AXESSAcquisition of Key Competences for Economic and Social

Sustainability2017-1-SK01-KA204-035371

IO2: Mapping of digital skills and competences

Country Snapshot – Spain

February 2018

AXESS has been funded with support from the European Commission. This document and its contentsreflect the views only of the authors, and the Commission cannot be held responsible for any use which

may be made of the information contained therein.

Table of Contents1. Situation in the country / State of play.........................................................................................................3

2. Mapping of courses offered / provided according to the topics in Project application..............................11

3. Findings from discussions...........................................................................................................................17

4. Recommendations for course topics or course titles to be created in AXESS IO3......................................18

5. Bibliography................................................................................................................................................21

1. Situation in the country / State of play1.1 List of main documents and their characteristics

The Europe’s Digital Progress Report 2017 Country Profile for Spain is the main guide of public polices in the digital field. Europe’s Digital Progress Report tracks the progress made by Member States in terms of their digitations, combining quantitative evidence from the Digital Economy and Society Index with qualitative information on country-specific policies, allowing us to keep track of the progress made in terms of digitalisation by each Member State and providing an important feedback loop for policy-making at EU level. It is structured around five chapters:

Connectivity (Fixed broadband, mobile broadband, broadband speed and prices) Human Capital (Internet use, basic and advanced digital skills) Use of Internet (Citizen’s use of content, communication and online transactions) Integration of Digital Technology (Business digitization and eCommerce) Digital Public Services (eGovernment)

For the sake of this report we will maintain such a structure to have a complete glance at Spanish Digital Panorama. According to this document Spain is halfway through the general classification of DESI indexes.Spain ranks 14th out of the 28 EU Member States in the European Commission Digital Economy and Society Index (DESI) 2017.

Overall, Spain has improved its score on all of the dimensions measured with the exception of Human Capital, where it scored lower than last year, in spite of its solid growth in STEM graduates. Its performance is especially remarkable in Digital Public Services, even if Spain made most progress in the Integration of Digital Technology dimension. Although Spanish public and private sectors are quickly progressing in the integration of digital technologies, in general, some indicators seem to point to a weak demand on the user side, with lower levels of growth on digital skills that hamper development in the Human Capital dimension. Spain belongs to the medium performance cluster of countries.

ConnectivitySpain performs particularly well in terms of fixed NGA coverage. Currently, 81% of households have access to fast broadband networks capable of providing at least 30 Mbps, although with significant differences between regions and between urban and rural areas.

The connectivity objectives of the Digital Agenda for Spain (DAS) and its implementation Plan for telecommunications and high-speed networks are aligned with the objectives of the Digital Agenda for Europe but set initially only intermediate objectives for 2015. These objectives need to be updated in the context of the forthcoming review of the DAS and its plans and should take into account the needs for 2025 in line with the EU "Gigabit Society" Strategy.

Human CapitalSpain ranks 16th among EU countries and below the EU average. Despite an increasing number of Spaniards going online, basic and advanced digital skills levels remain below the EU average. Only 53% of individuals between 16 and 74 years old have basic digital skills (56% in the EU) and ICT specialists represent a lower share of the workforce (2.4% compared to 3.5% in the EU). Spain is performing well as regards graduates holding a STEM (Science, Technology and Mathematics) degree with 21 graduates per 1000 individuals.In order to match the offer of STEM professionals and the demand of specialists that reflects the strong growth of the adoption of digital technologies in Spanish public and private sector, by the end of 2016 the Ministry of Energy, Tourism and Digital Agenda has launched an aid program to promote training and employment of young people in the Digital Economy.

Use of InternetSpanish citizens are keen to engage in a variety of online activities in line with the rest of European citizens. However, Spain made little progress and fell back from rank 16 to rank 17. 78% of Spanish Internet users read news online (70% in the EU) and listen to music, watch videos and play games online (83% compared with 78% at EU level). Spaniards are above the EU average when watching films (27% and 21% across the EU), but they made less use of Video Calls over the Internet than the rest of the EU (31% compared to 39%). The Spanish used social networks (67%), above the EU average, but the use of online banking and online shopping (54% for both indicators) is below EU average (59% and 66%, respectively).

Integration of Digital TechnologySpain made good progress in the dimension Integration of Digital Technology by business over the last year. Spanish enterprises are increasingly taking advantage of the possibilities offered by online commerce: 19% of SMEs sell online (above the 17% of the EU average) and more and more SMEs are actively selling online (19% with a 9.4% of their turnover coming from the online segment). Furthermore, one quarter of SMEs use invoicing, well above EU average. Spain has put in place Industry 4.0 initiatives, such as Industria Conectada 4.0. In this sense and to boost the digital transformation of Spanish economy, it is important to raise awareness of the relevance of digital strategies both top-down and bottom-up.

Digital Public ServicesThis is the dimension where Spain is performing best. Spain ranks 6th among EU countries, with a slightly increased score over last year's. Indeed, Spain scores the highest in Open Data and it is one of the EU countries with the highest online interaction between public authorities and citizens. The reason for the good results in Open Data is linked to the law 18/2015 which ensured data re-use and data transparency and the solid base provided by the Aporta Project that was established in 2009 and has promoted the open data culture within the Spanish Public Sector. 40% of Spanish online users actively access eGovernment services.

In more specific gender related terms, for women, having access to the Internet means:

increased efficiency/productivity in their work and businesses; improved access to markets to sell and buy goods; improved education; wider networks; new innovations; faster access to relevant information.

Women’s digital inclusion is an empowering process, giving women a voice and enabling them to effectively participate in governance processes and innovate to build and shape the future they want.

Furthermore, ICT also enables people to acquire new skills and acts as a catalyst in the delivery of public services such as education, employment, healthcare and financial services. In this light, ensuring equal access to ICT and the Internet is not only a matter of human rights (e.g. freedom of expression); it would also improve women’s health and the health of their families and communities, support women’s access to education and other social services, and contribute to women’s employment, economic independence and the sustainable development of their livelihoods. This is exactly why AXESS project has been created.

Other key documents are: Digital Agenda for Spain: released in 2013, is the Government’s strategy to develop the digital

economy and society during 2013-2015. This strategy is thought as the umbrella of all the Government’s actions in terms of Information Society and Digital Agenda. The Agenda, led by the Ministry of Energy, Tourism and the Digital Agenda and Ministry of Finance and Public Function, sets the ICT and e-Administration roadmap to achieve the goals of the Digital Agenda for Europe in 2015 and 2020.

Common Digital Competence Framework for Teachers: released January 2017, it analyses digital competences of teachers and within the teaching institutions.

The Digital Competence Framework for Citizens: released in 2016, This publication is a Science for Policy report by the Joint Research Centre, the European Commission’s in-house science service. It aims to provide evidence-based scientific support to the European policy-making process.

The "Digital Transformation Plan for the General Administration and Public Agencies (ICT Strategy 2015-2020)” programme aims at ensuring that in the future, public administration is electronically accessible for all citizens ("digital by default"). This strategic plan sets out the global strategic framework for progress in the transition to e-Administration in the General State Administration and its Public Agencies. This strategic plan, together with the legal instruments, aims at digitising all public service interactions by 2018. Spain has put in place helpdesk officers (Oficinas de asistencia en el uso de medios electrónicos) to provide support and help anyone dealing with eGovernment services.

Plan avanza: it is directed to achieve the appropriate use of ICT to contribute to the success of a model of economic growth based on increasing competitiveness and productivity, promoting social and regional equality and improving welfare and quality of life of citizens.

Plan avanza 2: it aims at contributing to the change of our country's economic model through ICT, achieving an increase in competitiveness and productivity, favouring equal opportunities, boosting the economy and consolidating a model of sustainable economic growth. The plan promotes intensive use of ICT thus maximizing the impact on society with a view to a new economic and social model based on knowledge.

E-skills EU: In December 2016 the Commission launched the ‘Digital Skills and Jobs Coalition’ (http://eskillsjobsspain.com/). It builds on the results of the Grand Coalition for Digital Jobs 2013-2016 and the EU e-skills strategy and is consistent with work done under Education and Training 2020. This action invites EU countries to develop national digital skills strategies, establish national digital skills coalitions and develop measures to bring digital skills and competences to all levels of education and training.

Also, in December 2016, the e-Skills Manifesto was released with contributions from leading figures in government, education, policy, research and industry from Europe, US, Canada and Japan.

According to E-skills Country Report for Spain, there have been some positive developments with regard to securing the supply of the labour market with sufficient numbers of suitably skilled ICT practitioners. However, according to various national experts, improvements have been achieved in isolated initiatives, while the general trends are still problematic. On the supply side, a lack in adaption of ICT professional careers to the real market needs is observed.

In addition, the European Commission report Women active in the ICT sector concludes that including more women in the digital economy could create an annual GDP boost in the EU of EUR 9 billion.

1.2 National definitions used in policy areas

Life-long learning:

The term Life-long learning or Permanent / Continuing Education (European Commission 2001: 26) includes any kind of learning activity developed in the course of life aimed at improving objectives, competences and skills.

Adult education:

Unesco (1997) provides a definition that indicates that Adult Education is a process by which people who have completed their initial cycle of primary education start a following training path to obtain changes in their education, knowledge, understanding, skills and attitudes. It is almost like giving the adult a general culture as well as personal training. In adult education, everything is admitted, regardless of the level, content and / or method. This type of education stands out for its direct relationship with the professional world, for seeking to improve adults’ technical and professional skills, give them new orientations, improve their skills or behaviour from an integral point of view of the human being and to fully participate in the socioeconomic and cultural development.

Skills for employability:

The Skills for Employability are the set of knowledge, attitudes and generic skills required to:

• Obtain the first job.

• Maintain a job and be able to ascend in positions and roles within the same organization to meet new job requirements.

• Achieve a new job if required, that is, act independently in the labour market, mobilizing skills to deal productively with labour transitions.

• Grow and develop new and enriched know-how in each job by learning and making decisions based on projects and personal interests and real possibilities.

Digital Skills:

Digital skills (DS) are those skills that imply the creative, critical and safe use of information and communication technologies to achieve the objectives related to work, employability, learning, use of free time, inclusion and participation in society.

1.3 National players, their role and activities / initiatives (e.g. trade unions) in related policy areas

The core players in boosting digital skills at national level are:

Ministry of Energy, Tourism and the Digital Agenda Ministry of Health, Social Services and Equality (in terms of gender perspective of digital skills

literacy) Ministry of Education, Culture and Sports Red.es: Red.es is a public business entity of the Ministry of Energy, Tourism and Digital Agenda

(MINETAD). They develop programs to boost the digital economy, innovation, entrepreneurship, training for young people and professionals and support for SMEs by promoting the efficient and intensive use of Information and Communication Technologies (ICT).

Digital literacy for low-skilled Adults is boosted at local and regional level by a large number of private and public institutions: Private academies Professional/Vocational Training providers and Secondary institutions. In Spain vocational training

is credited by the National Government as part of the official Educational System. In this sense Digital skills are part of the curriculum included in VET.

Chambers of Commerce Universities Associations of ICT Professionals, Organisations of Social Innovation, Associations and Foundations

for the Cultural Promotion, Local Associations, Business Associations Trade Unions Municipalities

1.4 Interesting national bodies, subjects (topics), initiatives in related policy areas

The topics identified under the Digital competence framework are:

1) Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content.2) Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital identity and reputation.

3) Digital content creation: To create and edit digital content. To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system.4) Safety: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use.5) Problem solving: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.

1.5 Statistical data

Close to ten million adults in Spain have either a low level of literacy or of numeracy. Roughly two-thirds of these low-skilled adults will still be in the labour market ten years from now and over one-third of them will still be working twenty years from now. Low-skilled adults in Spain are less likely to participate in education and training than their more highly skilled Spanish counterparts and also their similarly skilled peers in other OECD countries. This is despite the fact that Spain has a relatively comprehensive and flexible adult education system, that adult participation in education has risen in recent years, and that recent reforms have aimed to make the professional training system more responsive to labour market needs. As the skill requirements of jobs continue to change and increase, more will need to be done to encourage and help low-skilled adults to upskill and reskill to keep their current jobs or find new ones.

Spain is not making full use of the skills of its workforce Spanish workplaces rank close to average in the intensity of use of information-processing skills in workplaces. Like Spanish adults, adults in the US and the UK have mean literacy and numeracy scores that are below the PIAAC average. However, workers in the US and the UK use their skills more intensively in the workplace than do workers in Spain. This implies that American and British firms might be doing a better job of getting the most productivity out the skills of the workers they have. The extent to which skills are used in workplaces may also reflect differences in the industrial structure and business models employed across countries. Still, given the strong link between skills use and productivity and economic growth, Spain should be aspiring to an economy that makes fuller use of its skills.

As reported in the image above, skills emerged from PIAAC evaluation can be inspiring for AXESS courses development.

In terms of women’s statistics, the difficulty for women to find work is very high in Spain. This country is in the last but 4, with a 51.2% employment rate, only passed by Croatia, Malta, Italy and Greece and with more than 8 points of difference from the European average, which is at 59.6%.

The unemployment rate of women in Spain is 25.4% which is one of the highest and it exceeds twice the EU average based in 10.3%.

What seems to be the biggest challenge to address within our topic?

Evidence of current skills mismatches as well as uncertainty about future skill needs in the context of technological advances, globalisation, demographic changes and other pressures point to the importance of having good data and information on current and future skill needs. Learning and labour market information allows a broad range of actors to make better choices that facilitate a better alignment between skills supply and demand. While a range of information on current skill needs is already available in Spain, there are information gaps and room for improvement in the design and dissemination of information products. Existing information in Spain is often available only in the form of dense, technical reports, which may be difficult for many users to interpret without guidance. Furthermore, online information is scattered across multiple websites, making information hard to locate and cross-reference. Spain also does not conduct national forecasts of future skill needs.

The OECD diagnostic report identifies 12 skills challenges for Spain. These challenges were identified through workshops with governments and stakeholders and through analysis of OECD, European Commission and national data. The challenges are described under each of the main pillars of the OECD Skills Strategy and are framed as outcome statements. The first eight challenges refer to specific outcomes across the three pillars of developing, activating and using skills. The next four challenges refer to the “enabling” conditions that strengthen the overall skills system. Success in tackling these skills challenges will boost performance across the whole skills system. All of the challenges identified are strongly interlinked, and their connections with each other are identified throughout the report. Failure to look beyond policies will have implications for specific groups in Spain, such as youth, as well as for the economy and society’s ability to recover after the economic crisis and build a solid foundation for future prosperity.

Such skills challenges are listed below and they might be of use in developing AXESS courses contents.

Developing relevant skills:

1. Improving the skills of students in compulsory education

2. Ensuring that tertiary students develop high quality and job-relevant skills.

3. Improving the skills of low-skilled adults

Activating skills supply

4. Removing regulatory and tax barriers to hiring and worker activation

5. Reintegrating unemployed people through targeted activation strategies

6. Improving the transition of youth from education to stable employment

Using skills effectively

7. Making full use of skills in the workplace to strengthen productivity and competitiveness

8. Leveraging highly skilled individuals and universities to foster innovation and increase productivity and growth

Strengthening Spain’s skills system

9. Improving and expanding access to high quality learning and labour market information

10. Strengthening partnerships to improve skills outcomes

11. Financing a more effective and efficient skills system

12. Strengthening governance of the skills system

Therefore AXESS courses shall be created with an eye on those challenges and as a matter of fact they will give answer to challenges #3, #5 and #9.

2. Mapping of courses offered / provided according to the topics in Project application

According to the Spanish Digital Agenda, several training programmes target particular groups such as ICT professionals, people lacking basic e-skills, women, the unemployed, and young and elderly people. EU Member States like Germany, Spain and Sweden have initiated policies to encourage a positive gender

balance within Europe’s ICT profession. These policies are primarily aimed at promoting ICT-related studies and career paths for girls and women from an early age.

In Spain potential courses, as well as real courses offered for Individuals and Organizations are divided into 5 major categories:

1. Managing information2. Communicating3. Transacting4. Problem solving5. Creating

In the following tables expected learning outcomes are listed for each category and AXESS courses shall take into consideration such expected learning outcomes in the development phase.

Managing information

Find, manage and store digital information and contentSafety Individuals Organisations

Identify and assess accurate information

Use security tools when web browsing

Regularly update and run virus software

Manage parental controls

Use a search engine to find the information you need

Search for deals on comparison websites

Bookmark useful websites and services you use often

Store data on a device or in the cloud

Store digital information on suppliers and customers

Search for new suppliers to find the best deals

Use simple analytics to understand who uses your website and when

Discover potential growth opportunities for your business

Communicating

Communicate, interact, collaborate, share and connect with others

Safety Individuals Organisations

Understand how to manage identities

Protect yourself from scams Use the right security/privacy

settings (including parental controls)

Keep in touch using email, instant messaging, video calls and social media

Post on forums to connect with communities

Leave feedback on shopping websites and services providers about purchases or experiences

Maintain customer and client relationships

Use social media to promote your business and connect with new customers

Improve your customer service by providing accessible product information and answers to FAQs

Some examples of training for Digital Skills are provided in the following image:

Whereas the Digital Competence Framework

and the DigComp Conceptual reference model organize training solutions as follows:

1. Information and data literacy

Transacting

Purchase and sell goods and services, organise your finances, register for and use digital government services

Safety Individuals Organisations

Use secure websites for financial transactions

Protect your personal data Respect the privacy of others/third

parties Protect yourself from fraud or scams

by recognising secure websites

Complete a Universal Credit application

Order your shopping Book your travel Manage your bank account Understand and use

marketplaces to buy and sell

Maximise your selling potential through a website

Apply for government business permits and licences and save time

Manage invoices and accounts

Receive payments or donations

Problem-solving

Increase independence and confidence by solving problem using digital tools, and finding solutions

Safety Individuals Organisations

Use accurate sources of support Avoid malicious websites, scams and

pop-up windows

Teach yourself simple tasks using video lessons

Use feedback from other internet users to solve common problems

Access support services such as ‘live chat’

Save on business travel and be more efficient by using video conferencing

Quickly understand which products and services work based on online feedback

Use simple analytics to understand who uses your website and when

Get quick, effective solutions to problems from safe, accurate sources

Creating

Engage with communities and basic digital content

Safety Individuals Organisations

Be aware of copyright; protect your personal data

Respect the privacy of others/third parties

Create a social media post

Create a text document (e.g. CV)

Create and share a photo album

Create and share feedback using shopping websites

Create content (pictures, logos, text) to promote your organisation and reach customers

Create communities around your services and products using social media to engage with customers

Create help resources and guides for employees for improved employee skill levels

1.1 Browsing, searching and filtering data, information and digital content

To articulate information needs, to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies.

1.2 Evaluating data, information and digital content

To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.

1.3 Managing data, information and digital content

To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.

2. Communication and collaboration

2.1 Interacting through digital technologies

To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.

2.2 Sharing through digital technologies

To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.

2.3 Engaging in citizenship through digital technologies

To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.

2.4 Collaborating through digital technologies

To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge

2.5 Netiquette

To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.

2.6 Managing digital identity

To create and manage one or multiple digital identities, to be able to protect one's own reputation, to deal with the data that one produces through several digital tools, environments and services.

3. Digital content creation

3.1 Developing digital content

To create and edit digital content in different formats, to express oneself through digital means.

3.2 Integrating and re-elaborating digital content

To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.

3.3 Copyright and licences

To understand how copyright and licences apply to data, information and digital content.

3. 4 Programming

To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.

4. Safety

4.1 Protecting devices

To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy.

4.2 Protecting personal data and privacy

To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a “Privacy policy” to inform how personal data is used.

4.3 Protecting health and well-being

To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.

4.4 Protecting the environment

To be aware of the environmental impact of digital technologies and their use.

5. Problem solving

5.1 Solving technical problems

To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).

5.2 Identifying needs and technological responses

To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customize digital environments to personal needs (e.g. accessibility).

5.3 Creatively using digital technologies

To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.

5.4 Identifying digital competence gaps

To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.

3. Findings from discussions

IWS has contacted via email 2 representatives of AMUPEMA, The Association of Professional Businesswomen in Malaga (AMUPEMA) which works since its inception in 1998 to strengthen women’s business models as well as to establish the presence of women in management boards and supporting the entrepreneurial culture. They have approximately 500 women associates and we have asked them about:

- Digital skills needs detected- Digital skills training offered- Digital skills training demanded by associates

And they told us that at the moment they do not offer digital skills courses even if they have done so in the past years. Nevertheless, they say that associates are interested in digital skills especially in relation to social networking management and email marketing campaigns, selling on the net and making the most of internet, safety on the net, how to "obtain presence in the internet", seo and positioning.

4. Recommendations for course topics or course titles to be created in AXESS IO3

Based on the mapping of digital skills previously presented and taking into consideration our analysis at project submission stages, the recommendation for course topics or title are presented in this section.

In the project the following training examples were mentioned:

1. Problem Solving (PS)=> Problem identification: how to identify the real issue. Define the settings, context and objective=> Learn to choose: making informed decisions. Benchmarking=> What if....: a friend would seek your advice on a similar situation...if you were sure to succeed...=> Reverse thinking process=> Identifying alternatives

2. Digital Skills (DS)=> Effective use of ICT tools and apps=> Which web resources for self-empowerment?=> ICT supported counselling

3. Cognitive Skills in Digital Age (CS)

=> Basics of cognitive skills for digital age=> Fundamentals of sense of initiative=> Employability, self-employment and entrepreneurship

4. Civic and Social Competences in Digital Age (CSC)

Comparing initial proposals (in red) with the data extrapolated according to the research and categorized around the 4 categories presented at submission phase, the following courses could to be useful:

Managing information

- Browsing, searching and filtering data, information and digital content (DS)- Evaluating data, information and digital content (DS)- Managing data, information and digital content (DS)- Make the most out of internet (DS)- Searching on the net (DS)- Make the most of smartphones: tips and tricks (DS)=> Effective use of ICT tools and apps (DS)=> Which web resources for self-empowerment? (DS)

Communicating

- Interacting through digital technologies (DS)- Sharing through digital technologies (DS)- Engaging in citizenship through digital technologies (CSC)- Collaborating through digital technologies- Netiquette (DS)- Managing digital identity (DS)- Social networks management (DS)- Online job search and CV development (CS)+ (DS)- Networking (CS)+ (DS)- Email creation and management (CS)+ (DS)- Tools for communication (skype, doodle, WhatsApp, etc) (CS)+ (DS)=> Employability, self-employment and entrepreneurship (CS)

Transacting

- Buying online: dos' and don'ts (CS)+ (DS)- Safety on the net (CS)+ (DS)- Protecting devices (CS)+ (DS)- Protecting personal data and privacy (CS)+ (DS)- Protecting health and well-being (CS)+ (DS)- Protecting the environment (CS)+ (DS)

Problem solving

- Solving technical problems (PS)- Identifying needs and technological responses (PS)- Creatively using digital technologies (PS)- Identifying digital competence gaps (PS)

- Problem solving in 4 steps: problem finding, solution planning, decision making, results and process assessment (PS)- Time scheduling and project management (PS)=> Problem identification: how to identify the real issue. Define the settings, context and objective (PS)=> Learn to choose: making informed decisions. Benchmarking (PS)=> What if....: a friend would seek your advice on a similar situation...if you were sure to succeed... (PS)=> Basics of cognitive skills for digital age (CS)=> Fundamentals of sense of initiative=> Employability, self-employment and entrepreneurship (CS)

Creating

Programming and developing digital content (CS)+ (DS) Developing digital content (CS)+ (DS) Integrating and re-elaborating digital content (CS)+ (DS) Copyright and licences (CS)+ (DS) Programming (CS)+ (DS)

Maybe this last category could be considered too advanced for our low-skilled profiles.

Moreover, some training on: Government to Citizens, G2C (CSC) Government to Employee, G2E (CSC) Government to Business, G2B (CSC)

might be of interest.

Legend:

(PS) = Problem Solving(DS) = Digital Skills(CS) = Cognitive Skills in Digital Age

(CSC) Civic and Social Competences in Digital Age

5. Bibliography

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agenda-spain.aspx

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http://aprende.educalab.es/wp-content/uploads/2017/03/marco_competencia_digital_docente_2

017_ENG.pdf

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http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101254/jrc101254_digcomp

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%201.pdf

„Europass digital progress report 2017”-

https://ec.europa.eu/digital-single-market/en/news/europes-digital-progress-report-2017

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active-ict-sector

„Employment and Skills Aspects of the Digital Single Market Strategy” -

http://www.europarl.europa.eu/RegData/etudes/STUD/2015/569967/IPOL_STU(2015)569967_EN.

pdf

„Competencias digitales de las mujeres en el uso de las redes sociales virtuales: diferencias según

perfil laboral - Women’s digital skills in the use of social network sites: differences by employment

status” http://revistas.um.es/rie/article/viewFile/270881/213981 „Competencias laborales”-

http://www.th.usm.cl/wp-content/files_flutter/1253215645rrhh.pdf

https://www.mecd.gob.es/educacion/mc/lomce/el-curriculo/curriculo-primaria-eso- bachillerato/competencias-clave/digital.html

„Digital Competence framework” -https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework

„OECD Skills Strategy Diagnostic Report Spain” -

http://www.oecd.org/skills/nationalskillsstrategies/Diagnostic-report-Spain.pdf „Basic Digital Skills Framework: Basic Digital Skills for Work” -

https://www.thetechpartnership.com/wp-content/uploads/2018/01/BasicDigitalSkillsforWork_Consultation_22Jan18.pdf

„Get Digital basic skills framework” -https://www.thetechpartnership.com/globalassets/pdfs/basic-

digital-skills-standards/basic_digital_skills_framework.pdf

„Basic Digital Skills Framework: Basic Digital Skills for Life” - https://www.thetechpartnership.com/wp-content/uploads/2018/01/BasicDigitalSkillsforLife_Consultation_22Jan18.pdf