Capacity building for the Digital Transformation of E&T in Europe: Results from research to

support policy

Yves PunieJoint Research Centre – Institute for Prospective Technological Studies

(JRC-IPTS), Seville

Keynote, 25th Annual EDEN conference, Budapest, 14-17 June 2016

@yves998

2

The JRC is the in-house scientific service of the European Commission. It provides the scientific advice and technical know-how to support EU policies

ICT for Learning and Skills Team - IPTS

> 80 publicaciones Mainly for DG EAC & DG EMPL

1. Policy priorities at European level

2. Addressing digital skills / digital competence

3. Digital competence and teaching

4. Institutional capacity building

5. Final remarks

Content

1. Policy priorities at European level

Content

5

• A new Skills Agenda for Europe

• Working together to strengthen human capital, employability and competitiveness

• Adopted by the European Commission on 10 June 2016

About 70 million Europeans lack sufficient reading, writing and numeracy skills

24% of EU population has no upper secondary education diploma

45% of EU population and 37% of UE labour force have unsufficient digital skills

40% of European employers report they cannot find people with the right skills for growth and innovation

A large number of high-qualified young people work in jobs that do not match their talents

Main challenges

PRIORITY 1: IMPROVING THE QUALITY AND RELEVANCE OF SKILLS FORMATION

PRIORITY 2: MAKING SKILLS AND QUALIFICATIONS VISIBLE AND COMPARABLE

PRIORITY 3: IMPROVING SKILLS INTELLIGENCE AND INFORMATION FOR BETTER CAREER CHOICES

1. Council Recommendation on "Skills Guarantee" (June 2016)

2. Revision of the Key Competences Framework (2017)

3. VET as a pathway to excellence (2017)

4. Launch Digital Skills and Jobs Coalition (end 2016)

5. Revision of the EQF (June 2016)

6. Skills Tool Kit for Third Country Nationals (June 2016)

7. Revision of Europass (late 2016)

8. Sharing best practices on addressing brain drain (2017)

9. Blueprint for Sectorial Cooperation on Skills (June 2016)

10 Actions

Action 10: Graduate tracking2nd Quarter 2017

6 new priorities for European cooperation in E&T 2016-2020 (Adopted Nov 2015)

Relevant and high-quality skills and competences for employability, innovation, active citizenship and well-being;

Inclusive education, equality, non-discrimination and civic competences;

Open and innovative education and training, fully embracing the digital era;

Strong support for educators;

Transparency and recognition of skills and qualifications to facilitate learning and labour mobility;

Sustainable investment, performance and efficiency of education and training systems.

How can the digital transformation of E&T help to address these challenges? Some results from JRC IPTS research to support policy

2. Addressing digital skills / digital competence

Defining, measuring, delivering

Europe's Digital Progress Report 2016 – Digital inclusion and skills 17

LU NO FI DK NL SE UK DE EE AT BE CZ FR EU28 ES SK MT LT HR SI HU LV PT IE EL IT CY PL MK BG RO TR0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Digital skills in the EU, NO, MK and TR, 2015(% individuals with above basic, basic and low digital skills and no internet use)

No Use Low Basic Above basic

Source: Commission services based on Eurostat data

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

What?• Define and describe what are

the key digital competences that citizens need to participate in society (not for ICT professionals)

• Provide a common understanding and reference (Cf. CEFR)

Method: • Strong scientific underpinning

(Identifying – Analysing – Mapping – Piloting/Testing)

• Consensus building with multiple stakeholders

• Updating and revising (DigComp 2.0)

Digital Skills?

Competence areas Competences

1. Information and data literacy

1.1 Browsing, searching and filtering data, information and digital content 1.2 Evaluating data, information and digital content 1.3 Managing data, information and digital content

2. Communication and collaboration

2.1 Interacting through digital technologies 2.2 Sharing through digital technologies 2.3 Engaging in citizenship through digital technologies 2.4 Collaborating through digital technologies 2.5 Netiquette 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

Use of DigComp

TEACHER PROFESSIONAL DEVELOPMENT

E & T CONTENT /STUDENT

ASSESSMENT

ASSESMENT FOR EMPLOYABILITY

POLICY SUPPORT, FRAMEWORK

IMPLEMENTATION

SPAIN

The Ministry of Education, INTEF created Common Framework for Teacher Digital Competence based on DigComp. Use agreed between

State and Regional governments

LITHUANIA

Translation of the DigComp framework by the Education Development Centre.

Used for Teacher PD

UNITED KINGDOMGO ON UK definition of Basic Digital Skills aligns with DigComp (close to

Cabinet Office and the Governments Digital Service)

SLOVENIATranslated by National Education Institute. DigComp used for the

students assessment in the subject of ICT

NAVARRA, SPAINNavarra Department of Education uses

DigComp as a key reference for strategic planning

MALTA

Use of DigComp framework by the Ministry for Education and Employment

in "Green Paper: Digital Literacy" CROATIA

e-Schools project by Croatian Academic and Research Network will use DigComp

to support teachers

EXTREMADURA, SPAINExtremadura implements Teachers Digital Competence Portfolio based

on DigComp

Member State implementations

ANDALUCIA, SPAIN

The portal "Andalucia digital" offers a free self-assessment

for job-seekers based on DigComp

ESTONIA

Translation by the Ministry of Education and Research. From

2017 on, all 9th graders evaluated using DigComp

BASQUE COUNTRY, SPAIN

Ikanos projectDeveloped by the Basque Government to deploy the Digital Agenda. Free DigComp

self-assessment tool

POLAND

The Operational Programme Digital Poland 2014-2020 refers to DigComp as framework for e-integration projects (

III Digital competences of the society, in PL)

Polish translation of DigComp: http://www.digcomp.pl/

ECCC Foundation provides a digital competence validation standard

FLANDERS, BELGIUM

Dept. of Education use DigComp for a curricula

review and development of adult education courses

EMILIA-ROMAGNA REGION, IT

Uses DigComp to re-design courses/materials in

Pane e internet, an e-inclusion initiative

ITALY

Italian Digital Agenda will translate and implement

DigComp as part of its strategy

What does this mean for "re-inventing new learning environments"?

Learners digital competence!

18.72%

81.28%

Level of education

Less than HE Higher Education

Num

ber o

f MOO

Cs …

Digital skills

Source: MOOCKnowledge pilot. Data on MOOC learners. N=2412 Source: MOOCKnowledge pilot. Data on MOOC learners. N=1910

Profile of MOOC learners

Unemployed and part-time workers also use MOOCs

Source: Instituto Nacional de Estadística (INE, December 2014) & MOOCKnowledge (date: 1st quarter 2015)

Spain Full time (2013)

Spain All (2013) MOOCKnowledge (2014)-5%

0%

5%

10%

15%

20%

25%

30%

1.70%

13.28%

20.20%

Less than 9,000€/year*

Less than 9,000€/year*Data refers only to workers.Source: Instituto Nacional de Estadística (EES, 2013) & MOOCKnowledge (1st quarter 2015).

Spain Spanish MOOC participants-5%

0%

5%

10%

15%

20%

25%

30%

14%

28%

Unemployment rate in-dividuals with HE

Unemployment rate individuals with HE

However…

3. Digital competence and teaching

Barriers against Open Education

Open Education is not in line with our pedagogical approach

There is a risk that Open Education affects negatively the quality of our institution’s educational provision

We do not see financial benefit for our institution to so it

Open Education requires more financial resources than anticipated

Lecturers are used to traditional pedagogies that don’t include Open Education

Formal recognition of Open Education is still an unresolved issue at the institutional level

Open Education requires teacher training before becoming effective

0 10 20 30 40 50 60 70 80 90 100

7.7

7.1

8.1

16.9

18.9

22.8

39.1

21.4

22.3

47.7

59

58

55.1

53.3

14.6

27.5

20.5

17.6

13.2

17.1

4.7

48.1

32.3

19.3

6.2

9.2

3.8

2.8

8.2

10.8

4.4

0.2

0.6

1.3

0.2

Strongly agree Rather agree/Agree Partly agree/Partly disagreeDisagree/rather disagree Strongly disagree

%

Number of valid responses after weighting : From 108 to 115 depending on the question - Data from OpenSurvey study. JRC-IPTS 2015.

Use of own OER

020406080

100 86.6% 82.8%

50.7%37.1%

13.7%

%

Number of valid responses after weighting : 34 (Only respondents who promote the development and offer of OER) –Data from OpenSurvey study. JRC-IPTS 2015.

Scepticism towards OE by academics

Lack of time and expertise of academics and administrators to get involved in OE initiatives

Limited support to staff and few institutional incentives

Pedagogical uncertainties and curricula requirements

Staff concerns with Open Education

What do learners think about online interaction?

LLI LCI LTI1

2

3

4

5

6

7

4.75

6.015.66

3.61

5.83

3.59

Importance Realisation

Source: MOOCKnowledge N=1759 for importance and 431 for realised interactions (from post survey)

Importance of interactions vs realised interactions

• According to MOOC learners Learner-content interaction (LCI) is the most important type of interaction• Learners give also importance to Learner-learner interaction (LLI) and Learner-teacher interaction (LTI), but these

types of interaction are not highly realised during the courses

(pre) (post)

2012 Year of the MOOC

• 2013 Year of the anti-MOOC…

4. From citizens, learners, teachers to institutional capacity building for digital and open learning…

Number of MOOCs continues to grow

Source: online course report State of the MOOC 2016: A Year of Massive Landscape Change For Massive Open Online Courses

Source: MOOC Scoreboard

Offer of MOOCs differs in EU countries

OVERALL France Germany Poland Spain United Kingdom0

10

20

30

40

50

60

70

80

90

100

21.8%36%

10.1% 8.4%

33.8% 35.1%

19%

26.2%

13%23.7%

14.5% 12.3%

59.2%

37.8%

76.9%67.9%

51.7% 52.6%

MOOCs offered MOOCs planned No plans or don't know

%

Number of valid responses after weighting :117 (for overall) and 144 (for country comparison) –Data from OpenSurvey study. JRC-IPTS 2015.

However, it is not only (or not just) about MOOCs Open Education (OE) is about modernising and innovating

our HE systems in Europe through the use of digital technologies

There is no shared understanding what OE means (at all levels)

Most universities do not seem to have an OE strategy If there is a strategy, it is usually not embedded within

overall institutional strategy As a result:

Ad-hoc, arbitrary and experimental activities Little collaboration and sharing of experiences

JRC-IPTS OpenEdu framework on behalf of DG EAC

The framework was designed to support HEIs in Europe to make strategic decisions on open education.

It defines and describes what OE is, highlighting the specific relevance of each element for HEIs.

It is a hands-on tool created by the OpenEdu Project as a response to the 2013 EC COM on 'Opening up Education'.

Source: JRC IPTS report (2016, forthcoming):' Opening up education in Europe – a support framework for higher education institutions (OpenEdu)'

Opening up education framework

Lack of transparency, and common terminology to describe MOOCs offerings (for all actors involved)

40

OpenCred’s traffic light model

Source: OpenCred, 2016

Source: http://www.huffingtonpost.co.uk/2016/01/07/ernst-and-young-removes-degree-classification-entry-criteria_n_7932590.html

Intention – behaviour gap !

• Are you offering or planning to offer MOOCs?

• Are you willing to contribute a European dataset (anonymised) and cross-provider / cross-MOOC analysis?

JOIN US!

5. Final remarks

Citizens Teachers

OrganisationsSocieties / Policies

Capacity building for the digital transformation

Digital learning is becoming more widespread and having a deeper impact on learning

but still need more progress on all levels (holistic) to realise full potential for more inclusive and relevant learning in Europe

Need for strong scientific evidence to accompany the process of change

Thank you

yves.punie@ec.europa.eu

https://ec.europa.eu/jrc/en/digcomphttps://ec.europa.eu/jrc/en/entrecomphttps://ec.europa.eu/jrc/en/digcompconsumershttps://ec.europa.eu/jrc/en/digcomporg https://ec.europa.eu/jrc/en/computational-thinkinghttps://ec.europa.eu/jrc/en/open-educationhttps://ec.europa.eu/jrc/en/digital-education-policieshttps://

ec.europa.eu/jrc/en/research-topic/learning-and-skills