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on Information and Communication Technologies |
| By: | Anna Fielder; Riina Vuorikari (European Commission – JRC); Nuria Rodriguez-Priego (European Commission – DG JUST); Yves Punie (European Commission – JRC) |
| Abstract: | This report presents the results of a study of the requirements for developing a Digital Competence Framework in the context of a digital marketplace in the EU. Consumer digital competence is defined as the competence consumers need to function actively, safely and assertively in the digital marketplace. This framework will define the skills, knowledge and attitudes that consumers need to navigate the complex digital environment. The research project to create the Digital Competence Framework for Consumers is a joint action of DG Justice and Consumers (JUST), and the Joint Research Centre (JRC), the Commission's science and knowledge service. The work, carried out between 2015-2016, aimed to achieve the goals set out by the European Commission in its two recent Communications: "A New Skills Agenda For Europe - Working together to strengthen human capital, employability and competitiveness" (European Commission, 2016) and "A Digital Single Market Strategy for Europe" (European Commission, 2015). Both these Communications focus on the importance of citizens' digital skills and their capacity to participate more deeply in our digital society and economy. The study presented in this report is designed to elicit user requirements in order to support the development of the Digital Competence Framework for Consumers. The study was commissioned by the Joint Research Centre and it is a result of collaborative work between the authors of the report. Further consultation on requirements was carried out with DG JUST in which experts on various topics gave their input and contributed to the text. The literature and the hot-button issues described in this report reflect the state-of-play in 2015, when the study was carried out. The methodology used to clarify the requirements for a consumer digital competence framework had four main steps. First, a 'broad-but-shallow' look into important emerging issues in the field of online shopping and advertisement was taken. In this phase of the study, a number of European Commission working documents on the issue were reviewed. The focus was also on current relevant literature, both academic and grey literature. Second, the existing terms and major work in consumer competence was reviewed and links were made to behavioural insights. It emerged that lack of digital competence can make consumers vulnerable in today's complex digital environment. Third, part of the work consisted of testing the suitability of the existing Digital Competence Framework for Citizens (DigComp) in an expert workshop to further prompt requirements for the new framework. Lastly, to finalise the process of requirement gathering, a gap analysis was conducted on a number of prominent sources of educational material for consumer competence. The study found that the DigComp framework was a suitable starting point and confirms that it could be adapted to the new context of the digital marketplace. However, the analysis also showed that not all competencies are covered by the existing framework, in particular with regards to emerging digital trends and issues outlined. The final product of the project, the Digital Competence Framework for Consumers, is described in a JRC Science for Policy publication by Brecko & Ferrari (2016). All information is available also at the JRC Science Hub. |
| Keywords: | Digitally-competent educational organisations, innovation in education, European Framework for Digitally-Competent Educational Organisations, educational policy, digital learning technologies, self-assessment questionnaire, ICT for learning and skills |
| JEL: | I20 I21 I23 I28 I29 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc103332&r=ict |
| By: | Andrea de Panizza (Italian National Institute of Statistics (ISTAT)); Ibrahim Rohman Kholilul |
| Abstract: | The PREDICT 2016 EU Member States factsheets (current prices) present essential statistical data regarding the performance of the EU ICT sector in each EU Member State, and their comparison to the EU average. |
| Keywords: | R&D, ICT, Digital Economy, Information Society, Official Statistics, Industrial Transformation, Innovation |
| JEL: | L63 L86 L96 O32 O33 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc102364&r=ict |
| By: | Barbara Brecko; Anusca Ferrari |
| Abstract: | The European Digital Competence Framework for Consumers, also known as DigComp for Consumers, offers a tool to improve consumers’ digital competence. Consumer digital competence is here defined as the competence consumers need to function actively, safely and assertively in the digital marketplace. This definition builds on the previous work done on consumers’ competence and adapts it to digital environment thanks to the use of DigComp 2.0 framework as a starting point. This report introduces the conceptual reference framework of DigComp for Consumers that outlines 14 competences and further gives examples of each competence in the array of knowledge, skills and attitudes. |
| Keywords: | Digitally-competent educational organisations, innovation in education, European Framework for Digitally-Competent Educational Organisations, educational policy, digital learning technologies, self-assessment questionnaire, ICT for learning and skills |
| JEL: | I20 I21 I23 I28 I29 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc103155&r=ict |
| By: | Andrea de Panizza (Italian National Institute of Statistics (ISTAT)); Ibrahim Rohman Kholilul |
| Abstract: | The PREDICT 2016 EU Member States factsheets (Purchasing Power Standard) present essential statistical data regarding the performance of the EU ICT sector in each EU Member State, and their comparison to the EU average. |
| Keywords: | R&D, ICT, Digital Economy, Information Society, Official Stantistics, Industrial Transformation, Innovation |
| JEL: | L63 L86 L96 O32 O33 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc102365&r=ict |
| By: | Andrea de Panizza (Italian National Institute of Statistics (ISTAT)); Ibrahim Rohman Kholilul |
| Abstract: | The PREDICT 2016 EU benchmarking factsheets present essential statistical data regarding the performance of the EU ICT sector in EU and 12 non-EU countries: Australia, Brazil, Canada, China, India, Japan, Korea, Norway, Russia, Switzerland, Taiwan, and the United States. The data is presented in terms of Purchasing Power Parity (PPP) to allow comparability. |
| Keywords: | R&D, ICT, Digital Economy, Information Society, Official Statistics, Industrial Transformation, Innovation. |
| JEL: | L63 L86 L96 O32 O33 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:ipt:iptwpa:jrc102366&r=ict |
| By: | Fairlie, Robert W. (University of California, Santa Cruz); Kalil, Ariel (University of Chicago) |
| Abstract: | Concerns over the perceived negative impacts of computers on social development among children are prevalent but largely uninformed by plausibly causal evidence. We provide the first test of this hypothesis using a large-scale randomized control experiment in which more than one thousand children attending grades 6-10 across 15 different schools and 5 school districts in California were randomly given computers to use at home. Children in the treatment group are more likely to report having a social networking site, but also report spending more time communicating with their friends and interacting with their friends in person. There is no evidence that computer ownership displaces participation in after-school activities such as sports teams or clubs or reduces school participation and engagement. |
| Keywords: | computers, ICT, education, social development, school participation, experiment |
| JEL: | I20 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10398&r=ict |