JRC-DIGCOMP@ec.europa.eu Thank you!

1. The European Commission’s
science and knowledge service
Joint Research Centre
1
DigComp:
The Digital Competence
Framework for Citizens
Expert Group on ICT Household Indicators Forum, ITU
Geneva, 18 October 2018
Dr. Riina Vuorikari

2. Focus on the priorities of the
European Commission:
creating research evidence
to support policy-making
Policy neutral and
Independent:
no private, commercial
or national interests
The Joint Research Centre (JRC)
Directorate
Growth &
Innovation
Seville

3. 1. Context
2. The DigComp Framework
3. Different uses for different purposes
4. Contacts

4. 1. Context

5. Communication: School development and excellent teaching for a
great start in life
5

6. (Digital) Skills challenges high on European agenda:
• 2018 Digital Education Action Plan {COM(2018) 22 final}
• 2018 EC "proposal for Council Recommendation on Key
Competences for Lifelong Learning (revision of 2006
Recommendation) {COM (2018) 24 final}
• 2017 COM on school development and excellent teaching for a
great start in life {COM(2017) 248 final}
• 2017 COM on a Renewed European agenda for Higher Education
{COM(2017) 247 final}
• 2016 New Skills Agenda {COM(2016) 381 final}
• Digital Single Market initiative

7. Digital Competence is one of
the 8 key competences
Digital Competence is a
transversal key competence
enabling us to acquire other
key competences

8. What does it mean to be digitally competent?
Digital competence ≠ use of ICT tools
Digital Competence involves the
confident, critical and responsible
use of, and engagement with,
digital technologies for learning, at
work, and for participation in
society
{COM (2018) 24 final}

9. 2. The DigComp framework

10. 10

11. Goals:
• What: To identify and describe key components of Digital
Competence in terms of knowledge, skills and attitudes
• Why: To provide a shared understanding of what is digital
competence
• Aim: To support EC and MS in implementing EU and
national policies, curriculum and training syllabi
• Who: JRC & DG Employment + links with other Directorate
Generals (EAC, GROW, CONNECT)
• How:
• Strong scientific underpinning
• Consensus building with multiple stakeholders
• Updating and revising

12. 12

13. Cross–cutting

14. 14

15. Design principals
• The DigComp framework is neutral, not prescriptive
• Encompasses all usage, e.g. a desktop, laptop, netbook or tablet computer, but
also hand-held devices, e.g. Smart Phones, wearable devices with mobile
networking facilities; games consoles; media players or e-book readers which,
more often than not, are also networked and/or connected to the internet
• Technology-neutral, focus on tasks, e.g. “Interacting through digital
technologies”
• Future-proof terms, e.g. “digital technologies”, ”digital environment”, “digital
tools”
• Keeping up with policy relevant themes and alignment with existing
definitions, e.g.
• conceptual updates to follow the legislations (e.g. data protection and right
to be forgotten)
• well-being (WHO definition of good health as a state of complete physical,
social and mental well-being
• social inclusion (the World Bank)
• Problem solving (OECD, 2014)
•
15

16. Conceptual
mapping
Case studies
analysis
Experts’
workshop
Online
Consultation
First proposal
Stakeholders’ Consultation
Validated proposal
69 references 100+ (15 in-depth) 95 experts 17 + 9 EC
40 consultants
Multi-method approach since 2010…

17. 17
Conceptual
Reference
Model

18. 3. Use of DigComp

19. At European level
▪ 2018 Commission proposal for a Council Recommendation on Key
Competences for Lifelong Learning (amongst others)
▪ Measurement of Digital Skills (DESI – Digital Agenda Scoreboard)
How is DigComp used?
At Member State level (used in 15 MS and regions)
▪ For curricula review, teacher training, student (self-)assessment
▪ Policies: digital skills strategies, initiatives, reference & mapping tool
▪ Employment: jobseekers self-assessment, development of training
offers & certification for employees and jobseekers
Global
▪ Input to Global Digital Literacy framework (SDG4.4.2)

20. 3.1 At European level

21. 21
Digital Skills Index
▪ A composite indicator is based on DigComp’s four competence areas
(information, communication, content creation and problem solving).
▪ Uses data from Eurostat on Internet Usage in Households and by
Individuals
▪ Focuses on how individuals have used the internet in the last three
months as a proxy for digital skills
▪ Four levels for citizens’ digital competence are used (no-low- basic–
above basic)
▪ Can be broken down by various background variables, possible to
assess by individuals, workforce, etc.

22. 3.2 Global

23. 23

24. 3.3 At Member State level

25. Content
• 1. Introducing DigComp
• 2. Using DigComp: getting started
• 3. DigComp resources (translations, versions ...)
• Annex: Inspiring DigComp examples: case studies and tools
published
in 2018 !

26. Stakeholders
Domains of
digital competence
development
List of 30 case studies
An INVENTORY of Cases and Tools
List of 20 tools

27. Developed Tools and Resources
by stakeholders
(Self-)Assessment
Tools
Curricula
Training resources
Available OER
Curricula
Training resources
Available OER
Validation Tools
Assessment &
Certification Tools
Translations &
Adaptations
of DigComp
into
Specific Digital
Competence
Profiles

28. 4. Contacts

29. All information about DigComp:
https://ec.europa.eu/jrc/digcomp
Framework and vocabulary:
https://ec.europa.eu/jrc/en/digcomp/digital-
competence-framework
Contact:
DG JRC – Directorate Innovation and Growth
• yves.punie@ec.europa.eu (Deputy Head of Unit)
• riina.vuorikari@ec.europa.eu (Scientific Officer)