By Elizabeth Redden. The U.S. isn’t producing enough highly skilled graduates in the science, technology, engineering and mathematics (STEM) fields to meet the country’s workforce needs. To remain competitive in an increasingly globalized world the U.S. needs to step up its own production of STEM graduates and amend its immigration policies to better recruit the best and the brightest from abroad. Read more...
Cedefop is transforming the EU Skills Panorama website into a central access point for information and intelligence on skill needs in occupations and sectors across Europe. Your input will make a big difference - fill out the online survey to give your user feedback.
Cedefop aims to redesign the EU Skills Panorama to be a comprehensive, dynamic, interactive and user-friendly website that provides new data and information on European skill trends, as well as links to other European and national information sources. Website: EU Skills Panorama Website. See more...
Author(s): Barbara Neza Brecko, Anusca Ferrari and Yves Punie. DIGCOMP: un marco para desarrollar y entender las competencias digitales en Europa hacia una investigación y diseño del aprendizaje liderado por el maestro.
El presente artículo describe el marco de competencias digitales desarrollado por EC JRC IPTS a cargo de la DG de educación y cultura con el objetivo de contribuir a un mayor entendimiento y desarrollo de las competencias digitales en Europa. La competencia digital es una de las ocho competencias clave de formación continua y es esencial para la participación en nuestra cada vez más digitalizada sociedad. PDF Document 
Digital Literacies and eCompetence In depth 38 1.pdf. See more...
Author(s): Nives Kreuh and Barbara Neza Brecko. In 2007, the government of the Republic of Slovenia approved the Strategy for Development of Information Society in the Republic of Slovenia – si2010, which defined the national framework for the development of information society in Slovenia. The strategy includes providing suitable equipment for schools, developing e-content and training education professionals. PDF Document Digital Literacies and eCompetence From-field 38_5.pdf. See more...
Author(s): Santiago Giraldo Luque, Tomás Durán Becerra, Almudena Esteban and Isabel María Villegas Simón. This article presents the analysis and classification of different studies carried out to measure the media literacy skills of citizens. The text is presented in three parts.
The first part presents the main theoretical categories of the analysis that define the concept of media literacy and the major frameworks designed for the study of media competences. In the second part, the article examines a group of studies that propose different frameworks that assess media literacy competences. The analyzed studies are classified according to their assessment trends and methodology. PDF Document Digital Literacies and eCompetence In depth 38_2.pdf. See more...
Author: Francesca Helm. This paper looks at how digital literacies can be promoted in education through virtual exchange, a pedagogic practice with huge potential that is yet to be fully harnessed in the European Higher Education Area. After a brief overview of digital literacies and education, this paper defines virtual exchange and its current status in European policy and abroad. PDF Document Digital Literacies and eCompetence From-field 38_4.pdf. See more...
Author(s): Barbara Neza Brecko, Anusca Ferrari and Yves Punie. The paper describes the digital competence framework developed by EC JRC IPTS on behalf of DG Education and Culture with the overall aim to contribute to the better understanding and development of digital competence in Europe.
Digital competence is one of the eight key competences for lifelong learning and is essential for participation in our increasingly digitalised society. It is therefore necessary to understand and define what digital competence is and consists of. PDF Document Digital Literacies and eCompetence In depth 38 1.pdf. See more...
Across Europe, there is a growing gap between the demands for digital transformation on the one hand and the skills, know-how and capability of the work force on the other. About 90% of Europeans use a mobile phone or a smart phone, and more than one third of them use their device to access the Internet. Yet there is still a significant divide in terms of internet use: According to Eurostat data from 2013, more than 60% of individuals in the EU28 use the Internet daily, while 20% have never used it. The Digital Agenda for Europe aims to help Europe’s citizens and businesses to get the most out of digital technologies, and dedicates one of its seven pillars to digital literacy, skills and inclusion. This pillar comprises 13 concrete actions for tackling the digital divide and making every European Digital. See more...
La newsletter Europass du mois de mai est paru. Télécharger la newsletter.
The European area of Skills and Qualifications
The continuing difficulties surrounding the recognition and transparency of skills and qualifications hinder the development of the right mix of skills and qualifications as well as the mobility needed to achieve a better match between skills and jobs to help boost competitiveness and prosperity. The European Commission has collected the views of stakeholders on the problems faced by learners and workers with regard to the transparency and recognition of their skills and qualifications when moving within and between EU Member States, on the adequacy of the related European policies and instruments and on the potential benefits of developing a “European Area of Skills and Qualifications”.
Through the public consultation held between December 2013 and April 2014 the Commission wished to explore the extent and nature of the current obstacles to the recognition and transparency of skills and qualifications across Europe, possible solutions and the potential value added of EU action in the current and future economic and technological context. The consultation addressed in particular the following issues:
1. How to place a stronger focus on higher and more relevant skills
2. Further strengthening links between education/training, mobility and the labour market
3. Adapting to internationalisation trends
4. Ensuring overall coherence of tools and policies and further implementing the learning outcomes approach
5. Ensuring clarity of rules and procedures for the recognition of skills and qualifications for further learning
6. Increasing the focus on quality assurance
7. Providing learners and workers with a single access point to obtain information and services supporting a European area of skills and qualifications.
The results of the public consultation will feed into a possible Communication that the Commission may launch in 2015, followed by possible revisions of existing European instruments for the transparency and recognition of skills and qualifications. Télécharger la newsletter.
Dans sa note d'information no 12 d'avril 2014, la Direction de l'Evaluation, de la Prospective et de la Performance (DEPP) livre les résultats des tests de lecture et de numératie auxquels ont été soumis les jeunes concernés par la Journée Défense et Citoyenneté 2013.
Si en lecture les garçons sont plus nombreux à être en difficulté (11,1% contre 8,1% chez les filles), pour ce qui est de la numératie, ils sont 8,7% contre 10,7% chez les filles.
4,1 %, c'est la proportion de ces jeunes les plus en difficulté, et pouvant être considérés en situation d'illettrisme, selon les critères de l'Agence Nationale de Lutte Contre l'Illettrisme. Télécharger la Note. Voir l'article...
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