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Inspiration

Are you an individual, an organisation, a policymaker, or a training provider?
Are you looking for inspiration for boosting digital transformation?
We are here to support you in defining your path to digital transformation by providing inspirational information on good practices, resources, and research from across the country and Europe.

Let’s find out more!

Initiative: Pioneers for Artificial Intelligence

By Country of the initiative, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Other, Public-private, Type of initiative of the good practiceNo Comments
Initiative: Pioneers for Artificial Intelligence

27.08.2024

The “Innovators for Artificial Intelligence (AI)” initiative is implemented by the non-profit organisation Science For You – SciFY and the ahedd Digital Innovation Hub of the National Centre for Natural Sciences (NCSR) “Demokritos”, with the support of the US Embassy in Athens and the John S. Latsis Public Benefit Foundation, and aims to train 1,000 Pioneers in Artificial Intelligence in Greece.

Purpose of the Initiative

The main goal of this initiative is to create an active community of 1,000 Pioneers in Greece who will know and can co-shape human-centric Artificial Intelligence (AI), leverage Artificial Intelligence to innovate and shape a better future for all.

The trained community of 1,000 will be composed of members of all professional categories such as:

  • entrepreneurs, high-level private business executives, IT executives
  • policy makers, politicians, Think Tanks, high-level ministries
  • NGO executives, social business executives
  • IT executives, IT students, tech workers, science researchers
  • Social/Political Scientists
  • involved in education (Gymnasium/Lyceum, Business, IT, Political Science, Social Sciences)

This community will be trained through an innovative program and will be networked and stimulated to be able to mobilize forces and collaborations in key sectors of the economy and society utilizing the latest technological developments.

The project includes

  • the training of 1,000 pioneers,
  • the website “AI in Greece“, which will be the central point of reference. It will inform about the developments, about the achievements of the 1,000 Pioneers for AI in Greece, will include articles on AI, educational content, etc.
  • the creation of a supportive community of researchers, experts, consultants, etc. (from Greece and abroad) who will have knowledge, motivation and the ability to contribute with their knowledge and support services. This enhances the sustainability of the project,
  • a networking and exchange platform of 1,000.

Training of the 1,000 frontrunners of the initiative

The training will combine theory and encouragement in practical application. It will be specifically designed for each different target group, and will include:

  • theoretical education (training, attending seminars, buying/offering a book),
  • action: organisation of at least one action on their own initiative, or participation in at least one initiative of another party (e.g. participation in a consultation).

The training will be completed in 3 years, with the aim of training 200 people in the first year, 300 in the second, and 500 in the third.

What is the expected impact?

The ultimate goal is to co-shape and leverage AI to increase impact primarily in the following areas:

  • the daily lives of citizens: understanding how AI works, avoiding undue fear of fake news, participating in consultations on AI,
  • the economy: taking entrepreneurial initiatives, creating new services, increasing innovation, creating competitive advantages,
  • AI policy making: raising awareness of AI issues, helping to create an appropriate regulatory framework, protecting citizens’ rights, fostering AI-enabled entrepreneurship,
  • impact of civil society action: leveraging AI tools to strengthen democracy, pluralism and more effective protection of citizens’ rights;
  • preparing young scientists to make use of AI, regardless of their field of knowledge;
  • strengthening the tools and role of Digital Humanities;
  • better formulation and more effective implementation of the ongoing National Strategy on AI

Why is it a good practice?

AI is already changing our present and future with applications in all areas of our lives. AI skills and knowledge significantly influence the demand for relevant professionals, while companies that make effective use of AI can innovate and grow through appropriate training. At the same time, proper understanding and knowledge of AI can mitigate both the risks and the unpredictable conditions created by this new technology.

New practices for the development of ethical AI systems also require the development of digital skills for human resources and there is a strong need to shape AI in a human-centric and ethical way. SciFY has trained more than 1,500 people to date in AI, participates in the DIGITAL SME Focus Group on AI, the European Commission initiative (AI Watch) and the European DIGITAL SME Alliance consisting of almost 40 AI experts representing companies from all over Europe.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills in education

Digital technology

Information and Communication Technologies (ICTs)

Level

Basic

Middle

Funding of the good practice

Public-private

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Other

Organisation providing the good practice

Robotics for Good Youth Challenge

By Bulgaria, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Public, Type of initiative of the good practiceNo Comments
Robotics for Good Youth Challenge

20.05.2024

The Robotics for Good Youth Challenge is an initiative launched by the UN in the context of growing climate challenges and increasingly frequent and intense natural disasters. Global climate change increases the risks and intensity of disasters such as torrential rains, landslides, flash floods, earthquakes, hurricanes and forest fires. In response to these emergencies, using robots for search and rescue operations is proving particularly effective.

Autonomous robots offer a quick and accurate response to finding survivors, which is crucial when every minute counts. By reducing the exposure of first responders to hazardous situations, these machines make disaster relief safer, more efficient and more affordable. In addition, robots have the advantage of being carbon neutral, which is part of a sustainable approach. They can speed up search and rescue operations, conduct geological mapping, assess damage, remove rubble and deliver medical supplies, among other tasks.

Why is this a good practice?

In this context, the Robotics for Good Youth Challenge invites teams from worldwide to design, build and code robots to address specific challenges related to disaster response for the year 2024-2025. Participants can use platforms such as Arduino, Raspberry Pi, or LEGO Mindstorms. The process includes research, brainstorming, prototyping, and programming. This educational competition aims to promote robotics and programming skills among young people, while raising awareness of the United Nations Sustainable Development Goals (SDGs). Participants acquire technical knowledge in robotics and coding, while developing essential skills for their professional and future lives, such as teamwork, problem solving, project management, critical thinking and information retrieval.

How can I participate in this initiative?

Contest participants can register in person if a national organiser is present in their country or region. In the absence of a physical event, they have the opportunity to individually prepare their project and submit their results as a video for evaluation by a jury. In Luxembourg, this challenge is organised by the Lëtzebuerger Kannerduerf Foundation in Luxembourg. Private and public entities are encouraged to organise national events for this challenge between April 2024 and April 2025, with applications for the organisation to be submitted before 1 June 2024, and participant registrations open until 1 November 2024. Participants, usually between the ages of 12 and 18, register individually or as part of a team. Each team is encouraged to be composed of members with diverse interests and skills for a multidisciplinary approach.

The competition promotes inclusion by making learning robotics and coding accessible to all, regardless of gender, socio-economic status or academic abilities. It also encourages the use of recycled materials and environmentally friendly solutions, with a focus on the development of sustainable robots.

How the Challenge works

After registration and conniassance of the theme chosen for the edition, the challenge takes place in several stages

  1. Mentoring and workshops: Participants benefit from mentoring sessions with robotics and engineering experts. Workshops are organized to teach specific technical skills and guide the teams in the development of their projects.
  2. Presentations and evaluations: Teams present their projects to a jury of technology and sustainability experts. The evaluation criteria shall include innovation, feasibility, social and environmental impact, presentation and teamwork.
  3. Award ceremony: The best teams are rewarded at an awards ceremony. Winners may receive scholarships, funding to further develop their projects, or opportunities for continuous mentoring.
Old edition

In one of the last editions, for example, the theme was ‘Technology for Health and Well-being’, a topic relevant in the current context of the COVID-19 pandemic. Projects featured included robots to help older people stay active at home, automated disinfection systems, and solutions to improve mental health through technology.

Details

Target audience

Digital skills in education

Digital technology

Digital skills

Level

Basic

Intermidiate

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Bulgaria

Other

Organisation providing the good practice

DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes

25.10.2024

Abstract: The Digital Competence Framework for Citizen (DigComp) provides a common understanding of what digital competence is. The present publication has two main parts: the integrated DigComp 2.2 framework provides more than 250 new examples of knowledge, skills and attitudes that help citizens engage confidently, critically and safely with digital technologies, and new and emerging ones such as systems driven by artificial intelligence (AI). The framework is also made available following the digital accessibility guidelines, as creating accessible digital resources is an important priority today. The second part of the publication gives a snapshot of the existing reference material for DigComp consolidating previously released publications and references.
Authors:
You can READ THE DigComp2.2 HERE
Details

Document

PDF

Target audience

Digital skills for all

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Methodology

Other educational materials

Language of the educational resource

Bulgarian

English

Country providing the educational resource

Other

Organisation providing the educational resource

Publications Office of the European Union

European Cybersecurity Skills Framework (ECSF)

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
European Cybersecurity Skills Framework (ECSF)

10.10.2024

The ECSF provides an open tool to build a common understanding of the cybersecurity professional role profiles in Europe and common mappings with the appropriate skills and competences required.

 

European Cybersecurity Skills Framework (ECSF)

The European Cybersecurity Skills Framework (ECSF) is a practical tool to support the identification and articulation of tasks, competences, skills and knowledge associated with the roles of European cybersecurity professionals. It is the EU reference point for defining and assessing relevant skills, as defined in the Cybersecurity Skills Academy, which was recently announced by the European Commission.

The ECSF summarises the cybersecurity-related roles into 12 profiles, which are individually analysed into the details of their corresponding responsibilities, skills, synergies and interdependencies.  It provides a common understanding of the relevant roles, competencies, skills and knowledge mostly required in cybersecurity, facilitates recognition of cybersecurity skills, and supports the design of cybersecurity-related training programmes.

The framework and the corresponding user manual were presented during the 1st ENISA cybersecurity skills conference, in September 2022.

Within this context, in April 2023, the Commission adopted the Communication on a Cybersecurity Skills Academy, a policy initiative which aims to bring together existing initiatives on cyber skills and improve their coordination, with a view to bridging the cybersecurity talent gap and boosting competitiveness, growth and resilience in the EU. The ECSF constitutes the basis on which the Academy will define and assess relevant skills, monitor the evolution of the skill gaps and provide indications on the new needs. The impact and the future of the ECSF, as well as its role in the Academy, were elaborated in the 2nd edition of the ENISA Cybersecurity Skills Conference, which took place in September 2023, in Segovia, Spain.

ECSF Goals in Brief
  1. Use of the ECSF ensures a common terminology and shared understanding between the demand (workplace, recruitment) and supply (qualification, training) of cybersecurity professionals across the EU.
  2. The ECSF supports the identification of the critical skill sets required from a workforce perspective. It enables providers of learning programmes to support the development of this critical set of skills and helps policy-makers support targeted initiatives to mitigate the gaps identified in skills.
  3. The framework facilitates an understanding of leading cybersecurity professional roles and the essential skills they require, including soft skills, along with the legislative aspects (if any). In particular, it enables non-experts and HR departments to understand the requirements for resource planning, recruitment and career planning in supporting cybersecurity.
  4. The framework promotes harmonisation in cybersecurity education, training, and workforce development. At the same time, this common European language in the context of cybersecurity skills and roles connects well with the entire ICT professional domain.
  5. The ECSF contributes to achieving enhanced shielding against cyberattacks and to ensuring secure IT systems in society. It provides a standard structure and advice on how to implement capacity building within the European cybersecurity workforce.

 

READ ECSF HERE

READ CYBERSECURITY EDUCATION MATURITY ASSESSMENT HERE

Details

Target audience

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills for public administration

Digital technology

Cybersecurity

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Methodology

Other educational materials

Language of the educational resource

Bulgarian

English

Country providing the educational resource

Other

Organisation providing the educational resource

The European Union Agency for Cybersecurity (ENISA)

Digital Competence Framework for Educators (DigCompEdu)

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
Digital Competence Framework for Educators (DigCompEdu)

01.10.2024

The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications requires educators to develop their digital competence.

 

The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe.

DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.

This framework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC).

 

EXPLORE the DigCompuEdu Framework

 

As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
On International and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implement regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.

 

Authors:
Editors:

 

 

DigCompEdu describes 22 competences organised in six Areas.

 

Area 1: Professional Engagement
1.1 Organisational communication

To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies.

1.2 Professional Collaboration

To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.

1.3 Reflective Practice

To individually and collectively reflect on, critically assess and actively develop one’s own digital pedagogical practice and that of one’s educational community.

1.4 Digital Continuous Professional Development

To use digital sources and resources for continuous professional development.

Area 2: Digital Resources
2.1 Selecting digital resources

To identify, assess and select digital resources for teaching and learning. To consider the specific learning objective, context, pedagogical approach, and learner group, when selecting digital resources and planning their use.

2.2 Creating and modifying digital content

To modify and build on existing openly-licensed resources and other resources where this is permitted. To create or co-create new digital educational resources. To consider the specific learning objective, context, pedagogical approach, and learner group, when designing digital resources and planning their use.

2.3 Managing, protecting andsharing digital resources

To organise digital content and make it available to learners, parents and other educators. To effectively protect sensitive digital content. To respect and correctly apply privacy and copyright rules. To understand the use and creation of open licenses and open educational resources, including their proper attribution.

Area 3: Teaching and Learning
3.1 Teaching

To plan for and implement digital devices and resources in the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction.

3.2 Guidance

To use digital technologies and services to enhance the interaction with learners, individually and collectively, within and outside the learning session. To use digital technologies to offer timely and targeted guidance and assistance. To experiment with and develop new forms and formats for offering guidance and support.

3.3 Collaborative learning

To use digital technologies to foster and enhance learner collaboration. To enable learners to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration and collaborative knowledge creation

3.4 Self-regulated learning

To use digital technologies to support learners’ self-regulated learning, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions

Area 4: Assessment
4.1 Assessment strategies

To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches.

4.2 Analysing evidence

To generate, select, critically analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning.

4.3 Feedback and Planning

To use digital technologies to provide targeted and timely feedback to learners. To adapt teaching strategies and to provide targeted support, based on the evidence generated by the digital technologies used. To enable learners and parents to understand the evidence provided by digital technologies and use it for decision-making.

Area 5: Empowering Learners
5.1 Accessibility and inclusion

To ensure accessibility to learning resources and activities, for all learners, including those with special needs. To consider and respond to learners’ (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies.

5.2 Differentiation and personalisation

To use digital technologies to address learners’ diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.

5.3 Actively engaging learners

To use digital technologies to foster learners’ active and creative engagement with a subject matter. To use digital technologies within pedagogic strategies that foster learners’ transversal skills, deep thinking and creative expression. To open up learning to new, real-world contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners’ active involvement in complex subject matters.

Area 6: Facilitating Learners’ Digital Competence
6.1 Information and media literacy

To incorporate learning activities, assignments and assessments which require learners to articulate information needs; to find information and resources in digital environments; to organise, process, analyse and interpret information; and to compare and critically evaluate the credibility and reliability of information and its sources.

6.2 Digital communication and collaboration

To incorporate learning activities, assignments and assessments which require learners to effectively and responsibly use digital technologies for communication, collaboration and civic participation.

6.3 Digital content creation

To incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

6.4 Responsible use

To take measures to ensure learners’ physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly.

6.5 Digital problem solving

To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations.

 

You can read the DigComp for EDU HERE.

Details

Document

link to uploaded PDF or website

Target audience

Digital skills for all

Digital skills in education

Digital skills for children

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Framework

Methodology

Case study

Language of the educational resource

Bulgarian

English

Organisation providing the educational resource

Publications Office of the European Union

The best AI tools for education

By AI & ML, Basic digital skills, Bulgaria, Bulgarian, Country providing the educational resource, For all, For ICT professionals, In education, Inspiration, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Other educational resources, Technology, Type of the educational resourceNo Comments
The best AI tools for education

05.02.2024 |

Most of the discussions about artificial intelligence (AI) tools are often focused on business, but there is immense potential for AI to dramatically improve our educational systems. This is one of the most effective tools that teachers can have at their disposal, often relieving them of administrative burdens. These technologies will not replace teachers but rather allow them to allocate more time to student learning.

AI is rapidly growing in the education sector and is becoming a global billion-dollar market. This rapid growth is due to its ability to transform many aspects of teaching and learning processes. AI can create engaging virtual learning environments, generate “intelligent content,” alleviate language barriers, bridge gaps between learning and teaching, create specialized plans for each student, and much more.

Many innovative companies are creating AI tools to achieve these results. Let’s look at some of the best AI tools for education:

  1. Gradescope

What is Gradescope?

Gradescope’s AI tool allows students to evaluate each other while providing feedback simultaneously, which often consumes a lot of time without AI technology. Gradescope relies on a combination of machine learning (ML) and AI for easier grading, saving time and energy.

By outsourcing these tasks to external evaluators, teachers can focus on more important tasks. Gradescope can be used by teachers to grade paper exams and online assignments, as well as to prepare projects in one place.

Here are some key features of Gradescope:

  • AI-assisted and manually grouped questions
  • Time extensions specific to students
  • Grading with AI assistance
  • Improved efficiency and fairness
2.Fetchy

Fetchy is a generative AI-based platform created specifically for teachers. It empowers teachers to unleash their full teaching potential by simplifying and streamlining the myriad tasks they face, including creating engaging lessons, generating newsletters, crafting professional emails, and more. By harnessing the power of AI, Fetchy enables teachers to enhance their teaching methods, optimize time management, and make confident and informed decisions.

Fetchy specializes in personalizing generated language to meet teachers’ requirements without requiring them to formulate complex prompts. When using Fetchy’s personalized solutions, teachers can expect tailored results that align with their specific educational needs.

  • Generate lesson plans
  • Review history from multiple perspectives
  • Find mathematical or scientific experiments
  1. Nuance

Located in Burlington, Massachusetts, Nuance provides speech recognition software that can be used by both students and teachers. The company’s Dragon Speech Recognition product can transcribe up to 160 words per minute, aiding students who have difficulty writing or typing. The tool also supports verbal commands for document navigation, which is essential for students with accessibility needs.

Dragon offers many more features, including the ability to dictate lesson plans, curriculum, worksheets, reading lists, and more at speeds three times faster than typing, all while achieving 99% accuracy.

Here are some key features of Nuance’s Dragon:

  • Accessibility features supporting verbal commands
  • Voice assessment of students’ work
  • Dictate work in class with 99% accuracy

You can find the top 10 AI tools for education here.

Details

Website

www.unite.ai/bg

Target audience

Digital skills for all

Digital skills for ICT professionals

Digital skills in education

Digital technology

Artificial intelligence

Digital Skills

Level

Middle

Type of the educational resource

Other educational materials

Language of the educational resource

Bulgarian

Country providing the educational resource

Bulgaria

COMPUTER SCIENCE – THE PATH TO NEW AND PROMISING CAREER OPPORTUNITIES

By Bulgaria, Bulgarian, Country providing the educational resource, INSPIRATION, Inspiration, INSPIRATION: Educational resources, Language оf the educational resource, Other educational resources, Self-assesment tool, Type of the educational resourceNo Comments
COMPUTER SCIENCE - THE PATH TO NEW AND PROMISING CAREER OPPORTUNITIES

12.08.2023 |

Computer science is one of the fastest growing fields in recent decades. They include the understanding of hardware and software and their use for information processing, as well as the study of algorithms, the use and processing of databases, the design and modelling of computer and network systems, and the creation of artificial intelligence. The scope of the computing field extends from small processor components, to programming languages, computer simulations, visuals and graphics, the connectivity of devices and objects on a global internet network, to cloud computing and virtual reality.

What is taught?

Computer science is a discipline with many overlapping subjects such as programming, mathematics, information technology (IT), logic, engineering. At its core, software development serves to solve complex problems in heterogeneous fields such as electronics, physics, biology, chemistry, finance, psychology, etc. In information technology, the emphasis falls on information transfer and storage, while software engineering combines programming with the use of engineering techniques and skills. Along with some of the most used programming languages – C#, Java, JavaScript, Python, HTML, CSS, Oracle, students also have the option to study subjects such as Cyber Security, Open Source Software Development, Programming for Virtual Reality and Artificial Intelligence, Web Programming. Typically in the first year of study, the programme includes compulsory modules, while as students progress into the upper years, they are offered more flexibility to choose their major or specialisation in the field, with internships often compulsory.

Job opportunities

As one of the most dynamically developing industries, IT is constantly providing new and promising career opportunities. Graduates find careers as software and hardware engineers, software and application developers, software architects, IT project managers, data analysts, computer game developers, and IT entrepreneurs.

Programmes and specialisations in computer science:

  • Information Systems
  • Business Informatics
  • Computer Security
  • Computer and business systems modelling
  • Artificial Intelligence
  • Computer Game Design and Development
  • Cybersecurity and ethical hacking
  • Mathematics and Computer Science
  • Information Technology and Software Engineering
  • Embedded Systems Design and Programming (MA)

Integral also offers a Career Navigator course, MyUniChoices test and IELTS preparation.

Details

Website

www.digitalalliance.bg 

Document

link to uploaded PDF or website

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for children

Digital skills for public administration

Digital technology

Artificial intelligence

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Self-assessment tool

Methodology

Curriculum

Massive open online course

Case study

Other educational materials

Language of the educational resource

Bulgarian

English

Methodology

Example: Linked to European Digital Security Policies and strategies

Country providing the educational resource

Bulgaria

Other

Organisation providing the educational resource

Integral

DIGITAL LITERACY SKILLS ASSESSMENT

By Audience, Basic digital skills, For all, INSPIRATION, INSPIRATION: Educational resources, Self-assesment tool, Technology, Type of the educational resourceNo Comments
DIGITAL LITERACY SKILLS ASSESSMENT

27.03.2023 |

 Digital literacy and skills are critical for most employees and employers in the 21st century. The gradual introduction of digital technologies into every sector of the economy places new demands on employees who want to succeed in the labour market.

In this article you can find a Digital Literacy and Skills Test that will help you assess your competitiveness in terms of the work skills that employers are looking for in their current, but also future employees.

The test consists of 26 questions of varying difficulty and is designed to assess your digital skills and should serve as a starting point for your subsequent development. The results, which will be given to you immediately, will show whether you have the minimum knowledge required to use computer systems, e-mail and other tools indispensable in carrying out everyday work tasks, regardless of the sector to which they relate.

Translated with www.DeepL.com/Translator (free version)

Details

Document

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Digital Skills

Level

Basic

Type of the educational resource

Self-assessment tool

Language of the educational resource

English

Methodology

Country targeted for the educational resource

All

Organisation providing the educational resource

Accelier

The Panhellenic School Network in Greece

By Country providing the good practice, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Other, Public, Type of initiative of the good practiceNo Comments
The Panhellenic School Network in Greece

27.08.2024

The Panhellenic School Network is the national online infrastructure for the provision of internet and communication services to the educational community of Greece. The DCF is the official national network and internet service provider for all educational and administrative units under the authority of the Greek Ministry of Education, Religious Affairs and Sport, including foreign units.

It has been developed to provide high-quality technology services to all schools, teachers and students, connecting the educational community electronically and securely and meeting the needs of the modern educational process through access to digital tools and services that facilitate teaching and learning. It provides a variety of services, such as internet access, web hosting, e-learning platforms, collaboration tools and digital support, thus enhancing the educational process and facilitating communication between teachers, students and parents. At the same time, the information provided through its services is reliable and verifiable, while there is constant updating and upgrading of services based on the needs of users.

Today, the Panhellenic School Network interconnects a total of 16,221 units, of which 14,504 are schools (public and private) of Primary, Secondary and Post-Secondary Education, 151 administrative units of Primary and Secondary Education and 1,013 other structures, such as the General State Archives, Environmental Education Centres and other support structures.

Summary of the services provided by the Panhellenic School Network
  1. Internet and Networking Services
    • Connection to the DCF: It provides broadband internet access for school units and administrative services.
    • Secure Internet access: Ensuring safe navigation and information for the safe use of the internet.
    • Hosting of websites: Hosting and managing websites and domain names for schools, with Web Analytics services.
  2. Management, certification and user support
    • Create and manage accounts for schools, teachers and students, with access retrieval support.
    • Provision of assistance and information through the central DCF portal and the Help-Desk service
  3. Communication and Cooperation
    • Providing platforms for communities, blogs, school magazines and file sharing.
    • Providing email accounts, collaboration tools and managing email lists.
    • eLearning Services: Support videoconferencing, e-teaching, and hands-on teacher training.
    • Multimedia services: Creation and management of multimedia material, live broadcasts and presentations.
  4. Support services: User identity management, provision of digital certificates and technical support through remote access.
The Panhellenic School Network in numbers

The DCF currently serves over 1,318,107 people with personalized access, including:

  • 137,640 practicing teachers
  • More than 1,000,000 students of Primary and Secondary Education
  • 4,193 administrative staff
  • 50 779 inactive teachers, such as retired and former teachers

The infrastructure of the DCF shall serve in particular:

  • 9,298 public primary schools
  • 1,012 private primary schools
  • 3,673 public secondary schools
  • 248 private secondary schools
  • 273 units of Post-Secondary Education
  • 58 administrative units of Primary Education
  • 60 administrative units of Secondary Education
  • 14 Regional Education Directorates
  • 288 support structures
  • 725 other structures, such as GBER, RCO, OEM, etc.

The total accounts in the DCF amount to 1 346 450 . Of these, 28,343 accounts are used for the needs of the units, while 1,318,107 are personal accounts for teachers, pupils, administrative staff and non-active teachers. (Statistics update: 12/08/2024 ).

Internet security priority

The Panhellenic School Network (PSD) undertakes a series of actions and initiatives to promote a creative and safe internet for the educational community in Greece. These actions aim to enhance digital literacy, safety and responsible use of the internet by students, teachers and parents. Actions and initiatives include educational initiatives on digital security, awareness-raising campaigns, the creation and distribution of educational material, support for the creative use of digital technologies, etc. Indicative actions include:

  • 1999: The online content moderation service has been launched, which is constantly being upgraded to ensure safe browsing for students.
  • 2009: Creation of the “Internet Safety” information hub to provide educational material and information to teachers, pupils and parents.
  • 2011: The provision of webinars through the “Digital Security” section of eTwinning begins, with the aim of supporting schools to use the internet safely.
  • 2014: Participation in the Web WeWant initiative, by adapting the Greek version of the book for high school students, encouraging the development of critical thinking and exploring online rights.
  • 2017: Organise eTwinning online courses, such as the “Creative and Safe Internet”, and participate in the conference “Learning to Think in a Digital Society” with the participation of teachers from the EU.
Integrated actions
  1. eSafety Label+: Become the next eSafety Champion (2017-2019): As a coordinating partner under Erasmus+ (KA2), the DCF has helped promote the exchange of knowledge and best practices on digital security in schools. A total of 341 Greek schools received the digital security label.
  2. EduWeb (2016-2018): The aim of the project was to strengthen cooperation in the fight against digital exclusion of adults, with students acting as educators of their digitally illiterate family members.
  3. Connecting with Prudence (2015-2016): In collaboration with Safer Internet, this action trained 38,319 students and 318 teachers in the correct and creative use of the Internet.
  4. School Violence and Bullying Prevention and Response Network (2014-2015): Around 16,000 teachers were trained to deal with school violence, including cyberbullying.
  5. Call a Safer Internet Expert (2015): Action that enabled schools to call experts to inform and educate the school community about safe use of the internet.
  6. SUPPORT (2012-2015): Training of more than 2,500 IT teachers for the safe and creative use of the internet through the SUPPORT project in the framework of the NSRF 2007-2013.
Why is it good practice?

The DCF is a particularly successful and well-established good practice in the field of digital education in Greece, and this can be documented in several ways:

  1. Broad Dissemination and Coverage: With a service of 16,221 credits and personalized access for over 1.3 million users, the GDS has managed to cover almost the entire educational community in Greece.
  2. Support for distance learning: The DCF provides critical e-learning services that have become an integral part of daily education. Especially during the COVID-19 pandemic, these services proved their value, ensuring the continuity of the educational process.
  3. Reduction of Inequalities: The impact of the GDS is extensive, as it offers digital infrastructure to the whole educational community. It has facilitated access to educational material, cooperation between teachers and the participation of students in digital programmes. It has also contributed to reducing inequalities in access to educational resources.
  4. Security and Data Protection: By managing more than 10,000,000 malware attacks and implementing strict security protocols, the DCF ensures data security and the protection of its users.
  5. Sustainability and Growth: The DCF is financed by national and European funds, which ensures its sustainability and development. The continuous upgrade of its services and its flexibility to adapt to new technological requirements prove its long-term success.
  6. Promoting Digital Governance: Through its eGovernment services, the DCF promotes transparency and efficient administration, facilitating interaction between educational institutions and the Ministry.

The Panhellenic School Network is a model of digital infrastructure for education, offering reliable and secure services to hundreds of thousands of users across the country. With its constant presence and continuous development, the DCF is a living example of good practice that can be a guide for other countries or educational organisations wishing to develop similar initiatives. The success of the DCF is due to the integration of modern technological solutions, data security and the continuous support of its users.

Details

Target audience

Digital skills for all

Digital skills in education

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

National initiative

Country providing the good practice

Other

Organisation providing the good practice

Start date

3 September 2012

End date

4 September 2034

Initiative: Pioneers for Artificial Intelligence

By Country of the initiative, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Other, Public-private, Type of initiative of the good practiceNo Comments
Initiative: Pioneers for Artificial Intelligence

27.08.2024

The “Innovators for Artificial Intelligence (AI)” initiative is implemented by the non-profit organisation Science For You – SciFY and the ahedd Digital Innovation Hub of the National Centre for Natural Sciences (NCSR) “Demokritos”, with the support of the US Embassy in Athens and the John S. Latsis Public Benefit Foundation, and aims to train 1,000 Pioneers in Artificial Intelligence in Greece.

Purpose of the Initiative

The main goal of this initiative is to create an active community of 1,000 Pioneers in Greece who will know and can co-shape human-centric Artificial Intelligence (AI), leverage Artificial Intelligence to innovate and shape a better future for all.

The trained community of 1,000 will be composed of members of all professional categories such as:

  • entrepreneurs, high-level private business executives, IT executives
  • policy makers, politicians, Think Tanks, high-level ministries
  • NGO executives, social business executives
  • IT executives, IT students, tech workers, science researchers
  • Social/Political Scientists
  • involved in education (Gymnasium/Lyceum, Business, IT, Political Science, Social Sciences)

This community will be trained through an innovative program and will be networked and stimulated to be able to mobilize forces and collaborations in key sectors of the economy and society utilizing the latest technological developments.

The project includes

  • the training of 1,000 pioneers,
  • the website “AI in Greece“, which will be the central point of reference. It will inform about the developments, about the achievements of the 1,000 Pioneers for AI in Greece, will include articles on AI, educational content, etc.
  • the creation of a supportive community of researchers, experts, consultants, etc. (from Greece and abroad) who will have knowledge, motivation and the ability to contribute with their knowledge and support services. This enhances the sustainability of the project,
  • a networking and exchange platform of 1,000.

Training of the 1,000 frontrunners of the initiative

The training will combine theory and encouragement in practical application. It will be specifically designed for each different target group, and will include:

  • theoretical education (training, attending seminars, buying/offering a book),
  • action: organisation of at least one action on their own initiative, or participation in at least one initiative of another party (e.g. participation in a consultation).

The training will be completed in 3 years, with the aim of training 200 people in the first year, 300 in the second, and 500 in the third.

What is the expected impact?

The ultimate goal is to co-shape and leverage AI to increase impact primarily in the following areas:

  • the daily lives of citizens: understanding how AI works, avoiding undue fear of fake news, participating in consultations on AI,
  • the economy: taking entrepreneurial initiatives, creating new services, increasing innovation, creating competitive advantages,
  • AI policy making: raising awareness of AI issues, helping to create an appropriate regulatory framework, protecting citizens’ rights, fostering AI-enabled entrepreneurship,
  • impact of civil society action: leveraging AI tools to strengthen democracy, pluralism and more effective protection of citizens’ rights;
  • preparing young scientists to make use of AI, regardless of their field of knowledge;
  • strengthening the tools and role of Digital Humanities;
  • better formulation and more effective implementation of the ongoing National Strategy on AI

Why is it a good practice?

AI is already changing our present and future with applications in all areas of our lives. AI skills and knowledge significantly influence the demand for relevant professionals, while companies that make effective use of AI can innovate and grow through appropriate training. At the same time, proper understanding and knowledge of AI can mitigate both the risks and the unpredictable conditions created by this new technology.

New practices for the development of ethical AI systems also require the development of digital skills for human resources and there is a strong need to shape AI in a human-centric and ethical way. SciFY has trained more than 1,500 people to date in AI, participates in the DIGITAL SME Focus Group on AI, the European Commission initiative (AI Watch) and the European DIGITAL SME Alliance consisting of almost 40 AI experts representing companies from all over Europe.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills in education

Digital technology

Information and Communication Technologies (ICTs)

Level

Basic

Middle

Funding of the good practice

Public-private

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Other

Organisation providing the good practice

SchuBu Systems: An Online Learning Platform for Secondary School Students

By Country providing the good practice, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Other, Private, Type of initiative of the good practiceNo Comments
SchuBu Systems: An Online Learning Platform for Secondary School Students

07.08.2024

SchuBu is a teaching and learning platform designed to help secondary school students acquire digital skills.

SchuBu Systems: Online Textbook for Digital Education

The SchuBu project, developed by SchuBu Systems GmbH, offers curriculum-aligned digital textbooks for free and serves as a comprehensive teaching and learning platform. The digital education section provides interactive and age-appropriate content on topics such as artificial intelligence, media literacy, and data management for secondary school students.

SchuBu: Digital Education

In the “Digital Education” section, SchuBu follows the Austrian curriculum for the corresponding subject and is specifically designed for classroom use. The digital textbooks cover the material for an entire school year, presented in illustrated learning pathways with numerous exercises. These resources can be used as standalone textbooks or as interactive supplements to existing books.

Background and Objectives

The SchuBu project was initiated with the goal of engaging students in learning through motivating tasks. The wide range of resources, including exercises, interactive elements, games, and animations, allows students to delve deeply into curriculum topics and explore connections on their own. This approach enhances intrinsic motivation and contributes to lasting learning success.

A Resource for Teachers as Well

SchuBu also offers many useful tools for teachers to make their lessons more engaging and interactive. SchuBu+ is a paid extension that provides materials specifically designed for classroom use, including online assignments with automatic grading, ready-to-use presentations, worksheets with answers, and practical teaching tools. SchuBu+ also offers detailed additional information tailored for teachers, such as learning objectives, a competency model, and comprehensive curriculum references, all of which can aid in lesson planning.

Content for Digital Education

Currently, SchuBu offers digital education content for the fifth, sixth, and seventh grades, with materials for the eighth grade expected in fall 2024. The textbooks cover various aspects of the digital world, including topics like the internet, artificial intelligence, and disinformation. Students develop an understanding of digital tools, creative online collaboration, and the ethics and privacy concerns of the digital realm.

Didactic Structure

The SchuBu learning packages are designed in three stages. To convey the content, there are presentations with animated slides, which can also be used in flipped-classroom settings. Understanding and independent learning are supported through simulations, games, and interactive content. Finally, students have various opportunities to practice and reinforce the material.

Terms of Use

The digital textbooks from SchuBu Systems are not openly licensed, but the basic content, including learning pathways and exercises, is accessible for free without a login. Premium content is clearly marked and requires registration. SchuBu may not be used for commercial purposes.

What makes “SchuBu Digital Education” a Good Practice?

The focus on interactivity and gamification in SchuBu’s learning packages creates motivating learning experiences for students. The content is developed by educators with extensive practical experience and integrates seamlessly into classroom instruction. It is compatible with all digital devices with internet access, ad-free, and GDPR-compliant. The project has been recognized by the Federal Ministry of Education, Science and Research with the Learning Apps Quality Seal and has received the State Prize for Digitalization in the category “Digital Competencies, Education, and Training.” Additionally, the online portal eLearning Journal awarded SchuBu the 2022 eLearning Award in the “School” category.

Details

Website

Target audience

Digital skills in education

Digital technology

Digital skills

Level

Basic

Funding of the good practice

Private

Type of initiative of the good practice

National initiative

Country providing the good practice

Austria

Organisation providing the good practice

Career guidance for young people through virtual company tours

By Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Public-private, Type of initiative of the good practiceNo Comments
Career guidance for young people through virtual company tours

22.08.2024

Among other things, the digital transformation has changed the way information is communicated. This also applies to information about professions and companies. The Biwi – Virtual Company Tour project also makes use of this. 

Getting to know professions virtually

With the help of virtual reality glasses (VR glasses), young people can immerse themselves more intensively than before in a wide range of professions. They can explore training companies in 360-degree mode and experience the respective occupational field in a realistic 3D video format. The information is provided by peers who are currently undergoing training or an apprenticeship at the company in question. 

The VR glasses required for this are available in the WKO career information centers and the Berufsinformationszentrum der Wiener Wirtschaft (BiWi), for example. They are mainly used for career and apprenticeship counseling.

Visit companies from home

The virtual company tours are not only possible in the centers equipped for this purpose, but also from home. With the help of a special web application, the companies can be explored via computer or notebook. The app is freely accessible and the interface can be navigated using a mouse. A smartphone or tablet can also be used as a “window” into the virtual world of apprenticeships. The gyroscope function enables 360° rotation and free orientation within the virtual environment.

Young people currently have access to just under 80 professions they can experience, and the range is constantly being expanded. Information is currently available on professions in the fields of construction and trades; vehicles and machinery; physics, chemistry and planning; language and culture; health and social affairs; working in nature; food and hospitality; art, sport and beauty.

What makes BiWi virtual company tours a good practice?

The offer can be used on an individual and self-directed basis, but can also be used as part of career guidance courses or in a school context. In this way, young people can decide for themselves whether the respective occupational field appears interesting to them – and they also come into contact with career opportunities that may have been previously unknown. 

On the one hand, using this service increases the digital skills of the people who create the respective content. On the other hand, it automatically leads to an increase in skills on the part of the users when they use this VR technology. The open and free use of the app promotes participation for all and is a good example of the inclusive potential of digital technologies

Details

Website

Target audience

Digital skills in education

Digital technology

Virtual Reality

Level

Basic

Funding of the good practice

Public-private

Type of initiative of the good practice

National initiative

Country providing the good practice

Austria

Organisation providing the good practice

Digital Inclusion

By Country providing the good practice, Funding of the good practice, INSPIRATION: Good practices, National good practice initiative, Other, Private, Type of initiative of the good practiceNo Comments
Digital Inclusion

14.06.2024

Digital Inclusion, an initiative by Česko.Digital and Notum focuses on developing an educational platform to improve the digital skills of social workers in the Czech Republic. This platform aims to equip social workers with the necessary digital skills and knowledge to enhance their work and provide better digital support to their clients. Additionally, it serves as a resource for improving the digital skills of digitally excluded and vulnerable clients, who constitute 30% of the Czech population.

Why is this Initiative Necessary?

The rationale behind the Digital Inclusion project stems from unique research conducted by Česko.Digital, supported by numerous Czech NGOs, among digitally excluded or vulnerable populations in the Czech Republic. The research identified three main challenges these individuals face. Firstly, they are highly susceptible to digital fraud and scams and struggle to identify or mitigate them effectively. Secondly, they are often suspicious of and reluctant to interact with state institutions online, hindering the timely addressing of their needs. Additionally, professionals in social services, residential facilities, and other support roles often lack the digital skills to support these individuals effectively. Recognising these issues, intervention among social workers was identified as the most systematic and scalable solution. Social workers who have close contact with the digitally excluded and vulnerable have the potential to positively influence their digital skills and attitudes. By empowering social workers, the initiative aims to facilitate self-sufficiency, enabling digitally excluded and vulnerable people to navigate online services independently.

Current Impact

Since its inception, the Digital Inclusion project has made significant strides. Research has been conducted among digitally vulnerable and excluded populations, reaching 794 questionnaire responses and 61 in-depth interviews in collaboration with over 30 NGOs. The results were evaluated, three major problems were identified, and eight respondent profiles were created. The research findings have been published to raise awareness of digital exclusion in the Czech Republic, with a website launched on January 20, 2024, garnering 549 views, averaging three minutes per visit. Additionally, the findings have received media coverage and have been presented to the Digital Education Committee of the Ministry of Education, Youth, and Sport. The project is progressing through milestones such as establishing a brand and marketing strategy, developing the educational platform, and preparing platform content, with 30 lessons planned for the minimum viable product (MVP). The goal is to impact at least 10,000 beneficiaries, including social workers and their clients.

Why is it a Good Practice?

Digital Inclusion addresses the critical need for improving digital literacy among social workers and their clients. The initiative’s focus on empowering social workers is a strategic and scalable solution to the challenges faced by digitally excluded and vulnerable populations. The platform ensures practical and impactful training by providing short, relevant learning modules that address the specific questions and problems social workers face in their daily work. The collaborative approach in creating and updating content ensures that it remains fresh and relevant, fostering active participation from social workers. The project’s comprehensive research and engagement with multiple stakeholders, including NGOs and government bodies, demonstrate its commitment to understanding and addressing the needs of the target population. Recognised for its contribution to digital education, Digital Inclusion exemplifies effective intervention in improving digital literacy, fostering independence, and enhancing the overall well-being of digitally excluded and vulnerable individuals in the Czech Republic.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Funding of the good practice

Private

Type of initiative of the good practice

National initiative

Country providing the good practice

Other

Digital Skills for Bulgarian SMEs Programme

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION: Good practices, International good practice initiative, Public, Type of initiative of the good practiceNo Comments
Digital Skills for Bulgarian SMEs Programme

18.07.2024 |

The programme Digital Skills for Bulgarian SMEs was launched in 2018 by the Global Libraries Bulgarian Foundation (GBLF). The initiative, previously implemented in Latvia, was successfully replicated in Bulgaria and aimed to connect libraries to private businesses, so they can take up the role of educational centres for modern digital knowledge and SME-specific skills. Partners of GLBF are the “Made in Bulgaria – Union of Small and Medium Business” Association and the Latvian Information and Communication Technology Association (LIKTA). T

The programme is funded under the “Transnational and Danube Partnerships for Employment and Growth” procedure of the  “Human Resources Development” 2014-2020 Operational Programme, co-financed by the European Union through the European Social Fund.

The objective behind the project ‘Digital Skills for Bulgarian SMEs’ was to enhance opportunities for sustainable employment, bringing together actors from the public and private sector, and improve the skills of the labour force in Bulgaria, with a focus on SME employees.

Aims and objectives

The project aimed to build sustainable transnational partnerships between stakeholders from Latvia and Bulgaria and encourage transfer of innovative practices such as:

  • Adaptation of an interactive training model based on online learning, face to face training and practical application of knowledge, for the acquisition of digital competence of employees in SMEs across the country;
  • Establishing public libraries as centres for digital inclusion of employees and improving the prospects for sustainable employment of 30 employees from SMEs in three Bulgarian districts.
Why is this a good practice?

The initiative achieved substantial results, implementing various activities including: a 5-day visit of 8 experts and 2 SMEs from Bulgaria to Latvia, offering an opportunity to exchange experiences and share good practices in building digital skills for the workforce. Local partner networks of stakeholders across 3 regions in Bulgaria (Plovdiv, Smolyan and Stara Zagora) were developed over the course of the project’s implementation.

A key strength was also the adaptation of a new educational programme with learning modules to enable the acquisition of some of the most up-to-date digital skills needed for SME employees (and tailored to their specific needs). Subject topics included: digital marketing, cloud services for SMEs, safe online transactions and collaboration and data protection and privacy. 

In addition, three 1-month pilot trainings gathering 30 employees in various SMEs were organised in the context of contemporary digital competences in regional libraries. The innovative methods and approaches adapted from the Latvian programme were also assessed and evaluated.

Results and impact

As a result of the project’s activities, 30 employees in SMEs in the three districts managed to improve their digital skills through easy access to flexible forms of informal learning. This resulted in improved productivity for employees, raised the competitiveness of participating SMEs in the labour market, and promoted employment sustainability.

The results were disseminated through a campaign, which reached 960 libraries from the network of the Global Libraries – Bulgaria Foundation, almost 1.400 members of the association “Made in Bulgaria”, and numerous stakeholders on both local and national level.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital technology

Cloud Computing
Telecommunications
Software
Digital skills

Level

Basic

Middle

Funding of the good practice

Public

Type of initiative of the good practice

International initiative

 

Country providing the good practice

Bulgaria

Latvia

Organisation providing the good practice

Start date

End date

Digitalidag (Digital today)

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, National good practice initiative, Other, Public-private, Type of initiative of the good practiceNo Comments

Digitalidag (Digital today)

03.07.2023

Digitalidag is an annual event in Sweden that started in 2019 to highlight the opportunities and challenges of digitalization. It aims to inspire and enable everyone to participate in digital development through various activities and collaborations. The initiative brings together businesses, organizations, and individuals to promote digital skills and inclusion. Since January 2024, Digitalidag has been part of the Swedish Post and Telecom Authority (PTS), enhancing its sustainability and reach.

Why Digitalidag?

Digitalization affects us all at different stages of life, giving each of us unique digital skills. Most people are missing at least one skill. As digital technology advances quickly, everyone, regardless of age, needs to stay updated to avoid falling behind. Digitalization offers great benefits but also presents challenges that we must tackle together.

In response to these challenges, “Digitalidag” was established in 2019 as a national day in Sweden to focus on the opportunities and challenges of digitalization. Inspired by Switzerland’s “Digital Day,” where activities and discussions were held in central locations, Digitalidag aims to create a widespread educational movement. The goal is to inspire and enable everyone to participate in digital development through broad collaboration. Since its start, Digitalidag has successfully built a sense of community and purpose among its participants.

Impact and milestones

Over the past few years, a total of 3,633 Digitalidag activities have been organized. The Digitalidag office has facilitated over 400 matches between participants, developing an effective matchmaking method. Through collaboration, they have explored new ways to increase digital inclusion and built a platform focused on learning, dialogue, and listening. The ideas generated within the Digitalidag network lead to tangible actions, educating people in environments where they feel comfortable.

During the 2023 edition of “Digitalidag,” 375 participants organized 1,000 activities across 216 municipalities, emphasizing the importance of digital inclusion in Sweden. To further harness the participants’ significant engagement, various collaborative activities have been developed. For example, “Ring Digitalidag” is a telephone helpline for digital beginners, staffed by volunteers from Digitalidag participants’ employees.

Additionally, Digitalidag’s transformation into a matchmaking platform, now integrated into the Swedish Post and Telecom Authority (PTS), marks a crucial milestone for its sustainability and broader impact.

Why is it a good practice?

Digitalidag is a groundbreaking initiative driving digital skill advancement across Sweden. It emphasizes collaboration to enhance digital literacy and inclusion, leveraging a vast network of actors and fostering new partnerships through a matchmaking method. By utilizing existing infrastructure, it creates collaborative activities that reach all parts of Sweden. Integrated into the Swedish Post and Telecom Authority, Digitalidag ensures sustainability and scalability. The concept also has the potential for broad dissemination within the EU, aligning with the EU’s digital agenda and serving as a model for similar initiatives across member states.

Details

Website

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for public administration

Digital technology

Artificial Intelligence

Cybersecurity

Digital skills

Level

Basic

Middle

Advanced

Expert

Funding of the good practice

Public-private

Type of initiative of the good practice

National initiative

Country providing the good practice

Bulgaria

Other

HELLO SPACE | Bulgaria Calling 4.0

By Bulgaria, Country providing the good practice, Funding of the good practice, INSPIRATION, INSPIRATION: Good practices, Local good practice initiative, Public-private, Type of initiative of the good practiceNo Comments
HELLO SPACE | Bulgaria Calling 4.0

26.06.2024

On June 25, 2024, the fourth edition of the youth science festival HELLO, SPACE | Bulgaria Calling! took place.

Festival visitors (2000+) had the opportunity to enjoy over 50 interactive stands, 15+ workshops, 15+ intriguing lectures, demonstrations by the special forces of the Bulgarian Army, and many other captivating space activities. For the first time on our stage, we had a real NASA astronaut from the National Aeronautics and Space Administration and Axiom Space – Michael López-Alegría, an American former NASA astronaut and current chief astronaut at Axiom Space. He holds the NASA record with 10 spacewalks, totaling 67 hours and 40 minutes spent outside a spacecraft. 🚀

The main goal of the festival is to ignite the imagination of children and young people, inspiring them to look towards Space, the Moon, Mars, and beyond, as well as to pursue the path towards a Nobel Prize and other great achievements in the STEAM fields.

About HELLO, SPACE | Bulgaria Speaks

The festival aims to excite and inspire youth imagination, dreams, and perspectives towards higher, deeper, and farther horizons beyond the visible daily life. Not least, the festival promotes pursuing careers and development in the STEAM sciences to generate innovative solutions for future challenges.

The initiative encourages Bulgarian youth to pursue development in the fields of science, technology, engineering, arts, and mathematics.

The festival offers diverse activities such as:

– A lecture program in the Tedx format by Bulgarian and international scientists and experts
– Interactive stands where visitors can experience the most attractive developments and technologies
– Scientific workshops
– Outdoor demonstrations

Over the past three years, the number of visitors to “HELLO, SPACE | Bulgaria Speaks” has exceeded 4,500 people, and the reached audience through traditional, online media, and live broadcasts on NASA TV is over 23 million people worldwide.

The main program of the event includes numerous scientific workshops, interactive exhibitions, impressive demonstrations, and talks with scientists from various fields of science.

Key moments from past editions of the festival:

– Live connection with astronaut Michael López-Alegría, former NASA astronaut, and current chief astronaut at AXIOM SPACE
– Direct connection with the International Space Station
– Personal address to the festival visitors by Bill Nelson, NASA Administrator
– The long-awaited talk with Dr. Swati Mohan (American aerospace engineer, head of operations for guidance and control of NASA’s Mars 2020 mission), where 10 students received answers to their space questions directly from her.
– Conversation with the first female astronaut – Anna Fisher
– Demonstrations by the special forces of Bulgaria
– Virtual tour of CERN, followed by a Q&A session between the CERN team, students, and young scientists.
– Captivating experiment on “basic teleportation,” based on the polarization of light quanta with the participation of Assoc. Prof. Lachezar Georgiev, Institute for Nuclear Research, QUASAR project. The children ask: When and where will we teleport?
– Conversation with Gregory “Box” Johnson – famous F-16 test pilot for Lockheed Martin, former NASA astronaut, and former president of the Center for the Advancement of Science in Space.
– Telescopic observations of the Sun — Department of Astronomy at the Faculty of Physics, Sofia University

 

For more information about HELLO, SPACE | Bulgaria Speaks and upcoming editions, you can find it HERE.

Details

Target audience

Digital skills in education

Digital skills for children

Digital technology

Artificial Intelligence

Cybersecurity

IoT

Digital Skills

Level

Middle

Advanced

Funding of the good practice

Public-private

Type of initiative of the good practice

Local initiative

Country providing the good practice

Bulgaria

Organisation providing the good practice

Atlantic Club of Bulgaria

Start date

2021

End date

2024

SPINOFF BULGARIA

By 5G & WiFi, AI & ML, AR & VR, Audience, Big data, Bulgaria, Computing, Country providing the good practice, Cybersecurity, For ICT professionals, For public administration, Funding of the good practice, In education, INSPIRATION, Inspiration, INSPIRATION: Good practices, IoT, Microelectronics, Mobile apps, National good practice initiative, Private, Robotics, Software engineering, Technology, Telecommunications, Type of initiative of the good practiceNo Comments
SPINOFF BULGARIA

25.06.2024

About Spinoff Bulgaria

 

Spinoff Bulgaria is the largest initiative dedicated to technology transfer, science-based  innovation and spinoff investments in Bulgaria and the region. The two-days format includes a wide range of  keynotes, panel discussions, workshops and roundtables and offers opportunities for networking,  matchmaking and the exchange of best practices.

The target group are scientists, universities and TTOs as well as investors, representatives of national  ministries and European organizations, experts, students, innovators and representatives of  corporations and business.

In addition to the exchange of insights and know-how and awareness-raising for topics related to technology  transfer, the declared goal of the spinoff initiative is to launch and initiate international cooperation projects  and spinoff foundations. By 2030, we aim to have helped 100 spinoff companies get founded, gain  investments and grow commercially.

The initiative supports the development of a sustainable spinoff ecosystem in Bulgaria, SEE and Europe by connecting national stakeholder with international partners. By presenting best practices, insights and collaboration opportunities, the initiative stimulates interest in the creation of spinoffs, promote the culture of technology transfer and bring together European organisations, companies, academia and investors.

Leading Technologies in Artificial Intelligence, Medicine, Microelectronics, and Circular Economy Showcased at the Third Edition of Spinoff Conference 2024

 

The international conference Spinoff Conference was held for the third consecutive year on June 20 and 21, 2024, at Sofia Tech Park, John Atanasoff Forum, once again providing a platform for exchanging ideas, know-how, and raising awareness on topics related to technology transfer.

The primary goal set by the organisers— Health and Life Sciences Cluster, Artificial Intelligence Cluster Bulgaria, Venrize – spinoff factory, ISTEB—is to create a favourable environment for the growth and realization of 100 spinoff companies by 2030. These companies aim to provide high-value-added products and services crucial for the modernization and innovation of the Bulgarian economy. The initiative is supported by numerous ministries, municipalities, professional associations, and universities.

At the conference’s opening, Kristina Eskenazi, one of the main organizers, shared that over the past three years, more than 40 spinoff companies have been presented and awarded on the prestigious stage. “Bulgaria has immense capacity in cutting-edge technologies, and over the next two days, we have the opportunity to showcase them to you,” she stated.

Awards and Recognitions

One of the most anticipated events of the conference was the awarding of “Spinoff of the Year.” This prestigious award was given to companies that have successfully implemented innovative technologies and achieved significant market success. Six companies were awarded the Spinoff of the Year 2024: Momfident, VAReyes, Senesys. Biо, Simenso Ltd, MedTechLab, and Neuromorphica.

You can find additional information about the agenda and previous editions HERE.

Details

Target audience

Digital skills for the workforce

Digital skills for ICT professionals

Digital technology

Artificial Intelligence

Cybersecurity

Level

Advanced

Expert

Funding of the good practice

Private

Type of initiative of the good practice

National initiative

Country providing the good practice

Bulgaria

Organisation providing the good practice

AI CLUSTER BULGARIA

Start date

20.06.2024

End date

21.06.2024

Robotics for Good Youth Challenge

By Bulgaria, Country providing the good practice, EU Initiatives, EU institutional good practice initiative, EU Institutional initiative, Funding of the good practice, INSPIRATION: Good practices, INSPIRATION: Initiatives, Other, Public, Type of initiative of the good practiceNo Comments
Robotics for Good Youth Challenge

20.05.2024

The Robotics for Good Youth Challenge is an initiative launched by the UN in the context of growing climate challenges and increasingly frequent and intense natural disasters. Global climate change increases the risks and intensity of disasters such as torrential rains, landslides, flash floods, earthquakes, hurricanes and forest fires. In response to these emergencies, using robots for search and rescue operations is proving particularly effective.

Autonomous robots offer a quick and accurate response to finding survivors, which is crucial when every minute counts. By reducing the exposure of first responders to hazardous situations, these machines make disaster relief safer, more efficient and more affordable. In addition, robots have the advantage of being carbon neutral, which is part of a sustainable approach. They can speed up search and rescue operations, conduct geological mapping, assess damage, remove rubble and deliver medical supplies, among other tasks.

Why is this a good practice?

In this context, the Robotics for Good Youth Challenge invites teams from worldwide to design, build and code robots to address specific challenges related to disaster response for the year 2024-2025. Participants can use platforms such as Arduino, Raspberry Pi, or LEGO Mindstorms. The process includes research, brainstorming, prototyping, and programming. This educational competition aims to promote robotics and programming skills among young people, while raising awareness of the United Nations Sustainable Development Goals (SDGs). Participants acquire technical knowledge in robotics and coding, while developing essential skills for their professional and future lives, such as teamwork, problem solving, project management, critical thinking and information retrieval.

How can I participate in this initiative?

Contest participants can register in person if a national organiser is present in their country or region. In the absence of a physical event, they have the opportunity to individually prepare their project and submit their results as a video for evaluation by a jury. In Luxembourg, this challenge is organised by the Lëtzebuerger Kannerduerf Foundation in Luxembourg. Private and public entities are encouraged to organise national events for this challenge between April 2024 and April 2025, with applications for the organisation to be submitted before 1 June 2024, and participant registrations open until 1 November 2024. Participants, usually between the ages of 12 and 18, register individually or as part of a team. Each team is encouraged to be composed of members with diverse interests and skills for a multidisciplinary approach.

The competition promotes inclusion by making learning robotics and coding accessible to all, regardless of gender, socio-economic status or academic abilities. It also encourages the use of recycled materials and environmentally friendly solutions, with a focus on the development of sustainable robots.

How the Challenge works

After registration and conniassance of the theme chosen for the edition, the challenge takes place in several stages

  1. Mentoring and workshops: Participants benefit from mentoring sessions with robotics and engineering experts. Workshops are organized to teach specific technical skills and guide the teams in the development of their projects.
  2. Presentations and evaluations: Teams present their projects to a jury of technology and sustainability experts. The evaluation criteria shall include innovation, feasibility, social and environmental impact, presentation and teamwork.
  3. Award ceremony: The best teams are rewarded at an awards ceremony. Winners may receive scholarships, funding to further develop their projects, or opportunities for continuous mentoring.
Old edition

In one of the last editions, for example, the theme was ‘Technology for Health and Well-being’, a topic relevant in the current context of the COVID-19 pandemic. Projects featured included robots to help older people stay active at home, automated disinfection systems, and solutions to improve mental health through technology.

Details

Target audience

Digital skills in education

Digital technology

Digital skills

Level

Basic

Intermidiate

Advanced

Funding of the good practice

Public

Type of initiative of the good practice

EU institutional initiative

Country providing the good practice

Bulgaria

Other

Organisation providing the good practice

DIGITAL TRANSFORMATION OF BULGARIA FOR THE PERIOD 2020-2030

By 5G & WiFi, AI & ML, Audience, Basic digital skills, Big data, Computing, Cybersecurity, For all, For ICT professionals, For public administration, For the workforce, In education, INSPIRATION, INSPIRATION: Strategic documents, IoT, Media literacy, National strategy, Software engineering, Technology, TelecommunicationsNo Comments
DIGITAL TRANSFORMATION OF BULGARIA FOR THE PERIOD 2020-2030

30.03.2023 |

 The national strategic document, “Digital Transformation of Bulgaria for the period 2020-2030” was adopted by Decision of the Council of Ministers № 493 of 21 July 2020. It defines the vision and policy objectives for the digital transformation of our country for the next decade as a generalized policy framework, which includes the National Program “Digital Bulgaria 2025”, the priorities of the “National Development Program BULGARIA 2030”, as well as a number of other national strategic documents with a technological component, covering the period up to 2030.

The document describes 6 objectives to be achieved over this 10-year period:

  • Deploy a secure digital infrastructure
  • Ensure access to adequate technical knowledge and digital skills
  • Strengthening research and innovation capacity
  • Unlock the potential of data
  • Digitalisation for a circular low carbon economy

Enhancing the efficiency of government and the quality of public services

A total of 17 impact areas for the period up to 2030 are described in the strategy document: digital infrastructure; cyber security; research and innovation; education and training; labor market adaptation; digital economy; agriculture; transport; energy; environment and climate; health; finance; culture; disinformation and media literacy; territorial development; digital governance; and security and citizen participation in the democratic process.

The development of digital technologies and their integration into all spheres of economic and social life necessitates a rethinking of the approach to harnessing their exceptional potential for enhancing the competitiveness of the Bulgarian economy, increasing demand and supply and the efficiency of public services and successfully tackling the main social challenges in the period until 2030.

The full text of the National Strategic Document “Digital Transformation of Bulgaria for the period 2020-2030” can be found at the following link:

National strategic document DIGITAL TRANSFORMATION OF BULGARIA FOR THE PERIOD 2020-2030

Details

Website

www.digitalalliance.bg 

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for public administration

Digital technology 

Digital Skills

Digital infrastructure

Scope of the strategy

National strategy

Organisation

Roadmap

2020-2030

Latest update of the strategy

01.02.2023

Budget

Stakeholders involvement 

NATIONAL PROGRAMME DIGITAL BULGARIA 2025

By AI & ML, Audience, Basic digital skills, Cybersecurity, For all, For ICT professionals, For public administration, For the workforce, In education, Inspiration, INSPIRATION, INSPIRATION: Strategic documents, IoT, National strategy, TechnologyNo Comments
NATIONAL PROGRAMME DIGITAL BULGARIA 2025

30.03.2023 |

 The Digital Bulgaria 2025 Programme aims at modernising and increasing the widespread implementation of intelligent information technology (IT) solutions in all areas of the economy and social life. Another objective of the programme focuses on the strategic enhancement of digital competence and skills at all levels.

The Digital Bulgaria 2025 programme is coordinated by the Ministry of Transport, Information Technology and Communication of Bulgaria. Digital Bulgaria 2025 sets out 3 main objectives when it comes to digital skills development on a national level: 

  • Modernisation of school and higher education in the field of ICT

The implementation of this objective includes key activities such as: promoting the development of a modern and reliable information and communication technology (ICT) infrastructure at schools, improving assessment of students’ digital competences upon graduation from high school, modernising the educational curriculum and teaching methods, and upskilling teachers, educators and training providers. Activities also aim to further strengthen cooperation between education, industry and the non-governmental sector.

  • Increasing the number of highly qualified specialists in the field of ICT

To implement this objective two key activities are considered: increasing the number of young people trained for ICT professions, and promoting the development of qualified ICT specialists through a focus on lifelong learning and upskilling approaches. 

  • Improving  the digital and ICT skills of the workforce

Under this objective, upskilling and reskilling programmes financed by the Bulgarian Government are considered. 

More detailed information about the digital skills priorities of the Programme can be found in the full Programme document (pages 33-34) and Roadmap (both available in Bulgarian).

Details

Target audience

Digital skills for all

Digital skills for ICT professionals

Digital skills in education

Digital skills for children

Digital skills for public administration

Digital technology 

Digital Skills

Scope of the strategy

National strategy

Organisation

The Digital Bulgaria 2025 programme is coordinated by the Bulgarian Ministry of Transport, Information Technology and Communications.

Roadmap

2020-2025

Latest update of the strategy

10.02.2023

Budget

Stakeholders involvement 

CONCEPT FOR THE DEVELOPMENT OF AI IN BULGARIA BY 2030

By AI & ML, AI & ML, Audience, Basic digital skills, For all, For ICT professionals, For public administration, For the workforce, In education, INSPIRATION, INSPIRATION: Strategic documents, National strategy, Technology, TechnologyNo Comments
CONCEPT FOR THE DEVELOPMENT OF AI IN BULGARIA BY 2030

30.03.2023 |

 Protocol 72 of the regular meeting of the Council of Ministers of 16 December 2020 adopted the Concept for the Development of Artificial Intelligence in Bulgaria until 2030.

The document proposes a comprehensive vision for the development and use of artificial intelligence in Bulgaria. It is based on the strategic and programme documents of the European Commission, which consider artificial intelligence as one of the main drivers of digital transformation in Europe.

The main goal of the concept is to unite the efforts on the development and implementation of artificial intelligence systems by creating scientific, expert, business and managerial capacity. It is envisaged to provide a modern communication and scientific infrastructure for the development of new generation digital technologies. The education and lifelong learning system will be improved. The development of research and innovation in key sectors will be supported, and work will be done to put in place an ethical legal and regulatory framework that enjoys public trust.

Concept for the Development of Artificial Intelligence in Bulgaria by 2030 (official)

“Artificial intelligence has long been a concept that is not abstract. It is becoming ubiquitous , many businesses are focused in creating innovations based on it. Some of the sectors will be subject to a complete transformation as a result of the development of artificial intelligence, some will be changed forever,” Rosen Zhelyazkov, minister of transport, information technology and communications, said at a government meeting.

Details

Target audience

Digital skills for all

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills in education

Digital skills for public administration

Digital technology 

Artificial intelligence

Digital Skills

Scope of the strategy

National strategy

Organisation

Roadmap

2020-2030

Latest update of the strategy

Budget

Stakeholders involvement 

ACTION PLAN FOR DIGITAL EDUCATION (2021-2027)

By Audience, Basic digital skills, In education, INSPIRATION, INSPIRATION: Strategic documents, National strategy, TechnologyNo Comments
ACTION PLAN FOR DIGITAL EDUCATION (2021-2027)

30.03.2023 |

 Digital transformation is reshaping society and the economy with an ever-deepening impact on everyday life. Prior to the COVID-19 pandemic, it demonstrated the need for higher levels of digital capabilities in education and training, but also led to an increase in a number of existing challenges and inequalities between those who have access to digital technologies and those who do not, including the disadvantaged.

The Digital Education Action Plan (2021-2027) is a renewed policy initiative of the European Union (EU) to support the sustainable and effective adaptation of the education and training systems of the countries of the Union to the digital age.

The Digital Education Action Plan:

  • Proposes a long-term strategic vision for high quality, inclusive and accessible European digital education
  • Addresses the challenges and opportunities of the COVID-19 pandemic, which has led to an unprecedented use of technology for education and learning purposes
  • Seeks stronger cooperation at EU level on digital education and stresses the importance of working together across sectors to bring education into the digital age
  • Presents opportunities, including improving the quality and quantity of digital learning, supporting the digitisation of teaching methods and pedagogy, and providing the infrastructure needed for inclusive and sustainable distance learning

To achieve these objectives, the Action Plan identifies two priority areas:

  1. Fostering the development of a high-performing digital education ecosystem

This includes:

  • infrastructure, connectivity and digital equipment
  • effective digital capacity planning and development, including advanced organisational capabilities
  • digitally competent and confident teachers and education and training staff
  • high-quality learning content, user-friendly tools and secure platforms that respect e-privacy and ethical standards

2. Improving digital skills and competences for digital transformation

For this it is necessary:

  • basic digital skills and competences from an early age
  • digital literacy, including dealing with misinformation
  • computer education
  • good knowledge and understanding of data-intensive technologies such as artificial intelligence
  • in-depth digital skills that equip more digital professionals
  • ensuring that girls and young women are equally represented in digital training and work

To support the two priority areas, the Commission will set up a Digital Education Hub strengthening cooperation and exchange on digital education at EU level. The Digital Education Action Plan is coordinated by the Digital Education Unit of DG Education, Youth, Sport and Culture.

For more information, you can follow this link: https://education.ec.europa.eu/

 

Details

Target audience

Digital skills in education

Digital technology 

Digital Skills

Scope of the strategy

National strategy

Organisation

Roadmap

2021-2027

Latest update of the strategy

Budget

Stakeholders involvement 

STRATEGIC FRAMEWORK FOR THE DEVELOPMENT OF EDUCATION, TRAINING, AND LEARNING IN THE REPUBLIC OF BULGARIA (2021-2030)

By AI & ML, Audience, Basic digital skills, Big data, Blockchain, Computing, Cybersecurity, In education, INSPIRATION, INSPIRATION: Strategic documents, IoT, Media literacy, Microelectronics, Mobile apps, National strategy, Robotics, Scope of the strategy, Software engineering, Technology, Telecommunications, Web developmentNo Comments
STRATEGIC FRAMEWORK FOR THE DEVELOPMENT OF EDUCATION, TRAINING, AND LEARNING IN THE REPUBLIC OF BULGARIA (2021-2030)

28.03.2023 |

The present strategic document and the Strategy for the Development of Higher Education in the Republic of Bulgaria for the period 2020-2030 outline the general framework for the development of education, training, and learning in the Republic of Bulgaria. The Strategic Framework for the Development of Education, Training, and Learning in the Republic of Bulgaria (2021-2030) was developed by the Ministry of Education and Science in collaboration with stakeholders.
The strategic framework takes into account that the main challenges in public affairs in the 21st century are driven by the intensive pace of development in all areas of public life, generated by mass digitization and technological advancement. According to this document, functional literacy in mathematics, technology, and digital skills needs to be further developed in current and future students if we aim for them to confidently tackle the major challenges on a global scale. For this reason, the introduction of a model of education based on interactive methods, active interaction between participants in the educational process and educational content is necessary.
Digitization and new technologies, particularly artificial intelligence, are changing the world and the structure of professions. This change requires an increase in the level of digital competencies and a focus on education on mathematics, technology, and engineering skills; on working with algorithms, developing flexibility and adaptability skills. Young people must have access to quality education. Visible from the analysis presented in the Strategic Framework for the Development of Education, a large part of the children entering school will have a profession that does not yet exist, while many other professions disappear and are replaced by automated processes. Over the next 10 years, there is expected to be a significant shortage of technical personnel with vocational and higher education.
The strategy takes into account the unsatisfactory level of digital skills among participants in the educational process, but highlights the introduced training for acquiring digital skills and the provided access to free internet and digital resources in schools as a strong point, as well as the priority policies for digitalization in education, including in relation to the transition to a digital and green economy. The conservative social attitudes and limited support for proactive changes in education in line with technological and societal developments are identified as a threat to achieving the set goals in the development of digital skills in students.
Among the 9 priority areas for the development of education and training until 2030, Educational Innovations, Digital Transformation, and Sustainable Development in Education are identified. Digital skills and competencies are a priority for the entire educational spectrum, and access to ICT for children of the 21st century is declared an integral part of education. Efforts will be focused on developing skills in students to become digital creators, to model, program, and develop digital creativity. Efforts will be directed towards introducing specialized software solutions for analyzing and assessing educational results. Education for sustainable development is closely related to international discussions on sustainable development, the UN program, and the Sustainable Development Goals until 2030.

Details

Website

Target audience

Digital skills in education

Digital technology 

Digital skills

Scope of the strategy

National strategy

Organisation

Ministry of Education and Science

Roadmap

2021-2030

Latest update of the strategy

24.02.2021 г.

Budget

Stakeholders involvement 

PROJECT ‘’PROVISION OF TRAINING FOR DIGITAL SKILLS AND CREATION OF A PLATFORM FOR ADULT EDUCATION IN REPUBLIC OF BULGARIA’’

By Audience, Basic digital skills, For the workforce, INSPIRATION, INSPIRATION: Strategic documents, National strategy, Scope of the strategy, Technology, Без категорияNo Comments
PROJECT ‘’PROVISION OF TRAINING FOR DIGITAL SKILLS AND CREATION OF A PLATFORM FOR ADULT EDUCATION IN REPUBLIC OF BULGARIA’’

06.04.2023 |

The development of digital skills is a priority in several programs and strategies for the next few years. The same is true for the project “Provision of Training for Digital Skills and Creation of a Platform for Adult Education.”

The main goal is to expand access and provide more opportunities for quality education using digital technologies. The development and implementation of a virtual platform for online learning will provide flexible and accessible forms of learning, such as online distance learning courses and electronic resources for self-study.

After the creation and implementation of the virtual e-learning platform, all courses in the electronic learning environment for unemployed and employed persons, organized within the framework of the active labor market policy and funded by the state budget and the ESF+ under the Human Resources Development Program, will be conducted through it.

The virtual e-learning platform will be linked to the “My Competence” Competence Assessment Information System, which presents models with descriptions of the skills necessary for the successful performance of key positions, work with tools, as well as databases and electronic registers related to adult education – the National Labor Market Database of the Employment Agency (EA), the Electronic Register of Vocational Training Centers of the National Agency for Vocational Education and Training (NAVET), etc.

Training providers and supervisory bodies (e.g. MLSP, EA, NAVET, employers, etc.) will have access to the platform. They will be able to monitor and control the execution of the training in real time. At any given moment during the training period, the presence of trainees, performance of the curriculum by day, performance through access to examination materials and tests, access to materials and survey cards for evaluating the training, etc. can be checked. This way, compliance with the regulatory requirements for organizing training and for the quality of the training conducted will be monitored.

The total planned financial resource is BGN 379,470,088.

Project implementation period – 54 months (2022-2026)

Details

Target audience

Digital skills for all

Digital skills for public administration

Digital skills for the labor force

Digital technology 

Digital skills

Scope of the strategy

National strategy

Organisation

Republic of Bulgaria Ministry of Labor and Social Policy

Roadmap

54 moths (2022-2026)

Latest update of the strategy

Budget

BGN 379 470 088

Stakeholders involvement 

BULGARIAN NATIONAL PROGRAM “DIGITAL QUALIFICATION”

By Audience, Basic digital skills, For ICT professionals, For the workforce, In education, INSPIRATION, INSPIRATION: Strategic documents, National strategy, Scope of the strategy, TechnologyNo Comments
BULGARIAN NATIONAL PROGRAM "DIGITAL QUALIFICATION"

10.03.2023 |

The National Program “Digital Qualification” aims to respond to the need for targeted efforts and investments to ensure high-quality training of students, teachers, and lecturers in the face of the digital transformation of education. The program is aimed at ensuring that the education system has personnel with a high level of digital competence and a mindset for continuous improvement throughout their professional lives, as well as teaching their own experiences and knowledge.

The program recognizes that the digitalization and implementation of artificial intelligence have placed new, qualitatively different requirements on the nature and characteristics of teaching in schools and universities. The specific public challenges that the program is aimed at addressing include stimulating higher education institutions to improve the quality of education and the teaching process, enhancing the prestige of the teaching profession among ICT specialists, and updating teaching methods to include innovative approaches and modern learning platforms.

The goal of the program is to retrain teachers from other disciplines and train representatives from practice to teach disciplines related to ICT and digitization at different levels of the education system. Within the program, teachers from various subjects in the secondary education system will also be trained to improve their digital skills and competencies and to provide them with opportunities to retrain as teachers of computer science and information technology.

The program is aimed at teachers from state universities accredited under the Higher Education Act, teachers from the secondary education system, and representatives of the business community who want to start teaching and lecturing. Qualification training is provided to teachers, lecturers, and representatives of the business community, distributed in groups. At the end of the training, a certificate is issued based on a conducted test. Teachers who have successfully completed the training and obtained the relevant certificate will organize a seminar at the relevant university with the presence of a representative from the Ministry of Education and/or a lecturer from the training team.

The program lasts 36 months, and the total budget is BGN 2,000,000. The program is financed through the European Social Fund and the national budget.

Details

Website

Target audience

Digital skills for all

Digital skills in education

Digital technology 

Digital skills

Scope of the strategy

National strategy

Organisation

Ministry of Education

Roadmap

05.03.2021 – 05.03.2024

Latest update of the strategy

05.03.2021

Budget

Total budget: 2 000 000 BGN
– 1st year: 800 000 BGN individual value
– 2nd year: 800 000 BGN individual value
– 3rd year: 400 000 BGN individual value

Stakeholders involvement 

Ministry of Education and Science
Universities