3 The Activities of the European Commission - High-Tech and ...

[pic] Evaluation of the Implementation of the
Communication on "e-Skills for the 21st Century" Interim Report [pic] empirica Gesellschaft für Kommunikations- und
Technologieforschung mbH, Bonn, Germany (coordinator) June 2010 About this document This document is the first deliverable of the study Evaluation of the
Implementation of the Communication on "e-Skills for the 21st Century",
or short "eSkills21". Disclaimer The views expressed in this report are those of the authors and do not
necessarily reflect those of the European Commission. Neither the
European Commission nor any person acting on behalf of the Commission is
responsible for the information provided in this document. About empirica GmbH empirica is an internationally active research and consulting firm
concentrating on concept development, the application and development of
new information and communication technology and the information society.
The institute has a permanent staff from a range of disciplines,
including economic, social and political sciences, IT engineering and
computer science. This mix of qualifications combined with a well
established network of international partners allows easy formation of
interdisciplinary and international teams well tuned to study
implications of the information society for citizens, businesses and
governments. Contact For further information, please contact:
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|empirica |
|Gesellschaft für Kommunikations- und Technologieforschung mbH |
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|53111 Bonn |
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|Tel: (49-228) 98530-0 * e-Mail: info@empirica.com * Web: |
|www.empirica.com | Bonn, June 2010
Table of Contents
1 Background and objectives 6
1.1 Study objectives 6
1.2 Study methodology 6
1.3 Study deliverables 8 2 The e-skills Communication 9
2.1 The messages of the e-skills communication 9
2.2 Planned Action Lines and Actions 11 3 The Activities of the European Commission 13
3.1 Introduction and Background 13
3.2 DG Enterprise and Industry (DG ENTR) Actions 13
3.2.1 Background 13
3.2.2 Description and Evaluation of the Implementation of Actions 14
3.3 DG Information Society and Media (DG INFSO and Media) 29
3.3.1 Background and Introduction 29
3.3.2 Description and Evaluation of the Implementation of Actions 29
3.4 DG Education and Culture (DG EAC) 36
3.4.1 Background and Introduction 36
3.4.2 Description and Evaluation of the Implementation of Actions 36
3.5 DG Employment and Social Affairs (DG EMPL) 43
3.5.1 Background and Introduction 43
3.5.2 Description and Evaluation of the Implementation of Actions 43
3.6 DG Research 47
3.7 Evaluation of the Implementation of Actions of the European Commission
48 4 The policies and activities of Member States 51
4.1 Objectives 51
4.2 Methodology 51
4.3 Belgium 53
4.4 Bulgaria 59
4.5 Czech Republic 63
4.6 Denmark 67
4.7 Germany 71
4.8 Estonia 75
4.9 Ireland 79
4.10 Greece 83
4.11 Spain 88
4.12 France 92
4.13 Italy 98
4.14 Cyprus 107
4.15 Latvia 113
4.16 Lithuania 116
4.17 Luxemburg 123
4.18 Hungary 127
4.19 Malta 131
4.20 Netherlands 136
4.21 Austria 141
4.22 Poland 145
4.23 Portugal 152
4.24 Romania 158
4.25 Slovenia 162
4.26 Slovak Republic 166
4.27 Finland 170
4.28 Sweden 174
4.29 United Kingdom 177
4.30 Turkey 183
4.31 The skills base context of the e-Skills and digital literacy
activity indexes 185 5 Other stakeholder initiatives and activities 188
5.1 European Centre for the Development of Vocational Training (Cedefop)
188
5.2 European e-Skills Association (EeSA), formerly e-Skills Industry
Leadership Board (e-Skills ILB) 189
5.3 Other industry associations and federations 192
5.3.1 Council of European Professional Informatics Societies (CEPIS)
192
5.3.2 PIN-SME 193
5.4 Eurostat 193
5.5 CSR Europe 194
5.6 IT Industry stakeholders in the United Kingdom 194
5.6.1 Microsoft 195
5.6.2 Cisco 196
5.6.3 Oracle 198
5.6.4 Deutsche Telekom 200
5.6.5 European Roundtable of Industrialists (ERT) 201
5.6.6 EuroCIO 202
5.6.7 European SchoolNet (EUN) 202
5.6.8 Trade Unions 204
5.6.9 DIGITALEUROPE 204 6 The relevance, effectiveness and efficiency of the EU e-skills agenda
206
6.1 Objectives 206
6.2 Methodology 206
6.3 Online survey results 207
6.3.1 General stakeholder views 208
6.3.2 Stakeholder evaluation of the e-skills agenda 209
6.3.3 The activities of Member States and other stakeholders 214
6.4 Stakeholders 216
6.4.1 The activities at European level 218
6.4.2 ICT Industry 223
6.4.3 Effectiveness 225
6.4.4 Efficiency 226
6.5 Scale, sustainability and resources allocation to 'digital literacy'
and 'e-skills' by the European Commission and by national government
227
6.5.1 Scale of European Commission efforts 227
6.5.2 Scale of national efforts 229 7 Annexes 231
7.1 Information Gathering Instrument 231
7.2 Online Stakeholder and Expert Survey Questionnaire 239 Background and objectives
1 Study objectives
The study on Evaluation of the Implementation of the Communication on "e-
Skills for the 21st Century" has been commissioned by the European
Commission DG ENTR with the objective to perform an evaluation of the
implementation of the Communication on "e-Skills for the 21st Century". The main objectives of the service contract are specified as - Evaluating the efficiency and effectiveness of the implementation of
the Communication in the different EU Member States and at European
level and the relevance of the EU e-skills agenda;
- Evaluating the results produced so far which will include policies,
initiatives and further activities of Member States, other
stakeholders (e.g. Industry an especially IT industry, IT
associations, employer associations, trade unions, industry
associations) and the European Commission ranging from policies and
initiatives started and implemented to projects and further activities
of different type;
- Evaluating how efficiently the activities have been implemented in
terms of organisation, management and interactions with stakeholders;
- Formulating recommendations on how the implementation of a long term e-
skills agenda may be improved and/or suggest alternative actions or
instruments.
The study will cover and address - national policies, initiatives and activities,
- European policies, initiatives and activities,
- multi-stakeholder partnerships of industry, associations, training
organisations, trade unions and other actors and
- further activities
on e-skills and digital literacy on the above issues embracing the complete
set of e-skills and media competences required in a knowledge-based economy
and society. It will include initiatives with respect to formal and
industry-based education and deal with the entire spectrum of e-skills
which includes "ICT user skills" (digital literacy of citizens) and "ICT
practitioner skills". 2 Study methodology
The work in the eSkills21 study is split into two main phases:
1. a first phase for gathering information, and a
2. second phase for analysing the collected empirical evidence and
putting it into context.
During the second phase, the initially collected information will be
validated and analytically condensed. Only then will it be possible to
answer the key research questions posed to this study and to develop
recommendations for future actions. To evaluate the implementation of the e-Skills Communication, a significant
amount of information needs to be systematically collected. The challenge is not only that the information owners are heterogeneous
(including actors in the public sector (national ministries and agencies,
different Directorates General of the European Commission, the private
sector, e.g. the IT industry, and educational organisations), different
types of associations, trade unions etc. but also the geographic scope of
the exercise, as the study is supposed to focus on activities in the 27 EU
Member States (if not regions). [pic] The information to be collected will have to include, in particular,
factual information about ongoing and completed policies, initiatives and
activities related to the topics of 'digital literacy' (ICT user skills)
and 'e-skills' (ICT practitioner skills) at the European level and in EU
Member States (e.g. information about the types of initiatives and the
stakeholders involved), as well as views of stakeholde