of knowledge and skills.

Each competence area has its own

color. The description of the competence

is in the 3rd column.

Future work

26

Future work includes…

• Self-assessment (reference) questionnaire • For individuals ; for E&T providers; for Employment service; for

guidance centres; for employers; etc.

27 9 February 2016

28