EU Digital Competence Framework | into action

DigComp GET INSPIRED MAKE IT HAPPEN A user guide to the European Digital Competence Framework `` EUR 29115 EN

This publication is a Science for Policy report by the Joint Research For any use or reproduction of photos or other material that is not Centre (JRC), the European Commission’s science and knowledge under the EU copyright, permission must be sought directly from service. It aims to provide evidence-based scientific support to the the copyright holders. European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. How to cite this report: Kluzer S., Pujol Priego L. (2018). DigComp Neither the European Commission nor any person acting on behalf into Action - Get inspired, make it happen. S. Carretero, Y. Punie, of the Commission is responsible for the use that might be made R. Vuorikari, M. Cabrera, and O’Keefe, W. (Eds.). JRC Science for of this publication. Policy Report, EUR 29115 EN, Publications Office of the European Union, Luxembourg, 2018. ISBN 978-92-79-79901-3, Contact information doi:10.2760/112945. Name: Yves Punie Email: [email protected] Design and layout: Valentina Barsotti / Takk studio JRC Science Hub All images © European Union 2018, except: p. 78 – 132 , images EC.EUROPA.EU/JRC courtesy of the contributors. JRC110624 EUR 29115 EN DigComp into Action - Get inspired, make it happen PDF This Guide supports stakeholders in the implementation of the ISBN 978-92-79-79901-3 European Digital Competence Frame­work (DigComp) through ISSN 1831-9424 sharing of 38 existing inspiring practices of DigComp implementa- doi:10.2760/112945 tions. These are illustrated by 50 content items consisting of Case studies and Tools. Luxembourg: Publications Office of the European Union, 2018 © European Union, 2018 The list of examples provided in the Guide’s annex is not exhaus- Reuse is authorised provided the source is acknowledged. The tive and aims to illustrate the wide range of DigComp implemen- reuse policy of European Commission documents is regulated by tation practices. Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39).

Stefano Kluzer Laia Pujol Priego DigComp GET INSPIRED MAKE IT HAPPEN A user guide to the European Digital Competence Framework Editors: Stephanie Carretero Yves Punie Riina Vuorikari Marcelino Cabrera William O’Keeffe

Acknowledgements We are grateful to the stakeholders and experts who (Municipality of Rome, Italy), Mara Jakobsone (LIKTA, helped us to shape this Guide. 52 people provided Latvia), Jean-Yves Jeannas (Université Populaire us with valuable information. Their contact details de Lille, Belgium), Nives Kreuh (National Education can be found in the examples they are involved Institute Slovenia), Matteo Malacarne (European in. Here below, we acknowledge the contribution E-skills Association), Andrea Manieri (Engineering of 43 additional experts who also participated in Ingegneria Informatica Spa, Italy), Gianluca Marcellino the DigComp stakeholder workshop held in May (Digit-Ali, Italy), Gabriele Marzano (Regione Emilia- 2017, kindly responded to our questionnaires, and Romagna, Italy), Frank Mockler (ECDL Foundation), contributed in a variety of ways to the preparation of Francesca Maria Montemagno (Smartive, Italy), this Guide: Pascale Montrol-Amouroux (Ministry of National Pedro Aguilera (Fundación Esplai, Spain), Miguel Education, Higher Education and Research, France), Barrera (Ministry of Education, Culture and Sport, Claire Pedersen (The Women’s Organisation, UK), Spain), Laura Bordonaba Plou (University of Zaragoza, Saverio Pescuma (ISFOL, Italy), Giovanni Piscolla Spain), Vaino Brazdeikis (Centre of Information (University of Rome La Sapienza, Italy), Kristell Technology for Education, Lithuania), Alessandro Rillo (Ministry of Education and Research, Estonia), Brolpito (European Training Foundation), Laurentiu Mirella Sale (teacher, Italy), Roberto Scano (AGID Bunescu (All Digital, former Telecentre Europe), Borut Agenzia per l’Italia Digitale, Italy), Nicolai Skafte (DG Campelj (Ministry of Education, Science and Sport, EAC - trainee), Allard Strijker (SLO, Netherlands), Slovenia), Brian Cochrane (Dara Creative, Ireland), Aikaterini Sylla (ESCO Secretariat), Anicia R Trindade Veronique De Leener (Maks vzw, Belgium), Eva (University of Aveiro, Portugal), Austeja Trinkunaite Fabry (European Centre for Women in Technology, (ECDL Foundation), Karen Triquet (Vrije Universiteit Norway), Gloria Garcia Amat (Consorcio Fernando de Brussel, Belgium), Sorin Trocaru (Ministry of National los Ríos, Spain), Itziar Garcia Blasquez (University of Education, Romania), Katarzyna Urban (ECCC Mondragon, Spain), Sonja Gavez (Economic Institute Foundation, Poland), Altheo Valentini (EGINA European of Maribor, Slovenia), Arthur Gottwald (Behörde Grants International Academy, Italy), Nenja Wolbers für Schule und Berufsbildung, Germany), Briga (Stiftung Digital Chancen, Germany). Hynes (University of Limerick, Ireland), Nello Iacono

Index Welcome message 6 3. DigComp resources 60 Foreword 7 3.1 Summary of resources 61 Introducing the Guide 8 3.2 DigComp translations 64 Guide content and how to access it 10 3.3 DigComp and other frameworks 66 3.4 DigComp versions 68 1. Introducing DigComp 12 3.5 Glossary 1.1 What is DigComp, its structure and content 14 71 1.2 DigComp dimensions 15 Annex. Inspiring DigComp examples: 78 1.3 DigComp competence areas 16 case studies and tools 120 1.4 DigComp competences 18 Annex presentation 1.5 DigComp proficiency levels Case studies descriptions Tools descriptions 2. Using DigComp: getting started 22 2.1 Value of using DigComp 25 2.2 DigComp usage examples 30 2.3 Steps in DigComp implementation 43 2.4 Domains of digital competence development 52 2.5 Stakeholders using DigComp

6 Welcome The Commission is delighted to publish this user guide I would like to extend thanks to the Joint Research Cen- to support further use and awareness of the Europe- tre (JRC) of the Commission and all the contributors an Digital Competence Framework (DigComp). Digital who together have produced such a comprehensive technology is transforming our society and since 2014, and engaging guide. Along with the recently published DigComp has become a key tool and source of inspi- user guide for the European Entrepreneurship Compe- ration to help Europe respond to – and anticipate - the tence Framework (EntreComp), these guides represent impact of all things digital. the community, innovation and co-operation that is possible in the EU. This user guide demonstrates the inspiring level of use of DigComp to date across diverse sectors and high- Alison Crabb lights an important message: digital skills are relevant Head of Unit E2 Skills and Qualifications to every aspect of our lives. Digital competence means DG Employment, Social Affairs and Inclusion that people can use digital technology in a confident, European Commission critical and secure way. DigComp is being used and adapted by users across Europe to enable people to acquire the digital skills they need for success in the workplace and to play an active role as confident citizens.

DigComp into Action - Get inspired, make it happen 7 Editors’ Foreword Digital technology is not simply influencing how we go DigComp is a reference framework that describes what about our lives – it is transforming traditional struc- it means to be digitally competent. It can be used tures, methods and assumptions about how we com- across sectors, disciplines and systems to enable peo- municate, learn, work and live. ple to develop digital competence. DigComp sets out the 21 competences necessary to be digitally compe- In the face of such transformation, the reality is that tent and maps these across 8 proficiency levels, from 44% of Europeans still do not have basic digital skills the most basic to advanced levels. Being digitally com- while 79% of Europeans go online regularly (at least petent is more than being able to use the latest device once per week) and all projections are that a majority or software. Digital competence is a key transversal of forms of work will require digital skills in the near competence that means being able to use digital tech- future. nologies in a critical, collaborative and creative way. DigComp supports this comprehensive understanding How we respond and prepare is complex – there are of digital competence, including issues such as in- risks and opportunity in equal part but a focus on dig- formation storage, digital identity, developing digital ital skills development is inherent to the success, em- content and behaviour online, in everyday life such as ployability, creativity and prosperity of every individual. working, shopping and participating in society. The question of digital skills must be embraced con- sistently across sectors, and actors, involved in educa- This user guide is intended for anyone – whether in- tion, training, support, employment and development. dividual or organisation – working to promote digital skills in formal education and training, non-formal or The European Commission has prioritised and sup- informal learning initiatives or offering training and ported digital skills development through a range of professional development in the workplace. The Guide policies and actions, working with Member States in includes a broad range of examples from those who supporting learners, employees, job-seekers and inno- use DigComp that will inspire new and further adapta- vators in every setting. DigComp – the European Digital tion of the framework. Competence Framework represents a milestone in this journey.

8 Introducing the Guide Purpose describing their aims and achievements, as well as Methodological note the benefits and challenges of using the reference The purpose of this Guide is to support stakeholders framework. Several summarising overviews are This Guide is based on practical examples of adop- with the sharing of experiences of existing inspiring offered to find the examples that may be of inter- tion of the European Digital Competence Frame- DigComp implementations. Since the publication of est to the reader. The Guide also sets out recom- work (DigComp). the first DigComp Framework in 2013 two new ver- mended steps for implementation and use based sions have been released, the latest one in spring on analysis of these examples to act as a further Much of the Guide’s content has been developed 2017. The open consultation process underlying source of inspiration and guidance. through desk research, survey and iterative interac- these developments and the publication of accom- tion with a wide range of stakeholders. The survey panying documents beyond the official DigComp Challenges of DigComp implementation was carried out over June-October 2017 through reports have been largely appreciated. However, a questionnaire distributed in the EU and beyond. the evolution of the framework has made apparent DigComp was designed to be a reference frame- To complement to the survey, a study on related a need for further guidance. Therefore this Guide work for digital competence. This means that the projects and services, including additional mail or also intends to provide up-to-date information on framework is descriptive rather than prescriptive, phone interviews was carried out. 38 of the collect- the DigComp framework. Questions on translations, highlighting the importance of all competences. ed examples are illustrated in the Annex. other frameworks and DigComp versions are ad- Further elaboration of the content and the level of dressed in Section 3. the competences can be done by the users, should Many of these stakeholders attended a dedicated they wish to do so. This makes the framework flex- workshop in Brussels in May 2017, which launched Sharing existing practices ible and adaptable. Some effort may be required the production of this Guide. These stakeholders however to adapt DigComp content to local goals also contributed with information and feedback in The variety of DigComp practices across Europe and specific circumstances. subsequent interactions. demonstrates the many opportunities it offers for different aims in digital competence initiatives, in- The Guide aims to facilitate the process of imple- The results reflect the current status of implemen- cluding goal-setting and strategy design, the de- menting DigComp through inspiring examples of tations based on DigComp by the end of 2017. velopment of education and training programmes, using the framework, describing the process and competence assessment and recognition; in various decisions taken by stakeholders in a range of dif- domains including formal education and training, ferent situations. Finally, whereas DigComp helps to life-long learning and employment; for a wide range define “what” (which competences) to address, the of stakeholders addressing different target groups, examples show that stakeholders face challenges e.g. students, workers, job seekers. about “how” (which method) to perform effective digital competence development. Many of the ex- This Guide offers inspiration for using DigComp by amples shown can be inspiring for these “how to” providing a comprehensive overview of examples aspects of digital competence development.

DigComp into Action - Get inspired, make it happen 9 Target group Origin of DigComp This user guide is intended for anyone – whether DigComp was developed by the Joint Research Cen- individual or organisation – working to promote dig- tre (JRC) of the European Commission as a scientific ital skills in formal education and training, non-for- project, initially on behalf of the Directorate General mal or informal learning initiatives or offering train- for Education and Culture (DG EAC) and, more re- ing and professional development in the workplace. cently, on behalf of the Directorate General for Em- ployment, Social Affairs and Inclusion (DG EMPL). In Stakeholders include education and training poli- order to produce the framework, an extensive liter- cy makers at all levels (e.g. regional and national), ature review, case study research and stakeholder educational and training experts and organisations, consultation process were carried out. More than research and support agencies, employers and re- 200 experts and a variety of stakeholders from EU cruiters, economic development, public administra- Member States have been involved in developing tion, professional associations, and private firms. DigComp. Digital competence initiatives by students, citizens, workers, small entrepreneurs, teachers and educa- DigComp can be used, reused and modified provid- tors in general may also benefit from this work. ing the original source is acknowledged. It is free of charge available at: EC.EUROPA.EU/JRC/EN/DIGCOMP. More information is also available on the DG Em- ployment website: EC.EUROPA.EU/SOCIAL.

10 Guide content and how to access it 1. Introducing DigComp 2. Using DigComp: 3. DigComp resources Annex. Inspiring DigComp getting started examples: case studies and Section 1 sets out information to Section 3 presents important ref- tools explain what DigComp is about and Section 2 provides answers to some erence material such as existing how it works. specific questions about the imple- translations, how DigComp relates The Annex offers the detailed de- mentation of DigComp, often raised to other frameworks (e.g. Unesco, scription, contact information and P. 11 by stakeholders. It presents 38 in- ESCO), the evolution of DigComp useful links of all 51 case studies spiring examples of DigComp use and a glossary. and tools used to illustrate the 38 through case studies and tools. All DigComp uses. examples can be accessed in 3 dif- P. 60 ferent ways: through implementa­ P. 70 tion steps (2.3); through domain of digital competence development (2.4) and through category of stake- holders (2.5). P. 22 2A 13

1. Introducing DigComp

12 1.1 What is DigComp, its structure and content T.1 DigComp competence areas and competences DigComp was first published in COMPETENCE AREAS COMPETENCES 2013, as a reference framework to support the development of 1. Information and data 1.1 Browsing, searching and filtering data, information and digital content digital competence of individuals literacy 1.2 Evaluating data, information and digital content in Europe. DigComp describes 1.3 Managing data, information and digital content which competences are needed today to use digital technologies in 2. Communication and 2.1 Interacting through digital technologies a confident, critical, collaborative collaboration 2.2 Sharing through digital technologies and creative way to achieve goals 2.3 Engaging in citizenship through digital technologies related to work, learning, leisure, 2.4 Collaborating through digital technologies inclusion and participation in our 2.5 Netiquette digital society. 2.6 Managing digital identity 3. Digital content creation 3.1 Developing digital content 3.2 Integrating and re-elaborating digital content 3.3 Copyright and licences 3.4 Programming 4. Safety 4.1 Protecting devices 4.2 Protecting personal data and privacy 4.3 Protecting health and well-being 4.4 Protecting the environment 5. Problem solving 5.1 Solving technical problems 5.2 Identifying needs and technological responses 5.3 Creatively using digital technologies 5.4 Identifying digital competence gaps

DigComp into Action - Get inspired, make it happen 13 1. Introducing DigComp 1.2 DigComp dimensions The Digital Competence Framework Each dimension has its specificities allowing for a flex- T.2 DigComp dimensions is structured in dimensions. ible use of the framework so that it can be adapted to 1. COMPETENCE AREAS (5 AREAS) Dimensions outline the underlying the needs and requirements that emerge from the con- data model and organise all the text. For example, someone may only use dimensions 1 2. COMPETENCES DESCRIPTIONS AND elements showing how they relate and 2 without the use of proficiency levels. The use of THEIR TITLES (21) to one another. dimensions also allows for better interoperability and comparability between various frameworks. 3. PROFICIENCY LEVELS FOR EACH Dimension 1 outlines the competence areas of which COMPETENCE the digital competence is composed. Dimension 2 de- tails the titles of each competence and their descrip- 4. KNOWLEDGE, SKILLS AND ATTITUDES tors. Dimension 3 is used to describe the proficiency EXAMPLES FOR EACH COMPETENCE levels of each competence (see 1.5 more details). 5. APPLICATION TO SPECIFIC PURPOSES: Dimension 4 and 5 describe various examples related LEARNING AND EMPLOYMENT to Dimension 2. They are provided to add value and context and thus, they are not intended to be exhaus- tive. In the case of Dimension 4, these would include exam- ples of knowledge, skills and attitudes related to each competence, whereas Dimension 5 provides examples of the framework’s application to specific purposes. In the case of DigComp, two contexts are provided, that of learning and employment.

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DigComp into Action - Get inspired, make it happen 15 1. Introducing DigComp 1.3 DigComp competence areas In DigComp, there are 5 In DigComp, the competence areas 1, 2 and 3 1. INFORMATION AND DATA LITERACY competence areas which outline deal with competences that can be retraced in 2. COMMUNICATION AND COLLABORATION the key components of the digital terms of specific activities and uses. 3. DIGITAL CONTENT CREATION competence. They are the following: Information and data literacy; Competence areas 4 and 5 are “transversal” 4. SAFETY Communication and collaboration; as they apply to any type of activity carried out 5. PROBLEM SOLVING Digital content creation; Safety; and through digital means. Problem solving elements, Problem solving. in particular, are present in all competence areas, but a specific area was defined to highlight the importance of this aspect for the appropriation of technology and digital practices. Dimension 5 provides examples of use applied to employment, and to education and training.

16 1.4 DigComp competences T.3 DigComp competences 2. COMMUNICATION AND COLLABORATION 2.5 Netiquette 1. INFORMATION AND DATA LITERACY 2.1 Interacting through digital technologies To be aware of behavioural norms and know- To interact through a variety of digital tech- how while using digital technologies and in- 1.1 Browsing, searching and filtering data, nologies and to understand appropriate digi- teracting in digital environments. To adapt information and digital content tal communication means for a given context. communication strategies to the specific au- To articulate information needs, to search for dience and to be aware of cultural and gen- data, information and content in digital en- 2.2 Sharing information and content through erational diversity in digital environments. vironments, to access them and to navigate digital technologies between them. To create and update person- To share data, information and digital con- 2.6 Managing digital identity al search strategies. tent with others through appropriate digital technologies. To act as an intermediary, to To create and manage one or multiple digital 1.2 Evaluating data, information and digital know about referencing and attribution prac- identities, to be able to protect one’s reputa- content tices. tion, to deal with the data that one produces To analyse, compare and critically evalu- through several digital tools, environments ate the credibility and reliability of sources 2.3 Engaging in citizenship through digital and services. of data, information and digital content. To technologies analyse, interpret and critically evaluate the To participate in society through the use of data, information and digital content. public and private digital services. To seek opportunities for self-empowerment and for 1.3 Managing data, information and digital participatory citizenship through appropriate content digital technologies. To organise, store and retrieve data, infor- mation and content in digital environments. 2.4 Collaborating through digital technologies To organise and process them in a structured To use digital tools and technologies for col- environment. laborative processes, and for co-construction and co-creation of resources and knowledge.

DigComp into Action - Get inspired, make it happen 17 1. Introducing DigComp < T.3 4. SAFETY 5. PROBLEM SOLVING 3. DIGITAL CONTENT CREATION 4.1 Protecting devices 5.1 Solving technical problems To protect devices and data, to understand To identify technical problems when operat- 3.1 Developing digital content risks and threats in digital environments, to ing devices and using digital environments, To create content in different formats (e.g. know about safety and security measures and to solve them (from trouble-shooting to data, text, multimedia), to edit and improve and to have due regard to reliability and pri- solving more complex problems). existing content, to express oneself through vacy. digital means. 5.2 Identifying needs and technological 4.2 Protecting personal data and privacy responses 3.2 Integrating and re-elaborating digital To protect personal data and privacy in dig- To assess needs and to identify, evaluate, se- content ital environments. To understand how to lect and use digital tools and possible tech- To modify, refine and integrate new infor- share personally identifiable information nological responses to solve them. To adjust mation and content into an existing body of while protecting self and others from dan- and customise digital environments to per- knowledge and resources to create new, orig- gers (e.g. fraud). To understand that digital sonal needs (e.g. accessibility). inal and relevant content and knowledge. services use a “Privacy policy” to declare how personal data is used. 5.3 Creatively using digital technologies 3.3 Copyright and licences To use digital tools and technologies to cre- To understand how copyright and licences 4.3 Protecting health and well-being ate knowledge and to innovate processes apply to digital information and content. To avoid health-risks related with the use of and products. To engage individually and digital technologies in terms of threats to collectively in cognitive processing to under- 3.4 Programming physical and psychological well-being. To be stand and resolve conceptual problems and To plan and develop a sequence of under- able to protect self and others from possible problem situations in digital environments. standable instructions for a computing sys- dangers in digital environments (e.g. cyber tem to solve a given problem or to perform bullying). To be aware of digital technologies 5.4 Identifying digital competence gaps a specific task for social well-being and inclusion. To understand where one’s own digital com- petence needs to be improved or updated. To 4.4 Protecting the environment be able to support others with their digital To be aware of the environmental impact of competence development. To seek opportu- digital technologies and their use. nities for self-development and to keep up- to-date with the digital evolution.

18 1.5 DigComp proficiency levels DigComp maps out 4 broad These 4 levels can also be further elaborated across person at proficiency level 5 can apply knowledge, carry proficiency levels (foundation, 8 levels offering a more detailed description of pro- out different tasks and solve problems and help others intermediate, advanced, highly- gression criteria. The 8 levels provide the granularity to do so. specialised). needed to develop learning materials, assess and rec- ognise learning progression, and to describe tasks and See the visual illustration of the proficiency levels at competences in detail. page 20. Each of the 8 level descriptions represents a further step by the citizens in three domains: `` The acquisition of knowledge of the competence `` The complexity of the tasks they can handle `` Their autonomy in completing the task Each description contains knowledge, skills and atti- tudes, described in one single descriptor for each level of each competence (8 x 21 learning outcomes). The proficiency levels were inspired by the structure and vocabulary of the European Qualification Framework (EQF) and were written as a combination of learning outcomes, using one action verb per learning outcome. Example A person at proficiency level 2 is able to remember and carry out a simple task, with help from somebody with digital competence only when they need it. However, a

DigComp into Action - Get inspired, make it happen 19 1. Introducing DigComp T.4 Main keywords that feature the proficiency levels 4 OVERALL LEVELS Foundation Intermediate Advanced Highly specialised 8 GRANULAR LEVELS 1 2 3 4 5 6 7 8 COMPLEXITY OF TASKS Simple task Simple task Well-defined Tasks, and Different tasks Most Resolve Resolve and routine well-defined and problems appropriate complex complex tasks, and and non- tasks problems problems straightforward routine with limited with many problems problems solutions interacting factors AUTONOMY With guidance Autonomy and On my own Independent Guiding others Able to adapt Integrate to Propose new with guidance and according to others in contribute ideas and when needed to my needs a complex to the processes to context professional the field practice and to guide others COGNITIVE DOMAIN Remembering Remembering Understanding Understanding Applying Evaluating Creating Creating

20 How to swim in the digital ocean (Source: DigComp 2.1 pp.13-14)

2. Using DigComp: getting started

22 2.1 Value of using DigComp Asked about the value of using The value of adopting a European “DigComp is a steering document that has a crit- the DigComp framework, stake- framework holders gave four main reasons: ical role in systematising digital competence on •• Its character as a European DigComp is known to have been developed with the an international level. … As such it represents a contribution of a large number of experts and to be natural starting point to develop national frame- framework endorsed at European level. works in harmony with international trends and •• Its contribution to create a The open participatory process underlying DigComp’s expectations.” common language and under- production and its public documentation are broadly standing of digital competence appreciated. These features legitimate the adoption of MARIJANA KELENTRIC • Norway DigComp for new digital competence initiatives by or- •• The quality and flexibility of ganisations operating across Europe, and are important “DigComp helps those offering existing or new the framework sources of trust for policy and decision makers, fac- ing other digital competence framework options. They digital competence solutions, such as ECDL, by al- •• Its guiding function for educa- also contribute to increase the attention and perceived lowing them to map to a neutral official reference tion and training actions. value of digital competence in the eyes of educators framework that has wide European recognition. throughout Europe and ultimately of the very citizens This facilitates the communication of their fea- themselves. tures and benefits and helps identify gaps in solu- Reference to DigComp in EU policy documents, allows tions and priorities for programme development.” initiatives at national and local level to be framed within the broader European strategies in education FRANK MOCKLER • ECDL Foundation and training, innovation, digital agenda and so on. For instance, the European Commission launched in June 2016 the “New Skills Agenda for Europe”. In one of the Agenda’s initiatives called the “Upskilling Pathways: New Opportunities for Adults”, DigComp is acknowl- edged as the reference tool for common understanding of digital competence for citizens. At a more practical level, the expectation is that solutions based on Dig- Comp -for training, assessment, etc.- can be shared and expanded more easily to other EU countries.

DigComp into Action - Get inspired, make it happen 23 2. Using DigComp: getting started “In Pix initial design phase, the fact that DigComp A common language to understand and A high quality, flexible and adaptable talk about digital competence product was a European framework helped reaching an agreement amongst the experts who were con- Being a new and relatively complex notion, digital com- DigComp is acknowledged and adopted by many stake- sidering alternative approaches to describe dig- petence is understood and described in many different holders as a “high quality product”, thanks again to the ital skills. DigComp was fitting also because of ways. Stakeholders underline that DigComp has provid- involvement of many recognised experts and the broad competence being the main entry (a requirement ed a common language and terminology to talk about consensus obtained in its preparation. of the French life-long learning system), and be- and design new projects on digital competence in all cause it targets everyone, as we wanted to be the kinds of areas. They notice how DigComp established “DigComp’s theoretical framework “is well de- a general, some call it ‘soft’ or ‘transversal’, definition scribed, well-documented and research-based.” case for Pix.” of digital competence, which is complementary and compatible with other more specific, sectorial, ‘harder’ ANDERS SKOV • Denmark NATHALIE DENOS • France (see C12) definitions. “DigComp clarifies what digital competence is, Stakeholders consider the structure, outline and content of the framework to be simple and easy to understand, how the whole society can benefit from its devel- and appreciate that they come along with a range of opment, and that it is not only a matter for ICT support materials, information on project background, governance and implementation, which facilitate its specialists, as many people often still think.” use for various purposes. DigComp’s flexibility makes it easily transferable across different countries and fields. MARGARIDA LUCAS • Portugal “Teachers and other professionals, and in gener- al anyone interested in enhancing employability opportunities across the board, can extend and adapt DigComp to their own needs and according to their own national context.” MARIA JESÚS GARCÍA SAN MARTÍN • Spain

24 A helpful tool for education Teachers do not feel so ‘lost’ anymore regarding DigComp as a reference framework and training actions what they and their students should be able to do/ know in digital environments, because they now The DigComp framework defines the scope and the The quotes below testify that DigComp provides essen- have a tool that helps and guides them. components of digital competence for citizens in a tial guidance and support in the definition of education clear way. It provides an overall, complete and shared and training actions to develop digital competence. MARGARIDA LUCAS • Portugal understanding of what digital competence is, and of- fers an updated vocabulary based on consensus build- In the wide field of digitalisation, DigComp helps DigComp allows you to set standards in a training ing with multiple stakeholders. The DigComp frame- those involved in education and training answer in offer on digital skills for citizens, while broadening work provides competence descriptions in general an articulate, but also specific way to the question: the scope of training goals and outcomes. Being terms. It intentionally leaves open, for instance, which what is important to learn in this field? technology-neutral, it is compatible with the “bring specific digital devices or software applications should your own device” approach, which facilitates set- be used. This makes the framework technology-neutral CAROLIN MÜLLER-BRETL • Germany ting up training in many circumstances. Besides and, given that digital technology constantly changes, helping in curriculum design, it also helps bench- it also prevents the rapid obsolescence of the frame- Framing the course curriculum (on coding and mo- mark training projects and products aimed at dig- work.The glossary of preferred terms is available on p. bile learning for young people) within DigComp, ital inclusion of citizens. 68-69 of this Guide. contributes and gives coherence to the formative action and helps setting the learning offer in a GRAZIA GUERMANDI • Italy DigComp’s essential character as a reference frame- broader and structured framework. work entails that, when using it for practical purposes e.g. in the design of a training course or a competence ESTHER SUBIAS • Spain assessment system, it cannot and should not be ap- plied in a straightforward and rigid manner. DigComp was designed to be a source of inspiration and to be adapted depending on the goals, target groups, oper- ational conditions, available resources, timeframe and other factors. As mentioned already in the very first DigComp report “It is therefore up to the users, insti- tutions, intermediaries or initiative developers who are willing to use the proposal to adapt it to their needs” (DigComp 1.0 p. 9).

DigComp into Action - Get inspired, make it happen 25 2. Using DigComp: getting started 2.2 DigComp usage examples In this Guide, we present 38 The 38 examples are illustrated Content items examples of DigComp use by 2 types of content item: case are symbolised with that reflect what can be done studies and tools. There are in an icon and a code. with the Framework. These total 50 content items. examples are summarised CASE STUDY C1 SEQUENCE in Table 5 (p. 27) which also CASE STUDIES NUMBER illustrates how they can be Cases aim to tell a story of why and how accessed in three different DigComp was used. The stories highlight TOOL T1 SEQUENCE ways: through implementa­ the key actors involved, the steps made, the NUMBER tion steps (2.3), through products and, when possible, what comes next. domain of digital competence There are 30 case studies in the Guide. development (2.4) and through category of stakeholders (2.5). TOOLS The examples span over 20 Tools are activities, methods and products countries in Europe and beyond developed using DigComp. There are 20 tools (table 6 and 7). in the Guide.

26 The icon’s colour reflects Some examples refer Examples can be made out the stakeholders involved. to more than one stakeholder. of one or more content items. Cx Tx C6 C12 EXAMPLE A: 1 CASE STUDY POLICY MAKERS The icons are interactive and lead C10 to the relative full description’s page Cx Tx in the Annex. EXAMPLE B: 1 CASE STUDY + 2 TOOLS EDUCATION AND TRAINING C8 +C3 T5 T6 Cx Tx EXAMPLE C: 1 TOOL THIRD SECTOR AND ENTERPRISE T11

DigComp into Action - Get inspired, make it happen 27 Annex. inspiring DigComp examples: case studies and tools T.5 Summary of cases and tools by implementation steps, domains and stakeholders DOMAIN DOMAIN DOMAIN EDUCATION AND TRAINING LIFE LONG LEARNING AND INCLUSION EMPLOYMENT STEP C1 C3 C4 C12 C26 C2 C5 C10 C12 C15 C24 C28 C2 C4 C6 C8 C10 C12 C17 COMPETENCE T15 T17 C19 C24 C28 ASSESSMENT C10 C12 T3 T16 C11 C12 T2 T4 T11 T12 T13 T14 T16 C10 C12 C17 C18 C29 STEP T20 T2 T4 T16 T18 TRAINING TRAINERS C2 C4 C7 C10 C29 STEP C1 C4 C5 C9 C26 C1 C2 C5 C7 C10 C15 C20 C6 C8 C10 C16 C24 C27 END-USER LEARNING T1 T5 T15 T20 T7 C5 C13 C2 C4 C7 C10 C12 C16 STEP T1 C10 C13 C14 C15 C16 C20 C19 C22 ADAPTATION AND C4 C12 C13 C21 C23 C24 C30 T4 T17 SPECIFICATION T1 T6 T10 T14 STEP C2 C7 C10 C12 C13 C22 RECOGNITION AND T4 T17 CERTIFICATION POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

28 T.6 List of case studies UNITED KINGDOM ITALY ITALY POLAND ANGLIA RUSKIN UNI- PRODIGEO: LEARNING PANE E INTERNET: THE ECDL PROFILE DIGCOMP C1 VERSITY: IMPLEMENT- P. 78 C8 PLATFORM FOR P. 92 C15 DIGITAL LITERACY AND P. 102 C22 CERTIFICATES IN POLAND P. 114 P. 80 EMPLOYMENT SERVICES’ INCLUSION PROJECT IN P. 104 ING DIGITAL LITERACY P. 82 STAFF EMILIA ROMAGNA P. 84 SPAIN BE • DE • ES • FI • FR • HE • IKANOS - NIRE C2 GAITASUN DIGITALAK IT • PL • UK SPAIN / MIS COMPETENCIAS ELENE4WORK: MAPPING EXTREMADURA DIGITAL DIGITALES C9 INTERNATIONAL P. 94 C16 SOFT DIGITAL SKILLS OF C23 LITERACY TRAINING P. 116 SPAIN HAPPY ONLIFE PROGRAMME TEACHERS IN SPAIN: STUDENTS AND YOUNG C3 THE NEW DIGITAL WORKERS COMPETENCE COMMON FRAMEWORK FR • IE • IT • RO CZ • DE • ES COMPASS - YOUR DIGITAL SKILLS 4 JOURNEY TO DIGITAL, DENMARK YOU(TH): TRAINING C10 THE UP-SKILLING P. 96 C17 THE DIGITAL P. 106 C24 PROFESSIONALS P. 116 P. 98 WORKING WITH YOUNG P. 117 PLATFORM FOR YOUNG P. 99 COMPETENCE WHEEL PEOPLE P. 117 P. 100 P. 118 UNEMPLOYED PEOPLE P. 101 ES • FR • INT • IT • TR ITALY INTERNATIONAL TASK: AUTHENTIC TASK SMARTIVEMAP, A UNESCO-PEARSON CROATIA C11 BASED COMPETENCE DIGITAL COMPETENCE INITIATIVE FOR LITERACY: E-SCHOOLS: PILOT ASSESSMENT IN MAPPING TOOL IMPROVED LIVELIHOODS C4 PROJECT TOWARDS SECONDARY SCHOOLS C18 P. 108 C25 IN A DIGITAL WORLD P. 110 DIGITAL SCHOOLS TO START DIGITAL P. 112 TRANSFORMATION BELGIUM FRANCE EL • ES • IE • INT C26 GERMANY ADULT EDUCATION IN PIX: ONLINE PLATFORM PATHWAYS FOR BILDUNG IN DER C5 FLANDERS: THE NEW P. 86 C12 FOR DIGITAL SKILLS C19 EMPLOY: DEFINING AND DIGITALEN WELT. EVALUATION AND DEVELOPING DIGITAL EMBEDDING DIGITAL ICT PROGRAMMES CERTIFICATION PROFILES COMPETENCE IN THE SCHOOL CURRICULUM EUROPE P. 88 ESTONIA C20 ES • DE • HR • HU • INT C27 SPAIN MU.SA: USING E-CF AND SAMSUNG DIGI PASS CODEMOB: CURRICULUM TRAINING CIVIL C6 DIGCOMP FOR WORK C13 FOR VOCATIONAL FOR E-FACILITATORS SERVANTS IN SPAIN DIGITAL TRANSFORMA- SCHOOL STUDENTS IN AND UNEMPLOYED WITH DIGCOMP BASED TION IN MUSEUMS ESTONIA YOUTH E-LEARNING COURSES POLAND EL • IT • UK HUNGARY PORTUGAL LINGUACUISINE: PORTUGAL ECCC DIGITAL DEVELOPING DIGITAL BRIDGE THE DIGITAL GAP: INCODE.2030: C7 COMPETENCE P. 90 C14 SKILLS WITH C21 BASIC DIGITAL TRAINING P. 113 C28 ENHANCING DIGITAL P. 118 COMPETENCE FRAMEWORK DISADVANTAGED OF ADULT POPULATION PEOPLE POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

DigComp into Action - Get inspired, make it happen 29 Annex. inspiring DigComp examples: case studies and tools < T.6 T.7 List of tools BG •ES •IE •LT •NO •SI •UK SLOVENIA DIGITAL INNOVATIONS THE STUDENTS FOR GROWTH ACADEMY: UNITED KINGDOM COMPETENCE C29 TRAINING ENTERPRISE P. 119 ANGLIA RUSKIN P. 120 T8 INTERNATIONAL P. 130 T15 FRAMEWORK BY THE P. 138 C30 TRAINERS AND P. 119 T1 UNIVERSITY: FIVE DAYS HAPPY ONLIFE TOOLKIT EDUCATORS OF DIGITAL LITERACY SLOVENIAN EDUCATION INTERNATIONAL (5DODL) INSTITUTE DEFINING DIGITAL COMPETENCE TRAINING ES • FR • INT • IT • TR INTERNATIONAL NEEDS FOR YOUTH TASK TOOL: AN ONLINE SKILLAGE: ONLINE SELF- WORK SPAIN P. 121 T9 SYSTEM FOR ASSESSING P. 131 T16 ASSESSMENT TOOL ON P. 138 T2 IKANOS - SELF KEY COMPETENCES IN DIGITAL SKILLS FOR THE SECONDARY SCHOOL JOB MARKET ASSESSMENT TEST ITALY SPAIN PANE E INTERNET TUCERTICYL: THE NEW SPAIN CURRICULUM AND DIGITAL COMPETENCE IKANOS - LEARNING RESOURCES CERTIFICATION SYSTEM T3 PROFESSIONAL DIGITAL P. 122 T10 P. 132 T17 IN CASTILLA LEON P. 139 T18 COMPETENCE PROFILES FOR BASIC DIGITAL T19 LITERACY T20 SPAIN P. 124 BE • DE • ES • FI • FR • HE • P. 134 GERMANY P. 139 IKANOS - BAIT, P. 126 IT • PL • UK DIGITAL SKILLS SELF- T4 THE NEW DIGITAL P. 128 T11 ELENE4WORK ASSESSMENT TOOL COMPETENCE P. 129 ORIENTATION GUIDE FOR EMPLOYEES AND CERTIFICATION SYSTEM FOR JOB SEEKERS MANAGERS OF THE DACH SPAIN REGION TEACHERS IN SPAIN: T5 MOOCS, EDUPILLS BE • DE • ES • FI • FR • HE • P. 136 ITALY P. 140 AND OTHER TRAINING IT • PL • UK SAFE ONLINE: A BOOK RESOURCES ELENE4WORK SELF- TO TRAIN THE NEW SPAIN T12 ASSESSMENT TOOL FOR DIGITAL CITIZENS AT TEACHERS IN DIGITAL SOFT SKILLS SCHOOL T6 SPAIN: THE DIGITAL IDENTIFICATION COMPETENCE PORTFOLIO SPAIN NORWAY BELGIUM DIGITAL COMPETENCE NORWEGIAN WEBSITE OF THE T13 SELF-DIAGNOSIS TOOL PROFESSIONAL T7 ADULT EDUCATIONI IN OF THE ANDALUSIA P. 137 DIGITAL COMPETENCE P. 140 FLANDERS: THE NEW FRAMEWORK FOR ICT PROGRAMMES REGIONAL GOVERNMENT TEACHERS ITALY P. 137 ABC DIGITALE: SELF- T14 ASSESSMENT TEST AND DIGITAL LEARNING OPPORTUNITIES POLICY MAKERS EDUCATION AND TRAINING THIRD SECTOR AND ENTERPRISE

30 STEP 1 STEP 2 2.3 Steps in Adaptation and Competence assessment DigComp specification implementation DigComp is used to assess digital DigComp is adapted and competence level, strengths and The elements illustrated in specified to develop digital weaknesses of an individual or the infographic represent competence for a given target population. the five main goals for which target population and a P. 34 DigComp is typically used in certain context. the examples analysed for STEP 3 this Guide. P. 30 They are also the five steps Training trainers of a suitable DigComp implementation process. DigComp is used to design training measures for the trainers who must develop 3 their digital competence. P. 37 STEP 5 STEP 4 Recognition and certification End-user learning DigComp is used to assess, DigComp is used to design recognise and possibly certify teaching and learning learning achievements and experiences for the end users enhanced competence. in the target population. P. 41 P. 37 In reality, not all these steps may in fact be necessary, strategic decision may also restrict the articulation of a as they also depend on context conditions and maturi- digital competence experience. Even though we placed ty, as well as on the aims being pursued. this activity at the beginning, for operational purposes, the Framework’s high-level competence descriptions For instance, trained teachers may already be avail- must be adapted and specified with respect to given able; trainees may only want to learn something and goals, target groups and context, typically at more de- do not care about having their learning achievements tailed levels, also in the subsequent steps. recognised or certified and so on. Lack of funding or a

DigComp into Action - Get inspired, make it happen 31 2. Using DigComp: getting started STEP 1 DigComp provides high-level descriptions of digital Translation competence and the related learning outcomes expect- Adaptation and ed at different proficiency levels, along with illustrative Once the decision is made to adopt DigComp for dig- specification examples in two application scenarios. These descrip- ital competence development, a preliminary activity tions are provided on purpose with a general, often (if a translation does not yet exist) is to translate the DigComp is adapted and often abstract character, leaving them open to interpretation Framework or parts of it from English into the target specified to set the relevant and unrelated to any specific technological standard, language. Translations are usually done by national digital competence and solution or product. ministries and related agencies. As shown in Tables 2 proficiency levels for a given and 3, the translation may concern only some of the target population or policy These features enhance the Framework’s resilience Framework’s dimensions - typically competence areas and strategic use. This step is facing an extremely diverse and constantly changing (dimension 1) and competence title and descriptors (di- often based on a preliminary technological world. They also make it possible to ap- mension 2) - or all of them. identification and analysis of ply DigComp in all kinds of sectors, organisations and the needs and/or opportunities target groups, while maintaining reference to a com- Translations are used to raise public awareness about to develop digital competence mon framework established at European level. For this digital competence and its relevance, to support dis- of that target population and a to happen though, in most cases a process is needed cussions among stakeholders and launch consultations certain context. which involves the following activities: the translation for competence development actions, and they become (if needed) and then the adaptation and/or specifica- the basis for the subsequent activities. tion of the Framework, as illustrated below. “Adaptation” These activities should reflect the competence devel- opment goals which are set following the assessment “Adaptation” refers to changes made onto the DigComp of a target group’s needs and the identification of the conceptual reference model leading to a more or less specific competences that can help meet those needs. similar framework inspired by it. Competence areas At this preliminary stage, DigComp contributes to in- or specific competences may be added because they form and frame the reflection that typically takes place are deemed important for a target population whose among different stakeholders, by creating a common required digital competence go beyond those expect- understanding of digital competence among them and ed from “all citizens”, such as teachers (C3 intef, T20 a language to talk about it. When the reflection and dis- norwegian framework for teachers), headmasters and cussion about needs and digital competence require- administrative school staff (C4 eschools), youth work- ments moves to a deeper and more operational level, ers (C30 training needs for youth work), civil servants the Framework adaptation and specification processes (C28 incode2030) or care workers (as in the Carer+ begin. project TINYURL.COM/Y8DEY6AJ). Adaptions may also occur by adding specific compe-

32 tences or renaming competence areas and/or partly for industry 4.0 jobs have been added as sub-compe- `` social workers working with youth (C24 digital changing or shifting specific competence descriptors tences to the DigComp framework. skills 4 you(th)) (C1 anglia ruskin university, C12 pix, C15 pane e inter- Sometimes specification and adaptation occur together net, C17 digital competence wheel, C26 bildung in der (e.g. C3 intef, C12 pix). REBIUN, the Network of Spanish `` youth workers (C30 training needs for youth work). digitalen welt). These usually reflect a different under- University Libraries developed a specification of Dig- standing and views of digital competence (e.g. how to Comp 2.0 for graduate students (TINYURL.COM/Y73L9LHP), These frameworks and profiles are the input to the fol- “position” DigComp’s safety and problem-solving trans- focusing on basic and intermediate proficiency levels. lowing implementation steps. versal competences, or the importance to highlight ex- The result of the above processes are DigComp-based plicitly ICT proficiency and functional skills), or the need adapted general frameworks or “digital profiles” for to integrate pre-existing frameworks (T16 skillage). given target groups (e.g. low-educated adults), profes- sions and work functions, which define the expected “Specification” competences and proficiency levels to be assessed, developed etc. with them. Digital professional profiles “Specification” of the framework typically occurs in view based on DigComp have been developed for: of further implementation steps, i.e. the design of digi- tal competence education and training programmes for `` teachers and schools staff (see above) a given target population, or general assessment and certification purposes of specific competences and pro- `` specific industry 4.0 jobs (C2 + T3 ikanos) ficiency levels. `` employment services staff (C8 prodigeo) Specification consists of identifying and selecting the competences deemed relevant in that context and pos- `` career paths in secretary/administrative, project sibly discarding others, making choices about the profi- management, marketing & advertising and teaching ciency levels to attain (e.g. T15 students framework in jobs (C10 compass) slovenia defined proficiency levels based on the age/ school level of students), and most of all, revising and/ `` new museum professionals (C6 mu.sa) or enriching and/or detailing DigComp descriptors and examples, usually in Dimensions 3, 4 and 5 for oper- `` virtual office workers and self-entrepreneurs (C19 ational purposes. C5 adults education in flanders re- pathways4employ) organised 500 learning outcomes extracted from Dig- Comp 1.0 into about 360 competences, to design new ICT courses for adults. In one case (C2 + T3 ikanos), very specific competences

DigComp into Action - Get inspired, make it happen 33 2. Using DigComp: getting started T.6 Step 1 - Adaptation and specification / relevant content items C1 ANGLIA RUSKIN UNIVERSITY: P. 78 PIX: ONLINE PLATFORM FOR P. 99 IKANOS - PROFESSIONAL P. 122 IMPLEMENTING DIGITAL LITERACY C12 DIGITAL SKILLS EVALUATION P. 102 T3 DIGITAL COMPETENCE P. 126 P. 106 P. 139 AND CERTIFICATION P. 110 PROFILES P. 116 THE STUDENTS COMPETENCE IKANOS - NIRE GAITASUN P. 80 PANE E INTERNET: THE DIGITAL P. 117 T15 FRAMEWORK BY THE SLOVENIAN C2 DIGITALAK / MIS COMPETENCIAS C15 LITERACY AND INCLUSION P. 118 EDUCATION INSTITUTE P. 119 SKILLAGE: ONLINE SELF- DIGITALES PROJECT IN EMILIA ROMAGNA T16 ASSESSMENT TOOL ON DIGITAL SKILLS FOR THE JOB MARKET TEACHERS IN SPAIN: THE NEW P. 82 C17 THE DIGITAL COMPETENCE C3 DIGITAL COMPETENCE COMMON WHEEL FRAMEWORK C4 E-SCHOOLS: PILOT PROJECT P. 84 PATHWAYS FOR EMPLOY: TOWARDS DIGITAL SCHOOLS C19 DEFINING AND DEVELOPING DIGITAL PROFILES ADULT EDUCATION IN P. 86 C24 DIGITAL SKILLS 4 YOU(TH): C5 FLANDERS: THE NEW ICT TRAINING PROFESSIONALS WORKING WITH YOUNG PEOPLE PROGRAMMES MU.SA: USING E-CF AND P. 88 C26 BILDUNG IN DER DIGITALEN WELT. C6 DIGCOMP FOR WORK DIGITAL EMBEDDING DIGITAL COMPETENCE IN THE SCHOOL CURRICULUM TRANSFORMATION IN MUSEUMS PRODIGEO: LEARNING P. 92 C28 PORTUGAL INCODE.2030: C8 PLATFORM FOR EMPLOYMENT ENHANCING DIGITAL COMPETENCE SERVICES’ STAFF COMPASS - YOUR JOURNEY TO DIG- P. 96 C30 DEFINING DIGITAL C10 ITAL, THE UP-SKILLING PLATFORM COMPETENCE TRAINING NEEDS FOR YOUTH WORK FOR YOUNG UNEMPLOYED PEOPLE

34 STEP 2 Competence assessment helps individuals understand `` To benchmark one’s digital competence profile with where they stand and, if matched to personal goals or those of others in the labour market (C17 digital Competence assessment careers and professional profiles, to identify any fur- competence wheel); ther learning needs and directions. DigComp is used to assess digital competence levels, `` It helps teachers, trainers, advisors and consultants `` To create a formative/learning experience strengths and weaknesses of an understand where to prioritise their efforts on indi- individual or target population. viduals, groups and organisations. •• with challenges and performance-based tests This helps understand where (C12 pix); to focus efforts and then to `` It helps organisations to find people they need with •• by providing feedback based on the answers re- measure their success. given minimum competence levels. ceived (T16 skillage) •• by giving explanations for the interpretation of `` At a higher aggregation level, it helps policy makers test results (e.g. meaning of a weak competence T2 map the digital competence strengths and weak- ikanos, C17 digital competence wheel); nesses of population segments, regions etc., decide about training, innovation policies and so on. `` To guide the user towards further learning opportu- nities based on test results. Learning resources may Repeated over time, competence assessment can be integrated in the assessment platform itself (C10 measure progress and help evaluate the very effec- compass, C12 pix), available elsewhere online (T11 tiveness of training or any other action undertaken to elene4work) and/or from local training providers (T2 develop digital competence. ikanos); Each solution has different organisational and technical requirements for the effective linking Assessment goals of test and learning resources; Among the examples in this Guide, digital competence `` To support teachers offering more individualised assessment has been developed mostly in the employ- learning to their students (C11 task, C12pix, T20 nor- ment perspective: wegian framework for teachers) and consultants and trainers to customise services for their clients `` To identify one’s strengths and areas for improve- (C18 smartivemap, C27 training civil servants in ment and set a learning agenda (T2 ikanos, T12 ele- spain, C29 digital innovations for growth academy, ne4work); T18 self-assessment in dach region).

DigComp into Action - Get inspired, make it happen 35 2. Using DigComp: getting started Assessment approaches `` Performance-based evaluation (T4 ikanos, C11 task), Using DigComp in assessment where users are requested to actually solve digital With respect to assessment methodology, different ap- challenges, reflecting real situations that they may As in other implementation steps, using the DigComp proaches with different pros and cons can be adopted, face and entailing the use of tools such as browsers, framework firstly involves the selection of the relevant depending on one’s goals and target users (e.g. popu- word processors, spreadsheets etc. This approach competences to be assessed, based on the target users lation at large, specific worker categories etc.), circum- generates the most accurate picture of one’s com- and goals of the initiative. Assessment solutions can stances and resources: petence seen as ‘knowledge in action’. But it can be also be based on adapted DigComp frameworks (T6 very demanding (also in terms of technical complex- teachers in spain, C12 pix). Then, DigComp components `` Self-assessment questions, where individuals are ity and costs) for test providers and challenging for (competence descriptors, learning outcomes at differ- asked to evaluate how well they perform ICT relat- users. So it is usually adopted in view of issuing a ent proficiency levels, examples of skills, knowledge ed tasks and what they know about related issues certification; and attitudes) can be used: (C1 anglia ruskin university, C17 digital competence wheel, C29 digital innovations for growth academy, `` A mix of the above methods (C12 pix). `` To prepare self-assessment questions directly or T2 ikanos, T18 self-assessment in dach region) or to with some variations (C17 smartivemap, C29 digital agree/disagree through a declarative questionnaire To offer a more complete assessment and resulting innovations for growth academy, T18 self-assess- with statements about one’s behaviour in different profile, a test can integrate other elements, beyond ment in dach region and in the digital skills section digital situations (T12 elene4work). This approach is competences (e.g. T2 ikanos, asks also about a user’s of Europass CV EUROPA.EU/!RR69RD); useful to raise awareness about digital competence connectivity, technological endowment and past IT and make users reflect on their perceived strengths training experiences). `` As a reference to prepare more detailed and con- and weaknesses; textualised questions (referring to specific tools, ap- plication domains etc.), both in self-assessment or `` Knowledge-based tests (C18 smartivemap, T13 an- knowledge-based perspectives (most experiences); dalusia self-diagnosis tool, T14 abc digitale, T16 skillage, T20 norwegian framework for teachers), `` To inspire the preparation/description of authentic where individuals are presented with realistic prob- tasks and challenges for evaluation, both in knowl- lems in a variety of real-life situations and they edge-based and performance-based perspectives have to indicate what they would do in a given situa- (C11 task, C12 pix). tion, what would happen in reality etc. This approach measures factual knowledge (knowing that…) and procedural knowledge (knowing how to perform dig- ital tasks) or both. It can thus produce a more accu- rate picture of a user’s digital competence;

36 T.7 Step 2 - Competence assessment / relevant content items COMPASS - YOUR JOURNEY TO DIGITAL, P. 96 IKANOS - BAIT, THE NEW P. 124 T20 NORWEGIAN PROFESSIONAL P. 140 C10 THE UP-SKILLING PLATFORM FOR T4 DIGITAL COMPETENCE P. 128 DIGITAL COMPETENCE FRAMEWORK FOR TEACHERS YOUNG UNEMPLOYED PEOPLE EVALUATION SYSTEM TASK: A PROJECT FOR AUTHENTIC TASK P. 98 TEACHERS IN SPAIN: THE C11 BASED COMPETENCE ASSESSMENT IN T6 DIGITAL COMPETENCE SECONDARY SCHOOLS PORTFOLIO PIX: ONLINE PLATFORM FOR P. 99 T11 ELENE4WORK ORIENTATION P. 134 C12 DIGITAL SKILLS EVALUATION AND GUIDE FOR JOB SEEKERS CERTIFICATION C17 THE DIGITAL COMPETENCE WHEEL P. 106 ELENE4WORK SELF-ASSESSMENT P. 136 T12 TOOL FOR DIGITAL SOFT SKILLS IDENTIFICATION SMARTIVEMAP, A DIGITAL P. 108 DIGITAL COMPETENCE SELF-DIAG- P. 137 C18 COMPETENCE MAPPING TOOL TO T13 NOSIS TOOL OF THE ANDALUSIA START DIGITAL TRANSFORMATION REGIONAL GOVERNMENT TRAINING CIVIL SERVANTS IN P. 118 ABC DIGITALE: SELF-ASSESSMENT P. 137 C27 SPAIN WITH DIGCOMP BASED T14 TEST AND DIGITAL LEARNING E-LEARNING COURSES OPPORTUNITIES C29 DIGITAL INNOVATIONS FOR GROWTH P. 119 SKILLAGE: ONLINE SELF- P. 138 ACADEMY: TRAINING ENTERPRISE T16 ASSESSMENT TOOL ON DIGITAL TRAINERS AND EDUCATORS SKILLS FOR THE JOB MARKET T2 IKANOS - SELF ASSESSMENT P. 121 DIGITAL SELF-ASSESSMENT TOOL P. 139 TEST T18 FOR EMPLOYEES AND MANAGERS OF THE DACH REGION

DigComp into Action - Get inspired, make it happen 37 2. Using DigComp: getting started STEP 3 + 4 The idea that people, even beyond IT occupations, Training (and supporting) teachers should learn to use digital technologies has been around Training trainers for a few decades. IT training opportunities to use spe- The wider use of digital technology in education and End-user learning cific equipment and software have thus been offered training and the emerging trend towards embedding in most countries already for some time to school stu- digital competence in the disciplinary curriculum (C1 DigComp is used to design dents, adults at work, unemployed people and others. anglia ruskin university, C26 bildung in der digital- training measures for the The new notion of digital competence, however, chal- en welt) are a new challenge to all teachers. Rather trainers who must develop lenges teachers, trainers and educators to adopt new than only IT teachers as in the past, teachers from any digital competence, as well approaches to develop this competence, and learners discipline are increasingly expected to contribute to as teaching and learning as well, i.e. all of us. As with competence assessment, the development of their students’ digital competence, experiences for the end users DigComp contributes to identify what to teach/learn. throughout school life (P8 SI competence by age). in a target population. However, how to deliver training and organise learning Several upskilling and professional development pro- experiences is a creative task that corresponds to the grammes on digital competence for teachers based on teacher. In general, innovative pedagogical approach- DigComp have been developed and delivered in the for- es (focused on collaborative, authentic, project-based mal education and training domain to help them meet learning and so on) appear as most suited to develop these challenges. The first step is typically to design important components of digital competence, such as a curriculum (C4 e-schools) that defines the learning critical awareness and assessment capability of data, outcomes (using DigComp) and the features of edu- information and digital content, problem solving and cational content to support them, the recommended creativity. teaching and evaluation methods. This is the basis on which usually training providers then develop ed- The publication by the JRC in November 2017 of the ucational and training content and deliver the training. new European Framework for the Digital Competence Teacher training examples based on DigComp highlight of Educators (DigCompEdu) EUROPA.EU/!GT63CH aims to three common features: support educators dealing with the new pedagogical challenges and opportunities brought by digital tech- `` Innovative training delivery solutions. Blogs (T1 nology. Within the DigCompEdu framework’s six are- anglia ruskin university), MOOCs (T5 teachers as, Area 5 in particular acknowledges the potential of in spain, C4 e-schools), Nano Open Online Cours- digital technologies for learner-centred teaching and es (NOOCs) and Self- Paced Online Open Courses learning strategies. Content-wise, Area 6 of the frame- (SPOOCs) as in T5 teachers in spain, are particularly work details is fully aligned with DigComp. appropriate for learners with limited time to study and for large scale training initiatives;

38 `` Non-traditional pedagogical approaches. Men- (T7 adult education in flanders, T20 norwegian methods especially with the younger learners. toring and peer-learning, flipped education, pro- framework for teachers). Here, DigComp can help ject-based learning, formative assessment (T5 as a source of metadata to tag open educational Training end-users teachers in spain), gamification (C9 happy onlife) resources according to the digital competence and and other innovative approaches have been used. proficiency levels that they can contribute to devel- DigComp has been used to create digital competence These approaches have a double, positive effect. op. training and learning opportunities for “end-users” in They develop educators’ digital competence (e.g. different segments of the population: collaboration and communication, content creation, Training trainers in non-formal education safety management and problem-solving capabili- and training `` Students and young people. Experiences with ties) by engaging them in active and collaborative students (T1 anglia ruskin university) and young online learning experiences. They can also make DigComp training experiences also address profession- people in general usually aim to enhance their em- educators understand better (and hopefully adopt als and volunteers with an education and training role ployability (C10 compass, C16 elene4work) and offer more willingly) the new pedagogical approaches in non-formal learning contexts, supporting life-long engaging educational experiences (C13 samsung di- that they may later try with their students. For in- learning and digital inclusion. These can be IT trainers gipass, C20 codemob, T14 abc digitale); stance, teachers learn by doing and are requested (C7 eccc), so-called digital facilitators (C2 ikanos, C15 to produce digital artefacts that can be saved in pane e internet, C20 codemob, C23 extremadura digital `` Adults. Experiences often target people with no or portfolios and learning diaries or simply shared, to literacy training), youth workers (C30 training needs limited digital skills (C15 pane e internet, C14 ling- showcase their learning progress. They thus experi- for youth work), enterprise trainers and educators for uacuisine, C21 bridge the digital gap) and/or adults ence first-hand the usefulness of new teaching and SMEs (T18 self-assessment in dach region) and others. wishing to enhance their digital competence (C5 assessment methods that they may then decide to adult education in flanders); use with students. Informing and training teachers As with teachers, in these training experiences on competence-oriented education with traditional DigComp has been used to define the digital compe- `` Workers. Experiences address diverse workers, methods is of course also useful (C5 adult educa- tence requirements of those professionals, for curric- such as civil servants (C27 training civil servants tion in flanders); ula development (C20 codemob, T18 self-assessment in spain), staff of public and private employment in dach region) and to help them deal with their “stu- services (C8 prodigeo), social workers dealing with `` Sharing of learning materials and teaching aids. dents” and customers, e.g. to assess a user’s digital youth (C24 digital skills for you(th)) and museum Aids such as authentic tasks to be used in digital strengths and weaknesses and to recommend further professionals (C6 mu.sa). training activities are developed by teachers them- action (C15 pane e internet, C23 extremadura digital selves as part of their own educational programme literacy training, T18 self-assessment in dach region). In these experiences, DigComp has helped in the first and/or during their teaching activity with students Innovative learning methods, such as gamification (C9 place identify the competences and learning outcomes happy onlife) and problem and project-based learning to be developed (which may be included in a profession- (C20 codemob), have been used to train non-formal ed- ucators, also to facilitate the further adoption of these

DigComp into Action - Get inspired, make it happen 39 2. Using DigComp: getting started T.8 Step 3+4 - Training trainers, End-user learning / relevant content items al digital profile), based on user needs and the goals MU.SA: USING E-CF AND P. 88 ELENE4WORK EU PROJECT: MAPPING of each experience. Then, DigComp has been used to C6 DIGCOMP FOR WORK DIGITAL P. 90 C16 SOFT DIGITAL SKILLS OF STUDENTS AND P. 104 design curricula and learning experiences by defining P. 92 course modules, identifying educational material, ex- TRANSFORMATION IN MUSEUMS YOUNG WORKERS FOR THE JOB MARKET ercises, tests etc. according to the digital competence priorities and descriptions set in the previous step. C8 C7 ECCC DIGITAL COMPETENCE C20 CODEMOB: CURRICULUM P. 112 prodigeo provides a good illustration of this process. FRAMEWORK FOR E-FACILITATORS AND UNEMPLOYED YOUTH Gap analysis using DigComp PRODIGEO - LEARNING BRIDGE THE DIGITAL GAP: BASIC P. 113 DigComp has also been used to map the content of an C8 PLATFORM FOR EMPLOYMENT C21 DIGITAL TRAINING OF ADULT existing or already planned course or learning activity in order to: SERVICES’ STAFF POPULATION IN HUNGARY `` identify missing elements worth addressing or to C9 HAPPY ONLIFE P. 94 C23 EXTREMADURA DIGITAL LITERACY P. 116 make revisions inspired by the comparison (C15 pane P. 96 TRAINING PROGRAMME e internet); P. 100 COMPASS - YOUR JOURNEY P. 101 DIGITAL SKILLS 4 YOU(TH): `` make trainers and learners aware of DigComp and TO DIGITAL, THE UP-SKILLING P. 102 TRAINING PROFESSIONALS how the given course or activity fits into, and aims to C10 PLATFORM FOR YOUNG C24 WORKING WITH YOUNG PEOPLE P. 116 contribute to a broader digital competence frame- P. 117 work (C20 codemob, T10 pane e internet), T14 abc UNEMPLOYED PEOPLE P. 118 digitale); P. 119 SAMSUNG DIGI PASS FOR C26 BILDUNG IN DER DIGITALEN WELT. `` highlight the experience’s coherence with the gener- C13 VOCATIONAL SCHOOL EMBEDDING DIGITAL COMPETENCE IN al effort underway in Europe to develop digital com- THE SCHOOL CURRICULUM petence (exemplified by DigComp), thus increasing STUDENTS IN ESTONIA its value in the eyes of learners, funders and other stakeholders (C20 codemob). LINGUACUISINE: DEVELOPING TRAINING CIVIL SERVANTS IN C14 DIGITAL SKILLS AND LANGUAGE C27 SPAIN WITH DIGCOMP BASED WITH DISADVANTAGED PEOPLE E-LEARNING COURSES PANE E INTERNET: THE DIGITAL C29 DIGITAL INNOVATIONS FOR GROWTH C15 LITERACY AND INCLUSION ACADEMY: TRAINING ENTERPRISE TRAINERS AND EDUCATORS PROJECT IN EMILIA ROMAGNA

40 < T.8 C30 DEFINING DIGITAL P. 119 COMPETENCE TRAINING NEEDS P. 120 FOR YOUTH WORK P. 126 P. 129 T1 FIVE DAYS OF DIGITAL LITERACY P. 132 (5DODL) P. 137 P. 138 TEACHERS IN SPAIN: MOOCS, P. 138 T5 EDUPILLS AND OTHER TRAINING RESOURCES WEBSITE OF THE ADULT T7 EDUCATION IN FLANDERS: THE NEW ICT PROGRAMMES PANE E INTERNET CURRICULUM T10 AND LEARNING RESOURCES FOR BASIC DIGITAL LITERACY ABC DIGITALE: SELF-ASSESSMENT T14 TEST AND DIGITAL LEARNING OPPORTUNITIES THE STUDENTS COMPETENCE FRAMEWORK BY THE T15 SLOVENIAN EDUCATION INSTITUTE T20 NORWEGIAN PROFESSIONAL DIGITAL COMPETENCE FRAMEWORK FOR TEACHERS

DigComp into Action - Get inspired, make it happen 41 2. Using DigComp: getting started STEP 5 Acknowledging and giving visibility to the efforts and `` learning achievements from specific training offers results of training activities is important to motivate (C19 pathways4employ, T6 teachers in spain) Recognition and certification the aquisition of digital competence by learners and to facilitate its use in employment and other contexts. A complementary solution to acknowledge experiences DigComp is used to assess, and improvements in digital competence is represent- recognise and possibly certify Recognition ed by competence portfolios (T6 teachers in spain), learning achievements and e-Portfolios (C10 compass) or personal accounts (C12 enhanced competence. Many digital competence testing services -especially pix), possibly fed automatically with the results of as- those open to the general public- simply provide a re- sessment systems. Here, users can store (and make sults profile (more or less informative and formative) public or share as wanted) personal and professional that the user can download or receive by mail. Howev- data; finished courses; evidence of learning and capa- er, additional steps can be made to formally recognise bility recognitions (badges, certificates, degrees, awards competence, learning efforts and achievements outside etc.); works, digital artifacts etc. that can illustrate and of an assessment process. Recognition here refers to substantiate digital competence and other content. acknowledging, substantiating and giving visibility to other proof of one’s digital competence. This may be In this context, DigComp has been used to create digital direct evidence (e.g. a product of a digital activity per- profiles and to relate to them any significant evidence formed outside of an assessment situation) or indirect of learning achievements and/or to design tests that evidence (e.g. the completion of a course or learning can prove that the profile’s requirements are met, lead- activity designed to develop digital competence).Given ing to issuing DigComp-related badges (C13 samsung the continuous growth and variety of digital learning digipass, C19 pathways4employ). opportunities online and offline, this recognition is im- portant both for those wishing to show and prove their Certification competence and for those interested in knowing about it (education and training institutions, employers etc.). Certification attests that assessment results have been produced according to appropriate methods, under con- Digital competence can be recognised, for example, by trolled conditions, by authorised organisations, and that giving digital badges that can be added to any LinkedIn they match a clearly defined and possibly widely ac- profile, Facebook page, CV etc. to demonstrate: knowledged standard. Policy makers play an important role here: as employers who can request certificates `` the participation and completion of courses (T1 an- for accessing public jobs (C2 ikanos); as regulators that glia ruskin university, C4 e-schools) can set specific digital competence requirements e.g. for given professions, to access employment services

42 T.9 Step 5 - Recognition and certification / relevant content items etc.; and by encouraging private employers and other IKANOS – NIRE GAITASUN P. 80 T1 FIVE DAYS OF DIGITAL LITERACY P. 120 actors to take a similar stance. C2 DIGITALAK / MIS COMPETENCIAS P. 84 (5DODL) P. 124 P. 90 P. 128 A few initiatives have started developing DigComp-based DIGITALES P. 96 P. 129 certification services which attest that the recipient P. 99 matches the requirements of a digital profile at a giv- C4 E-SCHOOLS: PILOT PROJECT DIGITAL COMPETENCE en proficiency level, defined according to the DigComp TOWARDS DIGITAL SCHOOLS T4 EVALUATION SYSTEM IN BASQUE framework or an adapted version of it. The certification opportunity can be offered as an additional final ser- C7 ECCC DIGITAL COMPETENCE COUNTRY: BAIT vice of (self) assessment test, with similar features in FRAMEWORK TEACHERS IN SPAIN: THE terms of assessment approach and content, but avail- T6 DIGITAL COMPETENCE able under different/controlled conditions (C12 pix 1), or COMPASS - YOUR JOURNEY PORTFOLIO as a dedicated assessment and certification service (C7 TO DIGITAL, THE UP-SKILLING TUCERTICYL: THE NEW DIGITAL eccc, C22 ecdl, T4 ikanos, T17 tucerticyl). C10 PLATFORM FOR YOUNG T17 COMPETENCE CERTIFICATION SYSTEM IN CASTILLA LEON Given the different testing circumstances, the assess- UNEMPLOYED PEOPLE ment approach in certification services can also be dif- ferent, such as the use of performance-based testing PIX: ONLINE PLATFORM FOR with simulations (T4 ikanos). Certification tests can use C12 DIGITAL SKILLS EVALUATION AND randomly generated (T17 tucerticyl) or adaptive/per- sonalised tests (C12 pix, T4 ikanos for shorter tests). The CERTIFICATION choice of assessment approach may also reflect the level of proficiency being tested, e.g. knowledge-based SAMSUNG DIGI PASS FOR P. 100 tests at low proficiency level and performance-based C13 VOCATIONAL SCHOOL STUDENTS at higher levels (C7 eccc). IN ESTONIA Web platforms can be used to register users for certi- fication tests and to deliver these tests (T4 ikanos, T17 PATHWAYS FOR EMPLOY: P. 110 tucerticyl). DigComp certification can add to (C7 eccc, C19 DEFINING AND DEVELOPING C22 ecdl) and/or replace existing certifications (C12 pix). DIGITAL PROFILES 1  For instance, the PIX evaluation platform provides the C22 ECDL PROFILE DIGCOMP P. 114 user with a digital skills profile which can be certified with an CERTIFICATES IN POLAND additional test carried out in strict examination conditions.

DigComp into Action - Get inspired, make it happen 43 2. Using DigComp: getting started 2.4 Domains of digital competence development The examples collected for the present Guide show that DigComp is being used in three main domains where digital competence is increasingly important. Education Life-long learning Employment and training and inclusion Digital competence is needed DigComp is used in educa- Digital competence is impor- today for a wide variety of tion at all levels starting at tant in everyday life and the job profiles in the world of school, where it contributes lack of digital competence work. to educational achievements can exarcebate the condition and the wellbeing of children of already disadvantaged and youngsters. people or contribute to so- cially exlude them. P. 44 P. 46 P. 49

44 DOMAIN Digital competence is perceived as an essential asset European Framework for the Digital Competence for young people’s future professional life and as an of Educators (DigCompEdu) EUROPA.EU/!GT63CH pub- Education and training enabler of other key competences developed at school lished in late 2017 by the JRC, addresses precisely and for life-long learning (see Annex V of DigComp the educator-specific digital competence that are DigComp is used at all levels 1.0). Moreover, given the full immersion of children and needed to effectively use digital technologies for in education and training, youth in the digital world, digital competence is also teaching; because digital competence crucial for the quality and safety of their private and should start being developed social life. 2. the development of learning initiatives for students, at school, as it contributes some of them long-term, such as with the introduc- to educational achievements Reflecting on this growing awareness, education and tion of digital competence in the curriculum (C1+T1 and the wellbeing of children training policy makers and education and training pro- anglia ruskin university, C26 bildung in der dig- and youngsters, and then viders across Europe have launched experiences for the italen welt, T15 the students competence frame- becomes important for development of digital competence in the formal edu- work), others with a pilot, experimental character employment. cation and training sector, which typically include three (C13 samsung digipass, C9+T8 happy onlife, C11+T9 main action lines: task, T19 safe online); 1. the training and support of teachers to develop 3. the training of school managers, administrative their own digital competence. Teachers are re- and other staff, which are essential to facilitate and quired to become more digitally proficient, as al- support the other processes and to exploit the many most any other worker and all citizens are today, opportunities offered by digital technology to inno- and as role models for their students. But they vate the organisation, communication etc. in schools face the additional challenge -which calls for spe- (C1 anglia ruskin university, C4 e-schools). cific support and is common to all those with an educational role (including parents1)- to innovate Some comprehensive experiences address all three the approaches and tools they use in their ped- targets, as in a higher education context in the UK (C1) agogical function (C1 anglia ruskin university, or in compulsory education in Croatia (C4 e-schools). C3+T5+T6 teachers in spain, C4 e-schools, C12 These started using DigComp to develop adapted com- pix, T15 the students competence framework, T20 petence frameworks for education sector actors, which norwegian framework for teachers). The new inform on all subsequent steps: competence assess- ment, training and recognition activities. 1  On the nature and challenges of digital parenting see Adapted frameworks for teachers based on DigComp TINYURL.COM/YCT2KFLK

DigComp into Action - Get inspired, make it happen 45 2. Using DigComp: getting started T.10 Domain - Education / relevant content items have been defined also in Norway (T20) and in Spain C1 ANGLIA RUSKIN UNIVERSITY: P. 78 T1 FIVE DAYS OF DIGITAL LITERACY P. 120 (C3), where it has been used to develop an articu- IMPLEMENTING DIGITAL LITERACY (5DODL) P. 126 late system for the initial and continuous training P. 128 of teachers in the whole school system. In France, a TEACHERS IN SPAIN: THE NEW P. 82 TEACHERS IN SPAIN: MOOCS, P. 130 DigComp-based adapted framework informs the PIX C3 DIGITAL COMPETENCE COMMON T5 EDUPILLS AND OTHER TRAINING P. 131 assessment and learning platform (C12 pix), which P. 138 serves the education community, but is also open to FRAMEWORK RESOURCES P. 140 the whole population. P. 140 DigComp has been used also to design support tools C4 E-SCHOOLS: PILOT PROJECT P. 84 T6 TEACHERS IN SPAIN: THE DIGITAL for teachers: TOWARDS DIGITAL SCHOOLS COMPETENCE PORTFOLIO `` to decide which competences to address with stu- C9 HAPPY ONLIFE P. 94 T8 HAPPY ONLIFE TOOLKIT dents depending on school level (T15 slovenian stu- dents competence framework); TASK: A PROJECT FOR AUTHENTIC P. 98 TASK TOOL: AN ONLINE SYSTEM C11 TASK BASED COMPETENCE ASSESS- T9 FOR ASSESSING KEY COMPETENC- `` to develop authentic evaluation activities on digital competence (C11+T9 task); MENT IN SECONDARY SCHOOLS ES IN SECONDARY SCHOOL `` to identify and recognise digital competence devel- PIX: ONLINE PLATFORM FOR P. 99 THE STUDENTS COMPETENCE oped for labour market participation with vocational C12 DIGITAL SKILLS EVALUATION T15 FRAMEWORK BY THE SLOVENIAN school students (C13 samsung digipass); AND CERTIFICATION EDUCATION INSTITUTE `` to set up learning and assessment activities with younger students on digital citizenship competenc- SAMSUNG DIGI PASS FOR P. 100 SAFE ONLINE: A BOOK TO es (T19 safe online) or focusing on online safety C13 VOCATIONAL SCHOOL STUDENTS T19 TRAIN THE NEW DIGITAL (C9+T8 happy onlife). IN ESTONIA CITIZENS AT SCHOOL C26 BILDUNG IN DER DIGITALEN WELT. A P. 117 T20 NORWEGIAN PROFESSIONAL STRATEGY TO EMBED DIGITAL COMPE- DIGITAL COMPETENCE TENCE IN THE SCHOOL CURRICULUM FRAMEWORK FOR TEACHERS

46 DOMAIN With the constant change of digital technology and the ing needs for youth work). In these experiences, services based on it, digital competence must contin- DigComp is used as the reference framework that Life-long learning and uously be updated, to avoid or minimise the risks of professionals or volunteers can use to assess the inclusion digital exclusion. Digital exclusion is in fact increasingly digital competencies of end-users, and then to de- related to a lack of competence, rather than access to cide and design training and other support actions. DigComp is used in life- technology and services. Digital exclusion nowadays It is also used to define the digital profiles of these long learning and inclusion risks enhancing social exclusion, which is itself often at professionals and volunteers and to assess and de- experiences, because digital the origin of digital exclusion. Isolated people, or peo- velop their digital competencies; competence is important ple lacking for some reason the initial push, encourage- in everyday life and the ment and support to learn using digital technology and 2. to assess and/or develop the digital competence of lack of it can exacerbate keep up to date with them, risk being further excluded the adult population, from large scale actions (T2 the condition of already both socially -as communication and social interactions anglia ruskin university, C5 adult education in disadvantaged people or increasingly depend on using digital media- and digi- flanders, C12 pix, T13 digital competence self-di- contribute to socially exclude tally, as many new learning resources and opportuni- agnosis tool, C28 incode .2030), to local and more them. ties require a minimum level of digital literacy to be focused digital learning offers (T14 abc digitale); found, accessed and exploited effectively. 3. as a variant of the above, to develop the digital liter- Thanks to a growing awareness of the above factors, acy and competence of elderly people, unemployed policy makers from different areas, at European, na- people, low-educated adults and other groups at tional and regional level (including education and train- risk of digital exclusion (C15 + T10 pane e internet, ing policy makers in charge of adult education), third T2 ikanos, C14 linguacuisine, C21 bridge the digital sector organisations and universities have launched gap); experiences: 4. to develop the digital competence of youth for em- 1. to train trainers, e-facilitators and other non-formal ployability (C10 compass, C13 samsung digipass, C16 educators and volunteers who are called to devel- + T11 + T12 elene4work, C20 codemob, T16 skillage); op the digital competence of different categories of end-users (C2 ikanos, C5 + T7 adult education in 5. to develop certification solutions for the population flanders, C15 pane e internet, C7 eccc, C20 code- in general (C7 eccc, C22 ecdl profile, T4 ikanos, T17 mob, C23 extremadura) or to assist those end-users tucerticyl). with digital means, such as social workers (C24 dig- ital skills 4 you(th)) and youth workers (C30 train-

DigComp into Action - Get inspired, make it happen 47 2. Using DigComp: getting started T.11 Domain - Life-long learning and inclusion / relevant content items In the experiences from 2. to 5., DigComp is used to IKANOS – NIRE GAITASUN P. 80 ELENE4WORK: MAPPING SOFT P. 104 raise awareness about digital competence among pol- C2 DIGITALAK / MIS COMPETENCIAS P. 86 C16 DIGITAL SKILLS OF STUDENTS AND P. 112 icy and decision makers at various levels and the spe- P. 113 cific target groups of the initiatives; to set competence DIGITALES YOUNG WORKERS P. 114 development goals depending on target priorities, and P. 116 to design the content of self-assessment solutions C5 ADULT EDUCATION IN FLANDERS: C20 CODEMOB: CURRICULUM P. 116 and training offers (mapping their content to DigComp THE NEW ICT PROGRAMMES FOR E-FACILITATORS AND P. 117 competences and proficiency levels). In various cases, UNEMPLOYED YOUTH P. 118 especially under 5., DigComp-based recognition and certification solutions are offered. C7 ECCC DIGITAL COMPETENCE P. 90 BRIDGE THE DIGITAL GAP: BASIC FRAMEWORK C21 DIGITAL TRAINING OF ADULT In one special case (C25 unesco-pearson), Unesco used DigComp in a policy-oriented research perspective, to POPULATION IN HUNGARY assess the implicit digital competence pre-requisites expected from beneficiaries of digital inclusion projects COMPASS - YOUR JOURNEY TO DIGITAL, P. 96 C22 ECDL PROFILE DIGCOMP around the world. C10 THE UP-SKILLING PLATFORM FOR CERTIFICATES IN POLAND YOUNG UNEMPLOYED PEOPLE PIX: ONLINE PLATFORM FOR P. 99 C23 EXTREMADURA DIGITAL LITERACY C12 DIGITAL SKILLS EVALUATION TRAINING PROGRAMME AND CERTIFICATION SAMSUNG DIGI PASS FOR P. 100 C24 DIGITAL SKILLS 4 YOU(TH) : C13 VOCATIONAL SCHOOL STUDENTS TRAINING PROFESSIONALS WORKING WITH YOUNG PEOPLE IN ESTONIA LINGUACUISINE: DEVELOPING P. 101 C25 UNESCO-PEARSON INITIATIVE FOR C14 DIGITAL SKILLS AND LANGUAGE WITH LITERACY: IMPROVED LIVELIHOODS IN A DIGITAL WORLD DISADVANTAGED PEOPLE PANE E INTERNET: THE DIGITAL P. 102 C28 PORTUGAL INCODE.2030: C15 LITERACY AND INCLUSION ENHANCING DIGITAL COMPETENCE PROJECT IN EMILIA ROMAGNA

48 < T.11 T2 IKANOS - SELF ASSESSMENT P. 121 SKILLAGE: ONLINE SELF- P. 138 TEST T15 ASSESSMENT TOOL ON DIGITAL P. 139 P. 139 DIGITAL COMPETENCES P. 124 SKILLS FOR THE JOB MARKET T4 EVALUATION SYSTEM IN P. 129 TUCERTICYL: THE NEW DIGITAL P. 132 T17 COMPETENCE CERTIFICATION BASQUE COUNTRY: BAIT SYSTEM IN CASTILLA LEON WEBSITE OF THE ADULT DIGITAL SKILLS SELF-ASSESSMENT T7 EDUCATION IN FLANDERS: THE T18 FOR EMPLOYEES AND MANAGERS NEW ICT PROGRAMMES OF THE DACH REGION PANE E INTERNET CURRICULUM T10 AND LEARNING RESOURCES FOR BASIC DIGITAL LITERACY T11 ELENE4WORK ORIENTATION P. 134 GUIDE FOR JOB SEEKERS ELENE4WORK SELF-ASSESSMENT P. 136 T12 TOOL FOR DIGITAL SOFT SKILLS P. 137 P. 137 IDENTIFICATION DIGITAL COMPETENCE SELF- T13 DIAGNOSIS TOOL OF THE ANDALUSIA REGIONAL GOVERNMENT ABC DIGITALE: SELF-ASSESSMENT T14 TEST AND DIGITAL LEARNING OPPORTUNITIES

DigComp into Action - Get inspired, make it happen 49 2. Using DigComp: getting started DOMAIN There is a growing recognition that digital competence to enhance employability (C7 eccc, C22 ecdl); as defined by DigComp, also viewed as digital “soft Employment skills” or “transversal skills”, is increasingly important 2. policy makers engaged in comprehensive digital for work today. This is in addition to specialist ICT skills innovation strategies across economic and social DigComp is used to upskill which are on high demand in the job market, and those sectors (C2 ikanos) and public organisations sup- people and enhance their requested to perform specific job functions and tasks porting the upskilling of the public-sector workforce, employability as digital (which may in fact be incorporated into DigComp spec- such as employment services staff (C8 prodigeo), competence is needed today ifications, as in T3 ikanos). Firstly, digital competence civil servants in general (C27 training civil serv- for a wide variety of job has become important to successfully search for and ants, C28 Incode.2030) and school managers and profiles in the world of work. get a job, as well as to set up and run a business or administrators (C4 e-schools, we do not consider professional activity. Banking, marketing, fiscal aspects here teachers). Public organisations also offer certi- and all kinds of business services rely today on digital fication services for employability (C12 pix, T3 ikanos, solutions. Digital competence is important at work in T17 tucerticyl); order to collaborate with others and perform many job functions, which depend on information and data man- 3. private providers of digital competence assessment agement, communication, etc. Digital competence also and training services to support the initiatives of facilitates continuous professional development. both private (C18 smartivemap) and public custom- ers (C17 digital competence wheel, C27 training civ- Thanks to a growing awareness of the aforementioned il servants). factors, half of the experiences in this Guide address digital challenges and opportunities for employment The above stakeholders have used DigComp to define and have been launched by: the digital competence profiles and training require- ments of professional activities such as: industry 4.0 1. stakeholders from the third sector and universities functions (T3 ikanos), self-entrepreneurs and virtual concerned with youth employability (C10 compass, office workers (C19 pathways4employ), social workers C16 elene4work, C19 pathways4employ, T16 skil- (C24 digital skills for you(th)), youth workers (C30 lage), with the innovation of cultural (C6 mu.sa) and training needs for youth work), new museum pro- social work (C24 digital skills for you(th)), with fessions (C6 mu.sa), employment services staff (C8 the support of SMEs (C29 digital innovations for prodigeo), school managers and administrators (C4 growth academy), with promoting wider digital com- e-schools), career paths in secretary/administrative petence awareness (T16 skillage, T18 self-assess- roles, project management, marketing & advertising ment in dach region) and with certification services and teaching jobs (C10 compass).

50 T.12 Domain - Employment / relevant content items DigComp has also been used to design digital com- IKANOS - NIRE GAITASUN P. 80 C17 THE DIGITAL COMPETENCE P. 106 petence (self-)assessment tests related to the above C2 DIGITALAK / MIS COMPETENCIAS WHEEL P. 108 profiles, but also more general tests for young peo- P. 110 ple (C16 elene4work, T16 skillage), the population in DIGITALES P. 114 general (C17 digital competence wheel, T2 ikanos, T18 P. 116 self-assessment in dach region), workers involved in C4 E-SCHOOLS: PILOT PROJECT P. 84 SMARTIVEMAP, A DIGITAL P. 118 digital transformation processes (C18 smartivemap, C27 TOWARDS DIGITAL SCHOOLS C18 COMPETENCE MAPPING TOOL TO P. 118 training civil servants) and entreprise trainers and P. 119 educators called to support such a transformation in MU.SA: USING E-CF AND DIGCOMP P. 88 START DIGITAL TRANSFORMATION SMEs (C29 digital innovations for growth academy). C6 FOR WORK DIGITAL TRANSFORMATION PATHWAYS FOR EMPLOY: These tests are often used to show the respondents C19 DEFINING AND DEVELOPING their strengths and weaknesses and guide them to- IN MUSEUMS DIGITAL PROFILES wards further learning opportunities, in view of new employment and/or personal development goals. C7 ECCC DIGITAL COMPETENCE P. 90 C22 ECDL PROFILE DIGCOMP FRAMEWORK CERTIFICATES IN POLAND Many of the experiences focused on new profession- al digital profiles have also used DigComp to design PRODIGEO: LEARNING P. 92 C24 DIGITAL SKILLS 4 YOU(TH): curricula to develop those competences as with: social C8 PLATFORM FOR EMPLOYMENT P. 96 TRAINING PROFESSIONALS workers (C24 digital skills for you(th)), new museum P. 99 WORKING WITH YOUNG PEOPLE professionals (C6 mu.sa), employment services staff (C8 SERVICES’ STAFF P. 104 prodigeo), civil servants (C27 training civil servants), COMPASS - YOUR JOURNEY TO C27 TRAINING CIVIL SERVANTS IN school managers and administrators (C4 e-schools), C10 DIGITAL, THE UP-SKILLING PLATFORM SPAIN WITH DIGCOMP BASED for the career paths in secretary/administrative roles, FOR YOUNG UNEMPLOYED PEOPLE E-LEARNING COURSES project management, marketing & advertising and PIX: ONLINE PLATFORM FOR teaching jobs (C10 compass). C12 DIGITAL SKILLS EVALUATION C28 PORTUGAL INCODE.2030: AND CERTIFICATION ENHANCING DIGITAL Finally, some experiences complete the cycle by issuing ELENE4WORK: MAPPING SOFT COMPETENCE DigComp-based badges (C4 e-schools, C19 pathway- C16 DIGITAL SKILLS OF STUDENTS s4employ) which acknowledge the completion of cours- AND YOUNG WORKERS C29 DIGITAL INNOVATIONS FOR GROWTH es and/or the acquired competences. DigComp based ACADEMY: TRAINING ENTERPRISE certification services are also provided (C7 eccc, C12 TRAINERS AND EDUCATORS pix, C22 ecdl, T4 ikanos, T17 tucerticyl), to enhance the value of the acquired competence for employment purposes.