Annexes to COM(2023)206 - Improving the provision of digital skills in education and training - Main contents
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This page contains a limited version of this dossier in the EU Monitor.
| dossier | COM(2023)206 - Improving the provision of digital skills in education and training. |
|---|---|
| document | COM(2023)206  |
| date | November 23, 2023 |
(57) Beblavý M., Bačová B. (2022). Literature review on the provision of digital skills for adults. EENEE report . European Commission/EACEA/Eurydice (2022). Informatics Education at school in Europe . Bocconi S. et al. (2022). Reviewing Computational Thinking in Compulsory Education .
(58) https://op.europa.eu/en/publication-detail/-/publication/a224c235-4843-11ed-92ed-01aa75ed71a1/ .
(59) https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/ .
(60) Annex 2 of the staff working document accompanying this proposal.
(61) OJ L 119, 4.5.2016, p. 1-88.
(62) In the context of this proposal, digital skills and digital competences are used as synonyms.
(63) Available at: https://data.consilium.europa.eu/doc/document/ST-1-2023-INIT/en/pdf .
(64) State of the Union Address by President von der Leyen (europa.eu)
(65) https://ec.europa.eu/commission/presscorner/detail/en/ip_23_1501
(66) OJ C 23, 23.1.2023, p. 1.
(67) European Pillar of Social Rights (europa.eu)
(68) Five equality strategies were adopted in 2020 and 2021 to make progress towards a Union of Equality: Gender Equality Strategy 2020-2025 ; LGBTIQ Equality Strategy 2020-2025 ; EU anti-racism action plan 2020-2025 ; Roma strategic framework for equality, inclusion and participation 2020-2030; Strategy for the Rights of Persons with Disabilities 2021-2030 .
(69) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on achieving the European Education Area by 2025, COM(2020) 625 final of 30.9.2020.
(70) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘Digital Education Action Plan 2021-2027. Resetting education and training for the digital age’, COM(2020) 624 final of 30.9.2020.
(71) Digital Education Action Plan – Action 1 | European Education Area (europa.eu)
(72) Council Recommendation of 22 May 2018 on key competences for lifelong learning (OJ C 189, 4.6.2018, p. 1).
(73) Vuorikari R., Kluzer S., Punie Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Luxembourg: Publications Office of the European Union.
(74) OJ C 66, 26.2.2021, p. 1.
(75) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘European Skills Agenda for sustainable competitiveness, social fairness and resilience’, COM(2020) 274 final of 1.7.2020.
(76) Decision (EU) 2022/2481 of the European Parliament and of the Council of 14 December 2022 establishing the Digital Decade Policy Programme 2030 (OJ L 323, 19.12.2022, p. 4).
(77) Fraillon J., Ainley J., Schulz W., Friedman T., Duckworth D. (2019). Preparing for Life in a Digital World: International Computer and Information Literacy Study 2018 International Report. Amsterdam: IEA.
(78) Eurostat (2021). ICT usage in households.
(79)
Eurostat (2021). ICT specialists - statistics on hard-to-fill vacancies in enterprises.
(80)
Eurostat (2021). ICT usage in households and by individuals.
(81) Eurostat (2021). ICT specialists in employment.
(82) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘A New European Innovation Agenda’, COM(2022) 332 final of 5.7.2022.
(83) The Deep Tech Initiative | (eitdeeptechtalent.eu)
(84) COM(2022) 548 final
(85) https://www.enic-naric.net/
(86)
CEN - CEN/TC 428 (cencenelec.eu)
(87) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘Attracting skills and talent to the EU’, COM(2022) 657 final of 27.4.2022.
(88) Directive (EU) 2021/1883 of the European Parliament and of the Council of 20 October 2021 on the conditions of entry and residence of third-country nationals for the purpose of highly qualified employment, and repealing Council Directive 2009/50/EC (OJ L 382, 28.10.2021, p. 1).
(89) https://home-affairs.ec.europa.eu/policies/migration-and-asylum/legal-migration-and-integration/talent-partnerships_en
(90) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘A Union of Equality: Gender Equality Strategy 2020-2025’, COM(2020) 152 final of 5.3.2020.
(91) EU countries commit to boost participation of women in digital | Shaping Europe’s digital future (europa.eu)
(92) OJ C 212I, 26.6.2020, p. 9.
(93) OJ C 415, 1.12.2020, p. 22.
(94) OJ C 469, 9.12.2022, p. 19.
(95) OJ C 469, 9.12.2022, p. 19.
(96) Council Recommendation of 22 May 2019 on High-Quality Early Childhood Education and Care Systems (OJ C 189, 5.6.2019, p. 4).
(97) Council Recommendation (EU) 2021/1004 of 14 June 2021 establishing a European Child Guarantee (OJ L 223, 22.6.2021, p. 14).
(98) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘EU strategy on the rights of the child’, COM(2021) 142 final of 24.3.2021.
(99) Chaudron S., Di Gioia R., Gemo M. (2015).Young Children (0-8) and Digital Technology - A qualitative study across Europe, Luxembourg: Publications Office of the European Union.
(100) Council Recommendation of 28 November 2022 on Pathways to School Success and replacing the Council Recommendation of 28 June 2011 on policies to reduce early school leaving (OJ C 469, 9.12.2022, p. 1).
(101) Council Recommendation of 29 November 2021 on blended learning approaches for high-quality and inclusive primary and secondary education (OJ C 504, 14.12.2021, p. 21).
(102) For example, cross-curricular approach, separate subject within another subject. For further, details see the staff working document accompanying this proposal.
(103) In this proposal, informatics, also known as computer science, is considered as a distinct scientific discipline, characterised by its own concepts, methods, body of knowledge, and open issues. It covers the foundations of computational structures, processes, artefacts and systems, and their software designs, their applications, and their impact on society.
(104) European Commission/EACEA/Eurydice (2022). Informatics education at school in Europe. Luxembourg: Publication Office of the European Union.
(105) Council Recommendation of 24 November 2020 on vocational education and training (VET) for sustainable competitiveness, social fairness and resilience (OJ C 417, 2.12.2020, p. 1).
(106) Available at: pdf (europa.eu)
(107) Osnabruck declaration 2020: on vocational education and training as an enabler of recovery and just transitions to digital and green economies | CEDEFOP (europa.eu)
(108) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on a European strategy for universities, COM(2022) 16 final of 18.1.2022.
(109) Council Recommendation of 16 June 2022 on learning for the green transition and sustainable development (OJ C 243, 27.6.2022, p. 1).
(110) European Universities initiative | European Education Area (europa.eu)
(111) Righi R., Lopez Cobo M., Papazoglou M., Samoili S., Cardona M., Vazquez-Prada Baillet M., De Prato G. (2022). Academic Offer of Advanced Digital Skills in 2020-21. International Comparison, Luxembourg: Publications Office of the European Union.
(112) Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability (OJ C 243, 27.6.2022, p. 10).
(113) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions ‘The European Pillar of Social Rights Action Plan’, COM(2021) 102 final of 4.3.2021.
(114) OJ C 504, 14.12.2021, p. 9.
(115) Council Recommendation of 19 December 2016 on Upskilling Pathways: New Opportunities for Adults (OJ C 484, 24.12.2016, p. 1)..
(116) Beblavý M., Bačová B. (2022). Literature review on the provision of digital skills for adults. EENEE report. Luxembourg: Publications Office of the European Union. Righi R., Lopez Cobo M., Papazoglou M., Samoili S., Cardona M., Vazquez-Prada Baillet M., De Prato G. (2022). Academic Offer of Advanced Digital Skills in 2020-21. International Comparison, Luxembourg: Publications Office of the European Union.
(117) Council Recommendation of 16 June 2022 on individual learning accounts (OJ C 243, 27.6.2022, p. 26).
(118)
Eurostat (2022). Enterprises that provided training to develop/upgrade ICT skills of their personnel by size class of enterprise.
(119) Pact for Skills - Employment, Social Affairs & Inclusion - European Commission (europa.eu)
(120)
Digital Skills and Jobs Coalition I Digital Skills and Jobs Platform (europa.eu)
(121) In this proposal, the term progression refers to the purposeful sequencing of teaching and learning across multiple developmental stages, ages, or grade levels.
(122) European Commission (2022). Investing in our future: quality investment in education and training. Luxembourg: Publications Office of the European Union.
(123) OJ C 193, 9.6.2020, p. 11.
(124) OECD (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing.
(125) Erasmus+ Teachers Academies, available at: https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-2/teacher-academies .
(126) Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training | European Education Area (europa.eu)
(127) Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators | European Education Area (europa.eu)
(128) Europe Code Week
(129) https://digieduhack.com/en/
(130) COM(2022) 212.
(131) https://digital-strategy.ec.europa.eu/en/policies/safer-internet-centres
(132) For instance, those living in rural areas, disadvantaged or marginalised groups such as persons with disabilities, Roma and third-country nationals with limited knowledge of the host country, and those having a low or medium-level of education, or not in education, employment or training. .
(133) E.g. urban/rural, remote and outermost regions, cross-border territories.
(134) For example, educational activities that promote the development of digital skills without using digital devices.
(135) For example, pedagogical approaches on digital skills where young children can explore, experiment, discover, and solve problems in imaginative and playful ways.
(136) Guidelines for teachers and educators on tackling disinformation and promoting digital literacy through education and training | European Education Area (europa.eu)
(137) Spot and fight disinformation (europa.eu)
(138) Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators | European Education Area (europa.eu)
(139) Primary, secondary and tertiary sector.
(140) Council Recommendation of 16 June 2022 on individual learning accounts (OJ C 243, 27.6.2022, p. 26).
(141) Council Recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad
(142) https://euraxess.ec.europa.eu/euraxess/innovation-talent-platform
(143) Stakeholders from education and training, social partners, digital skills certification providers.
(144) This will contribute to the setting up of a European digital skills certificate, which is one of the actions of the Digital Education Action Plan 2021-2027 and is currently under development to provide support to existing and future digital skills certifications and their alignment to DigComp.