An outline of work for DigComp version 2.0

1. Digital Competence Framework for Citizens
DigComp
State of play and Next steps
Riina Vuorikari
JRC-IPTS, Information Society Unit
European Commission
February 9 2016
Governance meeting for the EU digital
competence and entrepreneurship
competence frameworks

2. This presentation: State of the play and Next steps
I. Introduction: DigComp
II. Why DigComp 2.0
• Need to re-fresh and update the concepts & terms
• Alignment with other taxonomies and frameworks
(e.g. Esco, eCF)
III. Steps to DigComp 2.0
• Update of the Conceptual reference model
(publication: May 2016)
• 8 Proficiency levels (2nd half of 2016)
IV. Future work

3. Introduction: DigComp
3

4. JRC-IPTS
Study on
Digital Competence
2010-2012
on behalf of DG EAC
2014-2016
on behalf of EMPL
http://https://ec.europa.eu/jrc/digcomp
DigComp
version 1.0

5. What does it mean to be digitally competent?
KNOWLEDGE
SKILLSATTITUDES
COMPETENCE
Digital competence ≠ use of ICT tools
Digital competence involves the
confident and critical use of ICT
for employment, learning, self-
development and participation in
society (EC, 2006).

6. EU Common Conceptual definition
• Based on Key Competences framework (2006) - 1 of the 8 key competences
• Digital competences for ALL citizens
EU Common Referencing framework
• Descriptors of the needed competences
• Proficiency levels described as learning outcomes
(Self-)assessment tools
• For individuals ; for E&T providers; for Employment service; for guidance
centres; for employers; etc.
WHAT ?

7. 78 February 2016

8. Available at:
http://ikanos.blog.euskadi.net/?page_id=2423&lang=en
DigComp
version 1.0

9. Conceptual
reference
model
Framework
Dimension 1: Competence areas ( 5 areas)
Dimension 2: Competences that are pertinent to each area (21)
with their title and description
Dimension 3: Proficiency levels that are foreseen for each
competence
Dimension 4: Examples of the knowledge, skills and attitudes
applicable to each competence
Dimension 5: Examples on the applicability of the competence
to different purposes.
DigComp framework is composed
of two parts

10. Why DigComp 2.0
10

11. Feedback on content issues, coherance and feasibility of levels
External experts in
2015
- Comments
gathered from
various
implementations
- Review report by
iMinds vzw
Desirability and flexibility of 8 levels
3. ET2020 WG
sessions in 2015
- February
- June
Stakeholder feedback
4. Stakeholder &
expert workshop
- in Seville spring
2015
DIGCOMP
2.0
DigComp 1.0: Feedback & analytical work

12. 12
• In 2015, JRC-IPTS collaborated with the development of
the ESCO ICT transversal skills list
• A mapping exercise undertaken to converge towards a
common understanding
• DigComp 2.0 takes into account the ESCO work,
and vise versa
(see also slide 22
for more)
Example 1: analytical work

13. Comparison of main areas
13
DigComp ESCO ICT transversal skills list
Information and data
processing
Digital data-processing
Communication Digital communication
Content creation Content-creation with ICT software
Safety ICT Safety
Problem solving Problem-solving with ICT tools and
hardware
Example 1:
analytical work

14. 14
• The frameworks have a different target audience:
citizens vs. ICT professionals
• DigComp covers 14 out of 40 e-CF competences (1/3):
this shows that ICT professional competences have a
much wider and specific scope
• Cross-referencing "passage" from
DigComp to e-CF for those seeking
to become ICT professionals
Continuity from DigComp to e-CF
Example 2:
analytical work

15. from DigComp to e-CF
DigComp competence Nature of cross-
reference
e-CF competence
3.4 Programming could correspond
with
A.6. Application Design (EQF
levels 3-6);
B.1 Application Development
(EQF levels 3-8);
B.6 Systems Engineering
(EQF levels 6-7)
1.3 Storing and retrieving
information
higher levels could
correspond with
D.10 Information and
Knowledge Management
(EQF levels 6-8)
4.1 Protecting devices higher levels could
correspond with
D.1 Information Security
Strategy Management (EQF
levels 7-8);
E.8. Information Security
Management (EQF levels 5-7)
159 February 2016
Example 2:
analytical work

16. Steps to DigComp 2.0 & dates
16

17. From DIGCOMP 1.0 to DIGCOMP 2.0
 Task 1: Update of the conceptual reference model
i.e. the titles and descriptions of each competence (21)
-> Publication of the updated conceptual reference model in
May 2016 – Feedback welcome until March 15 !
 Task 2: Update the proficiency levels
• From 3 levels to 8 levels of learning outcomes
• One learning outcome per level combining knowledge, skills and attitude
• Task 3: Validation of DigComp framework 2.0
(=with 8 levels) in the course of 2016
• Task 4: Self-assessment (reference) questionnaire 17

18. What are the change in DigComp 2.0?
• All 5 areas reamain more or less the same
• Information -> Information and data processing
• All 21 competences remain more or less the same
• Updated vocabulary, e.g. online -> digital environments
• Conceptual updates to follow the time (e.g. data protection and right
to be forgotten)
• Streamlining of competence descriptions to reduce redundancy
• 8 proficiency levels
• One description per level combining knowledge, skills and
attitude
188 February 2016

19. Conceptual
reference
model
Dimension 1: Competence areas ( 5 areas)
Dimension 2: Competences that are pertinent to each area (21)
with their title and description
DigComp 2.0:
Proposal for the
conceptual reference model
Any feedback welcome by March 15, 2016!

20. Proposal at:
https://ec.europa.eu/jrc/en/digcomp
/digital-competence-framework
208 February 2016
PDF & PPT

21. 21

22. 5.2 Identifying needs and technological responses
The ability to assess own or others' needs and to identify,
evaluate, select and use digital tools and technological
responses to help solve them. To adapt and adjust digital
environments (e.g. applications, software and devices) to
personal needs (e.g. accessibility).
Example of one competence
(DigComp 2.0)

23. Conceptual
reference
model
Framework
Dimension 3:
Proficiency levels that are foreseen for each
competence
Dimension 4: Examples of the knowledge, skills and attitudes
applicable to each competence
DigComp 2.0:
Proposal for 8 levels of learning
outcomes
Contact IPTS if you are interested in
the validation process!

24. 24
DigComp 2.0:
From 3 to 8 levels of
learning outcomes

25. The top line indicates the
autonomy of a user.
The level of responsibility
increases.
The blue text indicates
the parts of the
description that are
repeated throughout.
The underlined verbs
are action verbs
indicating the level of
knowledge and skills.
Each competence
area has its own
color.
The description of
the competence
is in the 3rd
column.

26. Future work
26

27. Future work includes…
• Self-assessment (reference) questionnaire
• For individuals ; for E&T providers; for Employment service; for
guidance centres; for employers; etc.
279 February 2016

28. 28