Digital Agenda for Europe
A Europe 2020 Initiative

Action 62: EU-wide indicators of digital competences

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Propose by 2013 EU-wide indicators of digital competences and media literacy.
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The action aimed at proposing EU-wide indicators of digital competences and media literacy.

A paper outlining a conceptual framework has been developed and is being used to identify appropriate indicators for the measurement of Digital Competence. A Study "Survey of Schools: ICT in Education" was published in April 2013; it collected up-to-date information on the availability and use of ICT in schools for the purpose of learning. Indicators collected on the digital competence of students in the study contribute to this work.

What is the problem? The danger of digital illiteracy

The inability to access or use ICT (Information and Communication technology) has become a barrier to social integration and personal development. The digitally illiterate are missing out on social and economic opportunities and on easy access to online public services that can save time and money. The importance of spreading digital literacy couldn’t be clearer: those without sufficient ICT skills are disadvantaged in the labour market and have less access to information to empower themselves as consumers or as citizens.

Why is EU Action required? Measuring of digital competencies

Europeans need to be equipped with sufficient digital skills and in order to do that effectively, we first need to develop appropriate indicators of digital competences and media literacy. Such indicators will help us to measure and benchmark the competencies and can help us in developing further plans to guarantee social cohesion and eInclusion across Europe.

What has the Commission done so far?

  • Carried out a Study on "Survey of Schools: ICT in Education" to collect up-to-date information on the availability and use of ICT in schools for the purpose of learning.
    The main results show that while improvements in infrastructure provision and use have been made, it remains insufficient in some schools and Member States. Furthermore, while teachers are generally positive towards the use of ICT in learning, they mainly use it for preparation of classes. More needs to be done to provide the training and support to teachers to make the most out of the pedagogical use of ICT.
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Status: Delayed Lucilla Sioli Contact
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