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Introduction

In the 2024 edition of the Digital Decade report, Finland has achieved 82% basic digital skills coverage compared to the EU average of 55.6% and already above the overall target for the EU 2030 goal, which aims to have 80% of the EU population possessing at least basic digital skills. Additionally, the country has seen an annual growth of 1.8% from the previous year.

According to the Digital Decade report 2024, Finland outperforms in both digital skills indicators. The percentage of ICT specialists in employment has surpassed by far the EU average of 4.8% with a 7.6%

There is no National Coalition in Finland. Nevertheless, the country actively contributes to the development of digital landscape in many spheres.

Overview of state strategies and national initiatives

State strategies

Finland’s Digital Progress Programme (Digiohjelma) was established in 2020 and it ended on March 31, 2023. The Programme aimed to increase the technology and digitalization capabilities of the public sector and to develop cooperation between the public and private sector.  Overview of results of the Programme (in English) is available here, while the final evaluation report can be found here (in Finnish). Moreover, Finland continues to implement the Digivisio 2030 Programme and Artificial Intelligence 4.0 Programme which encourages the development and the use of AI in companies.

In addition, Finland’s digital compass – national strategic roadmap extending to 2030 that provides an overview of Finland’s digital transformation. It sets national targets for the effective use of digital systems, so that Finland can succeed in the ongoing transformation.  Government report on Finland’s digital compass is published in Finnish, but according to the website, it will be available in English.

National initiatives

Finland’s Recovery and Resilience Plan consists of 39 investments and 18 reforms, supported by €2.1 billion in grants. 50% of the plan will support climate objectives and 27 % of the plan will support the digital transition. Finland’s recovery and resilience plan allocates funds for various initiatives to facilitate the country’s digital transition. One aspect of the plan involves investing €50 million in the development of high-speed broadband infrastructure across Finland. Additionally, the plan provides €85 million to support the Digirail project, which aims to implement the European Rail Traffic Management System on the entire national railway network by 2040. This project also involves the establishment of the 4G and 5G-based Future Railway Mobile Communication System. The plan further includes €100 million to promote digital innovations in social welfare and healthcare services, €46 million for investments in continuous learning, and €25 million to accelerate the development of key technologies such as microelectronics, 6G, artificial intelligence, and quantum computing. Moreover, the plan dedicates €20 million to streamline work- and education-based immigration processes and facilitate international recruitment.

‘Digitalisation’ projects focus on areas such as:

• rail transport digitalisation (Digirail project)
• high-speed internet connections throughout the country
• further investments in leading edge technologies: 6G networks, artificial intelligence, quantum computing and microelectronics
• real-time economy: digital, real-time business processes, e.g. saving receipts and invoices in a standard, machine-readable format
• investments in research on cyber and information security.

OdigO: ‘The Skillful Tutors of Adults’ and Aging Population’s Digital Competences to Lapland’ Project is coordinated by the University of Lapland, with the support of the Lapland University of Applied Sciences. The project’s implementation started in 2021, and it will end on 1st August 2023. Despite Finland’s top ranking in Human Capital according to DESI 2022, there is still a significant challenge in ensuring digital inclusion for older individuals. Thus, this project aimed to increase Lapland residents’ awareness of supporting the digital skills of adults and aging populations, through an online programme for seniors. The programme is based on informed research and is accessible to anyone interested in the topic. More information about the project can be found on the website.

Funding opportunities

Funding opportunities for upskilling and reskilling to support the digital competences of individuals and organizations are available in the form of loans, grants, and financial instruments. For the period 2021 – 2026, most of the activities in digital transformation are financed through Recovery and Resilience facility but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Finland’s Ministry of Economic Affairs and Employment and in the article on the Digital Skills and Jobs Platform.

Introduction

As of 2023, and in line with the Digital Decade Policy Programme 2030, Digital Economy and Society Index (DESI) is now integrated into the Report on the state of the Digital Decade and used to monitor progress towards the digital targets. Latvia is still slightly below the EU average on at least basic digital skills (45.3% vs. 55.6%), and significantly below the Digital Decade target of 80% for 2030. It is also below the target of ICT specialists where Latvia stands at 4,4%, below the EU average of 4,6%. In addition, only 15% of enterprises are providing ICT training to their employees, compared to an EU average of 22%. However, Latvia is above the EU average on ICT graduates (5% vs. 4,2%), Internet use (90% vs. 89%) and gender convergence of its ICT specialists (22,8% vs. 18,9%).

The 2021-2027 Digital Transformation guidelines issued by the Latvian Ministry of Environmental Protection and Regional Development in 2021 establish the development of digital skills as a national priority, aiming to achieve the Digital Decade targets.

Latvia has a National coalition for digital skills and jobs – eSkills Partnership – it was established in March 2013 by a joint initiative of LIKTA (Latvian Information and Communication Technology Association) and the Ministry of Environmental Protection and Regional Development. Since 2022, the Ministry of Education and Science of Latvia has assumed the role of supporting the coordination of the National Coalition together with LIKTA. The Coalition provides different stakeholders with a platform to discuss and execute digital skills development goals for Latvia and cooperate on joint initiatives.

The current priorities of Latvian National Coalition include:

• Digital skills development for the labour force, including reskilling and upskilling activities.
• Digital competence development and support of digital transformation for small and medium sized enterprises (SMEs).
• Digital technology implementation in education process and supporting digital competence development for educators at all levels.
• Increasing the number of ICT specialists and promoting ICT careers for young people and women.
• Developing digital skills for all citizens in order to fully exploit digital services.
• Raising awareness of cybersecurity skills and cybersecurity competences development.

Overview of state strategies and national initiatives

State strategies

At national level, the main actions developed in Latvia are based on the “Digital Transformation Guidelines 2021-2027”, adopted by Latvian Government in July 2021, which focuses in particular on the digital skills for SMEs. The Strategy covers ICT education and digital skills, internet access, modern and efficient public administration, e-services and digital content for society. In particular, the policy sets the following KPIs for Latvia in digital skills area, to be reached by 2027:

• 70% of citizens with at least basic digital skills
• 45% of citizens with above basic digital skills
• 3% of ICT specialists among employed

Other important actions and information concerning the development of digital skills in Latvia can be found in the “Latvian Education Development Guidelines 2021-2027”, approved by the Cabinet of Ministers of Latvia and drafted with the support of OECD, which includes many activities aimed at developing e-learning tools and digital and transversal competences.

The National Industrial Policy Guidelines 2021-2027 coordinated by the Ministry of Economics of the Republic of Latvia addresses the development of basic and advanced digital skills for  businesses, especially SME s in Latvia. The action line “Strengthening human capital” particularly focuses on workforce training for digital skills, attracting young people to ICT and STEM as well as creating sectoral skills Funds in Latvia.

Since 2014 Latvia has dedicated Cybersecurity strategy, The current version “Latvian Cybersecurity Strategy 2023-2026” was adopted in March 2023 and have dedicated pillar for education and research and activities for digital and cybersecurity skills’ development at all levels.

Based on these strategies, Latvia’s government, together with the business and NGO sectors, is working on a National Digital Skills Action Plan which will focus on these tasks:

• Impact-focused investments
• Digital competences in education and training systems
• The role of industry, civil society and other stakeholders
• Advanced digital skills for the labour force
• Governance of digital skills and related education policies

At the end of 2023, the Latvian government approved the Digital Decade strategic Roadmap 2030. The Roadmap for Latvia consists of 16 chapters:

• At least basic digital skills
• ICT specialists
• Gigabit connectivity and 5G coverage
• Semiconductors
• Edge nodes
• Quantum computing
• Cloud computing
• Big data
• Artificial intelligence
• Small and medium-sized enterprises with at least a basic level of digital intensity
• Unicorns
• Online provision of key public services for citizens
• Online provision of key public services for businesses
• Access to the e-health card
• Access to electronic identification

National initiatives

One of the main initiatives related to digital skills organised at national level is the Digital Week (“Digitālā nedēļa” in Latvian), an annual awareness-raising event promoting digital skills and opportunities to acquire them. The event happens since 2010 and is organised by a large alliance of stakeholders led by LIKTA. In 2024, Digital Week in Latvia was organised in the frame of the ALL Digital Weeks 2024, and this year it was held in Latvia for the 15th time. The campaign was opened by a high-level policy event “Towards a digital and safe Latvia”.

Another joint initiative which focuses on promoting digital skills and digital transformation for SMEs is the “Smart Latvia” campaign (“Gudrā Latvija” in Latvian). The initiative started in 2019 with an aim to foster digital transformation of Latvian SMEs focusing on activities to develop digital skills for company managers and employees.

In early 2022 the Digital Skills Partner Community of Latvia’s regions was established with the objective of promoting up- and re-skilling initiatives to upgrade citizens’ digital competence, regardless of the region they live and work in. Another goal is to accelerate the digital transformation of Latvian economy and society and support innovation for public and private actors (municipalities, public bodies and institutions, companies, associations, etc).

A network of Code Week ambassadors, teacher leaders and volunteers has been established in Latvia. The network coordinates the promotion of Code Week in Latvian educational institutions.

Latvia has a high priority to involve women in ICT professions and digital jobs. There are several major initiatives to support women digital careers development, reskilling and upskilling girls and  women into digital technologies. Public, private and NGO sector representatives work together to implement activities of such initiatives as Women4IT, Riga Tech Girls,She Can Do IT and others.

Funding opportunities

Funding opportunities for upskilling and reskilling to support the digital competences of individuals and organizations are available in form of loans, grants and financial instruments. For the period 2021 – 2026, most of the activities in digital transformation are financed through Recovery and Resilience facility and European Social Fund and regional Development Fund. But there are also activities supported by Horizon, Erasmus+, Interreg and EEA grant schemes. You may find more on the page of the Latvan National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.

Regulating emotions can be particularly challenging for children with autism, impacting their social interactions and general well-being. Recent advances in robotics offer promising tools to support these children in managing their emotions effectively. This article explores how robotic systems can assist children with autism in developing emotion regulation skills through interactive, personalised and consistent support.

Training in Social Skills

One of the primary ways robots assist autistic children is through training in social skills. Interactive robots, designed with social interaction capabilities, engage children in exercises that teach them to recognise and respond to emotions. These robots simulate social scenarios and provide real-time feedback, helping children practice and develop their social skills in a controlled and supportive environment.

Emotional Recognition

Robots equipped with facial recognition technology can help children identify and understand different emotional expressions. By interacting with these robots, children learn to associate a facial sign with specific emotions and enhance their ability to recognise emotions in others. This ability is crucial for improving social interactions and fostering better relationships.

Behavioral Interventions 

The consistent and predictable responses of robots can be particularly beneficial for children with autism. Unlike human interactions, robots offer a stable interaction model, which can be variable and sometimes confused. This consistency helps children learn appropriate emotional responses and self-regulation techniques, which provide a solid foundation for their emotional development.

Therapeutic Support

Robots can deliver personalised therapeutic interventions tailored to each child’s needs. For example, a robot can guide the child through relaxation exercises or mindfulness techniques when experiencing anxiety or frustration. These personalised interventions help children learn to manage their emotions more effectively.

Safe and Non-Judicial Interaction

Robots provide a safe and non-judgemental platform for children to express their emotions and practice self-regulation. Lack of social pressure makes it easier for children to engage and experiment with different emotional responses. This safe space is crucial to build confidence and encourage emotional exploration.

Gamified Learning

Turning emotion regulation exercises into fun and engaging games can motivate children to participate. Robots can modify these exercises, making them enjoyable while also being educational. This approach helps children practice emotional regulation skills in a positive and demanding way.

Real-time monitoring and Feedback

Sensor robots can monitor physiological signs such as heart rate, skin conduction, and facial expressions. By analysing these signals, robots provide real-time feedback and support and help children manage their emotions more effectively. This immediate response can be critical in teaching children how to recognise and control their emotional states.

Involvement of Parents and Therapists

Robots can collect data on children’s emotional responses and behavior over time. This information is valuable for parents and therapists, who can use it to understand the child’s progress and design interventions more effectively. Integrating robotics in therapeutic environments improves the overall child support system.

Examples of Robotic Systems in Use

1. Robot NAO: The NAO robot is a human body-like robot used in various studies to help autistic children with social skills and emotion recognition. Engage in interactive activities, telling stories, and playing games that teach emotional regulation strategies.
2. Kaspar Robot: Kaspar is a robot that resembles the human body as much as a child designed specifically for children with autism. It interacts through facial expressions, gestures, and speech. It helps children learn social indications and emotional responses in a structured way.
3. Jibo: Jibo is a social robot that helps with social and emotional learning. It recognizes faces, understands emotions, and engages in conversations, and acts as an aid in learning emotional regulation.

Greater Engagement

Children’s appeal to robots can increase their willingness to participate in emotion regulation activities. Main benefits:

• Improved Learning: Interactive and adaptive robots provide personalised learning experiences that are more effective than traditional methods.
• Reduced Anxiety: Predictable and controlled interactions with robots reduce anxiety and stress, and make learning and practicing new skills easier for children.

Robotics offers innovative, engaging and practical tools to help children with autism regulate emotions. By providing interactive, personalised and consistent support, robots can significantly improve the emotional development and well-being of these children, paving the way for improved social interactions and a better quality of life.

In an era where our children’s lives are increasingly intertwined with the digital realm, it is imperative that we equip them with the necessary skills to navigate this landscape effectively. As the world becomes more reliant on technology, our failure to adequately prepare our children for the digital age would be a disservice to their future prospects. It is within this context that initiatives like Coding Pirates emerge as invaluable assets in bridging the gap between children and technology.

Navigating a changing tech landscape in Denmark, Europe & the world

In Denmark, a 3-year project has tested how to incorporate technology literacy in schools. Despite experts’ strong recommendations of making technology literacy a mandatory subject in schools and integrating it across other subjects, the decision taken forward was to introduce it as an elective subject in secondary schools. This is undoubtedly a step in the right direction. However, it is far from sufficient, and we risk  a Denmark falling behind in digital skills.

But across Europe as a whole, there is a pressing need to ensure that our children acquire a robust digital skillset. These skills are not only vital for their personal and academic development but also essential for their future roles as citizens in increasingly digitized societies. Moreover, fostering a generation of digitally literate individuals is crucial for Europe’s competitiveness in the global technological race and key to reaching the 2030 targets of the EU Digital Decade (bringing digital literacy to 80% of EU citizens, and reaching 20 million ICT experts in Europe).

Learn through play? Empowering the next generation whilst having fun

For a decade, Coding Pirates has been at the forefront of empowering children and young people with digital skills. Through engaging activities led by dedicated volunteers, children explore technology in a playful and experimental environment. Central to this approach is the concept of play, which serves as a catalyst for learning and creativity. By programming computer games, building robots, and engaging in 3D modeling, children not only acquire technical proficiency but also become part of a vibrant community driven by shared interests.

Coding Pirates aims to support children’s technological knowledge, operating as a community without rules or learning objectives. Passion, interest, and interaction within the community foster technological development and knowledge, ultimately leading to learning for each individual.

In Europe we need our citizens to be in front in the technological development and to be just that we need to have a strong diversity amongst the developers of technology. This is one of the reasons why we find it very interesting to see how a community and offer as Coding Pirates is able to bring a quite divers group together. By integrating play into the learning process, the initiative demonstrates that children from various backgrounds and skill levels can thrive in a supportive environment. Moreover, it emphasises the importance of early intervention, particularly in engaging girls who are often underrepresented in STEM fields.

Equipping the next generation with future-proof skills

As we look to the future, it is imperative that we bolster initiatives like Coding Pirates. While schools play a crucial role in education, they cannot single-handedly address the challenges posed by the digital revolution. Supplementary programs that prioritise experiential learning and foster a passion for technology are essential in complementing formal education.

In conclusion, the importance of equipping our children with digital skills cannot be overstated. Initiatives like Coding Pirates not only impart technical knowledge but also cultivate a sense of curiosity, creativity, and collaboration. By investing in these endeavors, we not only empower our children to thrive in the digital age but also pave the way for a more innovative and inclusive society. It’s time to recognize the vital role of organizations like Coding Pirates and ensure that every child has the opportunity to navigate the digital landscape with confidence and proficiency.

About the author

Louise Overgaard is the Secretary General of the Coding Pirates association. Louise has worked in innovation within both the public and private sectors for several years, primarily focusing on future skills.

About Coding Pirates

Coding Pirates is a Danish non-profit organization where volunteers teach children and young people to use and develop technology through play and experimentation. Coding Pirates has clubs throughout Denmark and is also the Danish operator of the FIRST LEGO League. Learn more about the initiative itself here.

A newly published Eurobarometer survey highlights the growing shortage of cybersecurity skills across the European Union, calling for immediate action to boost the number of cybersecurity specialists and heighten cybersecurity awareness among staff in companies across the EU.

The survey aligns with recent findings from a foresight report by the EU Agency for Cybersecurity (ENISA), which highlighted the cyber skills gap as a significant factor contributing to increasing cyber threats. These threats pose major risks to the operation of network and information systems and the Single Market’s overall integrity.

Key findings from the Eurobarometer survey on Cyber skills

The Eurobarometer survey revealed several critical insights:

• Awareness and training deficiencies: Although 71% of companies recognise cybersecurity as a high priority, 74% have not conducted any training or awareness programs for their employees. A surprising 68% of companies believe no training is needed, with 16% unaware of training opportunities and 8% citing budget constraints.
• Hiring challenges: Over half of the companies searching for cybersecurity professionals face difficulties, primarily due to a lack of qualified candidates (45%), general candidate shortages (44%), lack of awareness (22%), and budget constraints (16%).
• Qualification and certification gaps: A significant 76% of employees in cybersecurity roles lack formal qualifications or certified training. Furthermore, 34% transitioned from non-cyber roles, and 57% took on cybersecurity responsibilities in addition to their existing duties.
• Diversity and Inclusion: While 70% of respondents acknowledge the importance of diversity and inclusion in cybersecurity, 53% of companies reported having no women in cybersecurity roles. Despite this, about two-thirds agree that women are encouraged to pursue cybersecurity positions.

Strengthening cybersecurity skills: the Commission’s response

In response to these challenges, the European Commission has intensified efforts to raise awareness and visibility of cybersecurity skills initiatives and increase the number of skilled professionals. One pivotal initiative is the Cybersecurity Skills Academy, launched last year to enhance collaboration between private and public sectors at both European and national levels.

On 22 May Commission Vice President Margaritis Schinas and Commissioner Thierry Breton met with industry leaders and organisations committed to providing free training through the Academy. The Academy aims to serve as a central hub for European-wide training opportunities, integrating efforts from various national and European initiatives and offering information on cybersecurity certifications.

In this context, the Cyber Skills Academy’s special section on stakeholder engagement calls on companies and organisations across Europe to make a pledge to address the cybersecurity skills gap and improve gender balance in the field.

Join the effort to close the cyber skills gap in Europe: submit your pledge and join the Cybersecurity Skills Academy!

Investments and future plans

The Commission has dedicated €10 million this year to support projects aimed at implementing cybersecurity training programs for SMEs, start-ups, and the public sector. Since 2021, approximately €600 million has been invested in cybersecurity skills projects and initiatives, with support from Member States and private-sector partners. New funding opportunities are expected to be announced in autumn 2024.

Moreover, the Women4Cyber Network has been included in the Academy’s platform to combat gender-based stereotypes in cybersecurity. This network, hosted here on the Digital Skills and Jobs Platform since March 2024, brings together skilled women in cybersecurity from diverse sectors and levels of expertise.

For more detailed information on the Eurobarometer survey, visit Eurobarometer Survey on Cyberskills.

Each year, the OECD (Organisation for Economic Cooperation and Development) publishes its Digital Economy Outlook (DEO). The 2024 edition is split in 2 volumes, with Volume 1 published on 14 May. Goal of the report? To highlight the trends that have driven and will undoubtedly drive further forward, the future of digital economy in Europe and the world.

We summarised the main bits of the report, and added some of our analysis below. Take a look, take a glance, and head over to the OECD’s full report for more information.

2024 Digital Outlook edition: at a glance

Amongst all themes the OECD’s report unpacks, Artificial Intelligence (AI) emerges as a main cross-cutting element upon which impact on the digital economy ultimately rests. This is hardly news: AI has become a buzzword not just in recent years, but with ChatGPT, it’s now been creating buzzwords of its own. Other technologies highlighted by the report as specifically influential on the digital economy are virtual worlds and immersive technologies, as well as next generation wireless networks.

The 2024 DEO edition looks at the way people, firms, governments and social partners from all over Europe and the world, are adopting digital technologies, and how this impacts society, businesses, and the economy. It also offers new estimates of growth that go alongside additional research on bridging the skills gap, boosting equality and promoting inclusion.

Mental health is also in the spotlight. a key part of the 2024 DEO is reserved to what happens in our brains in the context of the digital environment – and how this impacts the way we think, live, and work.

Dynamic growth in ICT sector

Growth in the ICT sector has outpaced growth in other economic sectors – by a lot. Take a look at the graph below to see how the ICT sector has grown compared to the rest.

When we talk about the digital economy, we do not mean just the information and communication technology (ICT) sector anymore. Digitalisation is present in almost all jobs today, and this is bound to increase further. However, the ICT sector remains at the core of the digital economy, as the main avenue to boost innovation and enhance overall competitiveness.

At the same time, differences from one country to the next remain.

“In many OECD countries, 2023 was a record year for ICT sector growth. Ten countries had growth rates above 9%: Austria, Belgium, Canada, Denmark, Finland, Germany, the Netherlands, Switzerland, the United Kingdom and the United States. In Belgium and the United Kingdom, ICT sector growth exceeded 11%. Increased demand for ICT products and services following COVID-19 may partially explain the strong performance in 2023”.

AI: a game-changer in a fully transformed game 

The 2024 DEO edition breaks the stereotype of AI as a gamechanger, and puts forward the thesis that AI is changing faster than impact can be measured. Still, attempts have been made. See how AI is impacting the way we process information, and the very information that is presented. Then have a look at language divides opened up by AI.

“Stop the Internet, I want to leave!” – mental health in the spotlight

A growing concern highlighted in the report is the association between negative behaviours in digital environments and how they impact mental health. Demographic groups experience the internet differently, and the DEO 2024 suggests the impact on girls’ mental health seems to be higher compared to boys’ one and this is especially the case if we look at cyberbullying. In more than half of countries analysed, girls experienced higher levels of cyberbullying compared to boys. Boiling down the picture to Europe, differences from one country to the next prevail – the gap in Norway was just under 1%. The one in France – over 6%.

As young people spend an increasing amount of time online and digital environments become more immersive and ‘real’, risks for society have to be mitigated. Groups that may be disproportionally affected by negative behaviours in digital environments, such as girls, should be supported. As this is an emerging area, governments may lack formal initiatives to prevent and address mental health problems in the digital age. The report highlights that the EU is leading in this sphere, with a range of initiatives like Safer Internet Day and Better Internet for Kids, succeeding in making a safer environment for youngsters in an increasingly digital and interconnected world.

Did we spark your interest?

OECD has more. Dive into the full report below and play with the data yourself.

Countries around Europe are aiming to support the digital economy through building basic digital literacy in the wider population, as well as stimulating the higher level digital professional skillsets needed to create and use professional digital tools and platforms at work. In Europe, the EU institutions are working with policy makers at national and regional level to implement diverse approaches to address the shortfall. What are some of the actions that policy makers can take to help achieve the EU’s objectives in digital skills and jobs?

What are the objectives we are aiming for and why?

Digital skills are a key aspect of the digital economy. Without a sufficient talent base of digitally literate employees and ICT specialists in Europe, EU Member States risk not being able to compete in the world when it comes to the development of new products or services, or taking advantage of the productivity gains that digital tools can provide. And indeed, challenges around building basic digital literacy and specialised technical skills for working with advanced digital technologies persist, hampering the ability of European companies to compete on the global market.

The EU is also lagging behind when it comes to applying digital technologies to optimise areas of work, and the extent of this varies depending on the sector. For instance, 83% of companies in manufacturing, machinery and transportation in the European Union have taken up advanced digital technologies like robotics or AI, compared to firms in construction, where uptake stood at just 52% (European Investment Bank 2023). Yet another challenge is the urgent need to develop specialised ICT skills and a sound talent base that works for both ICT graduates and recruiters and employers.

The European institutions and member states have thus taken the decision to tackle these problems collectively. The objectives of the European Union in digital skills and jobs are ambitious, as set out in the 2030 targets of the Digital Decade. The aim is to ensure at least 80% of citizens in the EU have at least basic digital skills, with 20 million employed ICT specialists with a higher level of ICT graduates and better gender balance. These targets are supported by a wider approach to digitalisation across government and the economy, as set out in the Digital Compass of the European Commission, presented in Figure 1 below.

The EU is also lagging behind when it comes to applying digital technologies to optimise areas of work, and the extent of this varies depending on the sector. For instance, 83% of companies in manufacturing, machinery and transportation in the European Union have taken up advanced digital technologies like robotics or AI, compared to firms in construction, where uptake stood at just 52% (European Investment Bank 2023). Yet another challenge is the urgent need to develop specialised ICT skills and a sound talent base that works for both ICT graduates and recruiters and employers.

The targets are challenging, as recent data from the Digital Economy and Society Index shows that “only 54% of Europeans aged between 16 -74 have at least basic digital skills.” And indeed, Eurostat counts just 9 million ICT professionals in the EU compared to the target of 20 million. But this is far from the only concern in the field. To better reflect different layers of digital performance and thereby track Member States’ progress, in 2023 the European Commission integrated DESI into the State of the Digital Decade report – an action also in line with the 2030 Digital Decade Policy Programme.

The European Union and Member States are working closely together to design and implement programs to tackle these challenges through a cycle of policy cooperation throughout the Digital Decade as shown in the figure below.

Together, the various levels of policy makers aim to make progress against Europe’s objectives in this field.

What are the challenges we face?

The challenges that education and training policy makers can address can be broken down into 4 key areas:

• Digital inclusion of all citizens
• Digital competency as part of learning
• Digital skills for employability
• Advanced digital skills for ICT professionals

Closing the digital inclusion gap once and for all

Digital inclusion of all citizens involves ensuring that every citizen in Europe has at least a basic level of digital competence. Reaching every single person in Europe is difficult for education and training policy makers, as there will always remain some, who are fearful (or sceptical) of digital technology. One survey found that as many as 72% of EU citizens fear that technology may ‘steal people’s jobs’ (Cedefop, 2018).

There is also no “one size fits all approach” to reach a multitude of citizens, especially when recognising that those most likely to be digitally excluded are also those, typically excluded for other social or economic reasons (e.g. disability, lack of knowledge of the local language, etc.). Finding ways to offer inclusive, multi-lingual education and training programs that reach the most fragile parts of the population is extremely challenging.

Another key challenge in digital inclusion relates to the gender divide, with only 17% of women in STEM studies compared to 42% of men. In IT specifically, this divide is also reflected in career aspirations. Across the EU, on average 10% of 15-year-old boys expect to work as an ICT professional, while only 1% of girls do. Societal pressures (e.g. lack of role models or support in choosing an IT career) as well as non-inclusive curricula, focused on abstract IT principles, are likely to partly explain this gap.

Core competences in an increasingly digital education

Achieving key digital competence in formal education primary and secondary education also presents its own challenges. Although there is widespread recognition among policy makers that this is important, driving the necessary changes in education institutions is challenging. Bringing in new curricula takes time, and technologies required in jobs tend to change rapidly, with the result that curricula are rapidly outdated.

Digital skills of educators are also a barrier: integrating more digital skills requires a more digitally-skilled cohort of educators, which is particularly challenging with an aging population of educators who have limited time and support for professional development. Education institutions also lack sufficient infrastructure and resources to deliver digital skills learning experiences: for instance, in primary and secondary schools, on average 30% of students have access to a personal device at school, as compared to almost of 100% of students in the US. Similarly, many European schools lack sufficient bandwidth to work online and provide rich digital learning experiences to their students.

Digital skills for the labour market: in IT, and the world of work beyond

Digital skills for employability are also challenging for education and training policy to address. Existing education and training systems, particularly at levels close to jobs (e.g. higher education and vocational training) tend to be discipline specific and slow to integrate cross-discipline approaches integrating IT that are needed for digital skills for employability. Technical and vocational training systems have often been neglected from an investment standpoint (UNESCO, 2022), and have similar needs to primary and secondary schools in terms of increasing student device access and appropriate levels of connectivity.
In the European Union, higher education institutions have been effective at providing advanced computer science (CS) education. However, there is a disconnect between traditional academic CS and high-level IT professional skills. For instance, although employers are heavy users of cloud technologies, these are often of relatively low importance in CS degrees (IEEE, 2015). EU academic institutions have also been slower to move to specialized courses in emerging advanced technologies: for instance, in AI more specialised Master’s degree courses exist in the US and UK compared to the EU. Similarly, Anglo-Saxon universities are often more willing to create integrated courses with industry partners that combine both academic learning and industry-specific knowledge, which helps students segue more quickly into careers post-university. European academia is traditionally more sceptical of partnering with industry, which has been a barrier to developing this type of approach.

Another key issue in higher education is the attractiveness of CS and IT as a subject area. Although there has been growth in the number of students entering CS degrees (add ref here), the relative number of students in CS remains lower than many other disciplines. CS students are also a homogenous group, with few female students nor students from minority backgrounds taking up the subject.

Though the challenges are multi-faceted, education and training policy makers are in a unique position to be able to address them. The next section of this paper moves on to outline the opportunities that education and training policy makers have to influence change.

What are the opportunities for education and training policy makers to address these challenges?

For all of the above areas of digital skills, there are numerous positive models and approaches to be explored. Policy makers need to ensure that they are resourced, funded and remain a political priority to impact digital skills in the EU.

Let us go back a bit and look at digital inclusion: and how we can get it to actually reach all of Europe’s citizens. When it comes to initiatives on digital inclusion, policy makers in education and training have various levers they can activate. Focusing on the community is a key approach here: and this goes from providing grants for projects and activities to setting up actual physical spaces, like in the case of Molengeek (a non-profit organisation dedicated to offering training to the refugee and migrant community in one of the most deprived neighbourhoods in Brussels). Molengeek offers training and coaching to segments of the population typically excluded by other initiatives, and supports them in acquiring basic digital literacy and more advanced skills to run a business or a start-up. In Molengeek’s case, public funding is combined with private investment.

But this is far from the only example in Europe targeting marginalised groups. REDI School operates in several EU countries and provides training to people from a migrant background, with a special focus on women. Citilab, just outside the city of Barcelona is another a good example of a physical space in the form of a citizen lab for social and technological innovation. The community organisation offers a wide variety of trainings for citizens and schools, as well as building local innovation projects together.

Another avenue, where policy makers can offer support is helping libraries transform into true digital competence hubs. In today’s increasingly digital world, libraries have become a key access point for citizens looking to upgrade their digital competences, and up-skill further. Examples of libraries offering access to digital skills initiatives are everywhere in Europe, and funding for this has been secured by National Recovery and Resilience Plans of EU Member States. In Romania, funding from the Recovery and Resilience Facility (RRF) will go towards supporting more than 100 libraries in improving access to digital literacy opportunities and helping citizens acquire future-proof skills.

Policy makers can also support libraries in becoming digital competence hubs; they are increasingly offering access to citizens and others to develop their digital skills. For instance, in Romania, as part of the national RRF plan 105 libraries will be funded to develop digital literacy, communication, media literacy and many other related skills .  They can also partner with non-profits to do so; for instance, Coderdojo offers volunteer-led coding clubs in libraries across many countries.

Educator skills are critical to enable improvement in digital competence in primary and secondary schools. Education policy makers can address this by requiring a certain amount of digital professional development per year, reducing the cost to access PD and including digital skills within required teacher competency standards. Decision makers can also encourage public private partnerships in the area – many large technology companies offer free online training for teachers, to use the tools that their schools have purchased. Equally, as leaders procure new technology, they should require professional development as part of the purchasing process to avoid a disconnect between what is provided to schools, and the training that educators receive.

Similarly, although many member states have made significant progress in curriculum change to foster increased digital skills, others still have work to do. There are numerous approaches to do this, from integrating a digital competence in competence-based curricula, or to consider IT and computer science on a similar footing to the traditional sciences. Policy makers need to continue to monitor the impact of curriculum change and understand what really makes the difference for students.

Industry partnerships are also a useful way to bring more digital competence into schools. EU Code Week, an annual campaign of the Commission, has been a good example of this with companies cooperating at EU and national level to support schools in bringing more opportunities to learn computer science into schools.

Digital skills for employability

For digital skills for employability, traditional training has often been replaced by the bootcamp model to increase the digital skills of non-technical people to be able to employed in technical roles. However, many people struggle to get recognition or employment despite developing these skills, so government leaders need to find ways to quality check and recognise the value of non-traditional learning pathways.
Certification in digital skills can also provide a solution: industry-focused certifications provided by the large technology companies can be useful to acquire jobs in their ecosystems, while agnostic certifications enable people to prove their skills across multiple technology platforms. Again, these should be recognised with official training credits (e.g. ECTS) to underscore the value of these qualifications on the market and for future academic study.

Digital skills development in technical and vocational training also needs to be improved; according to UNESCO (2022), the main opportunity here is to focus much more deeply on training programs for TVET educators, using a combination of traditional professional development, networks for professional learning and multi-stakeholder partnerships.

High level IT professional skills

Although joint industry-academia degrees and study programs are not yet common across Europe, they are being actively promoted by the DIGITALEUROPE program which is encouraging academic-industry partnerships to co-develop degrees in topics like AI and cybersecurity. Some universities in Europe are also engaged in such partnerships independently. For instance, the Università Degli Studi Di Napoli Federico II has partnered with Apple to launch a Developer Academy, where young people engage in challenge based learning to learn design, business and technology and eventually start to build their own start up. SKEMA business school in France has worked with Microsoft since 2016 to integrate high level skills into the curriculum they provide for business and HR courses.

The EU is funding and promoting more awareness of higher-level IT professional courses to students particularly in in-demand areas, to make it easier to find and attend courses across the EU. For instance, ENISA’s CyberHEAD database indexes Cybersecurity courses available in the EU and EFTA countries.
Bringing in more non-traditional candidates into computer science degrees is a key part of the effort. Governments can support awareness-raising campaigns and career support for girls to encourage them to consider CS studies, potentially in partnership with industry. For example, UNESCO organised AI hackathons for girls close to choosing their degrees, to teach them about computer science and the opportunities it offers . Governments can also offer financial support to relevant stakeholders and associations: a good example is the EUGAIN project led by Informatics Europe, an association representing the IT research and academic community. EUGAIN supported further collaborative work and exchange among academics pro-actively working to improve gender participation in CS in their countries.
Leaders might also consider grant schemes to encourage workforce development partners to address higher level digital skills. These organisations – not common in all member states – interview candidates and put the most promising people through a skilling program mixing digital and non-digital skill sets. They then go on to place candidates with companies seeking digital skill sets, who have signed up to take on non-traditional profiles with the right skill set. Some European organisations such as Adecco and Akkodis are already engaged in these types of programs and could be emulated in other parts of Europe.

Endnote

Although the challenges to digital skills in Europe are wide-ranging, there are also plenty of solutions already implemented at EU and member state level that can be scaled up or learned from to drive an improvement in the level of digital skills at all levels of education. Policy makers need to proactively learn from each other across countries, and build joint efforts to address the issue. In addition to implementing practical solutions, it is critical that policy makers advocate for an ongoing focus on digital skills from a political perspective, so that it continues to receive the attention and resourcing needed to achieve the goals of 2030.

About the author

Over the last 20 years, Alexa Joyce has worked with governments in more than 100 countries across the world in the area of digital transformation. She has been active in education technology for more than 20 years, with half of her career in big tech companies and the other half – in the public sector. Alexa has worked for several leading international education organisations: European Schoolnet (the network of 34 Ministries of Education in Europe), UNESCO and the OECD. She has also been an advisor on numerous boards, including the European Centre for Women and Technology, ALL DIGITAL – a European network for digital inclusion, University College London’s EDUCATE incubator for ed-tech start-ups and the Institute for Ethical AI in Education.

Digitalisation is making significant strides and is increasingly affecting all segments of society. We can trace its effects in Industry 4.0, manufacturing, health, smart homes, and engagement with the digital society. Even the way we interact with public administration is changing, with more and more services going digital. We also note a sharp increase in the need for ICT professionals, who develop digital technologies and solutions in their field, and in all other sectors that deploy these technologies to increase productivity and maintain a competitive edge.

The digital transformation is a priority for Slovenia. The country has long been investing in public policies that stress the importance of technology and digital literacy for society. Harnessing the possibilities of new technologies requires workers equipped with improved digital skills, that can develop continuously through up- and re-skilling. Inclusive digital skills development is crucial to realising the full potentials of a society gone digital. Identifying essential digital skills and training would help the digital workforce focus on the evolving needs in job profiles and descriptions.

Chessmate: state-of-play with digital experts in Slovenia

And indeed, Slovenia faces a growing shortage of qualified ICT professionals. Eurostat places the country below the EU average and as one of the 4 most disadvantaged countries in recruiting ICT experts. In 2021, digital experts made up just 4.8% of the total workforce in Slovenia. If the country is to meet the needs opened up by digitalisation, this ratio would have to go up to 10% (or 85.000 people). Recruitment also has to rise: Slovenia would need 5.000 fresh recruits in the field of ICT each year. Currently, this figure stands at 2.000 recruits. Same goes for investment. The average company in Slovenia invests between 2 to 4% of its annual revenue in digital development, instead of the needed 6 to 8%.

Given all this, it’s no surprise that the need for ICT professionals in Slovenia is jncreasing. The impact of digitalisation will demand further changes in the labour market. We are witnessing a shift from traditional jobs to new digitalised occupations and new business models based on new knowledge of digitalisation. Experts in digital twins, smart manufacturing, data analytics, artificial intelligence, etc. are at the very forefront, and the effects of digitisation will impact the public and private sector alike.

Slovenia on the way to the Digital Decade

Addressing this problem requires well-thought of, targeted actions and clear objectives. Stopping the so-called »brain drain«, which sees Slovenian ICT experts leave the country for better-paying jobs abroad, is key. Attracting digital talents from abroad can help boost the number of IT specialists on home turf.

Slovenia must tackle the problem of shortage of ICT professionals with well-considered and targeted actions. There are few main ways to tackle this problem. The first is stopping the so-called »brain drain« where Slovenian ICT A new curriculum in primary and secondary schools must introduce future digital tools and learning to young people. Kids should receive lessons in programming and robotics through new courses in computing and information science. To attract more students to the ICT domain, contemporary and modern university programmes in digital are equally needed. Universities will also have to increase enrolment in technical faculties. To increase enrolment, educational institutions’ financial, professional, and spatial capacities must be considered.

Women in ICT: a key part of the puzzle

A point that is not often mentioned, in tackling the shortage of ICT professionals in Slovenia is challenges faced by women in this field. The stark reality is that only 17% of ICT professionals in Slovenia were women in 2021, highlighting a significant gender disparity. This underrepresentation not only deprives the industry of diverse perspectives but also perpetuates a gender gap in opportunities and innovation. Recognising the importance of female ICT professionals as champions is crucial for inspiring and encouraging more women to pursue careers in technology.

To boost the percentage of female ICT professionals, a multifaceted approach is needed. Initiatives should commence at the grassroots level, promoting STEM education for girls and creating awareness about the exciting prospects within the ICT sector. Mentorship programs, both within educational institutions and professional settings, can provide invaluable guidance and support for women navigating the traditionally male-dominated field. Establishing a network of female role models who have excelled in ICT can help break down stereotypes and demonstrate the diverse paths available within the industry.

Moreover, fostering an inclusive workplace culture that actively supports women in ICT is essential. Companies can implement policies that promote work-life balance, provide equal opportunities for career advancement, and actively address unconscious biases. Recognising and celebrating the achievements of female ICT professionals through media campaigns and industry events can contribute to changing perceptions and attracting more women to the field.

Simultaneously, addressing the broader skills gap in the ICT sector necessitates a focus on upskilling and reskilling initiatives. Providing targeted training programs for current employees, irrespective of gender, ensures that the workforce remains adaptable to technological advancements. Investing in educational resources and professional development opportunities will not only benefit individuals but also contribute to a more resilient and competitive digital workforce in Slovenia. Ultimately, achieving equal representation in ICT is not just a matter of diversity and inclusion, but also a strategic imperative for fostering innovation and driving the country’s digital transformation.

Faster adoption of digital technologies in business, both in part of increasing internal productivity and in the direction of innovation and the creation of new added value in the market, can significantly boost the overall competitiveness of the domestic economy, most of them small and medium-sized companies that according to the European Commission’s 2023 report on the state of the Digital Decade are lagging behind in the digital transformation compared to their European competition. This is the conclusion of the largest domestic business conference on digitalisation of Digital (R)evolution, which gathered over 500 entrepreneurs.

In recent years, the Croatian ICT industry has positioned itself as the fastest growing part of the economy, and according to the Digital Croatia Strategy for the period until 2032, the sector has the potential to continue to grow rapidly and reach 13 percent of Croatia’s GDP. The main driver of growth in this sector is the digital transformation of the global economy and society. That is why the Digital (R)evolution warned that we should not allow us to have a high-tech sector on the one hand, without the rest of the economy taking advantage of technology and thus losing its competitiveness and market position.

The domestic ICT industry is experiencing impressive growth, becoming a catalyst for progress in our economy. With more than 6,500 entrepreneurs and nearly 55.000 employees, this branch is not only part of the economy, but a key engine of innovation. We are witnessing that the ICT sector has become one of the most resilient during the pandemic, the energy crisis and constant technological change. Its role in transforming our society through digitalisation is crucial. Increasing revenues, profitability and investments in R & D clearly demonstrate the vitality of this sector. But at the same time, we are facing a digital divide, especially among small and medium-sized enterprises, which we must not allow. We have clearly identified the measures that can accelerate digitalisation in Croatia, but we have seen that we can do a lot in this way, through the Digital (R)evolution, where we show successful examples of digitalisation to entrepreneurs first-hand and educate them and inspire them to follow this path, said Irena Weber, CEO of HUP.

Examples of good practices of digitalisation of business were presented by representatives of domestic companies. Consultant Ivan Malić showed how technology helps PPK Valpovo to make better business decisions. Dr. Medical Specialist in Pediatrics and Pediatric Neurology Goran Kuzmac from the Sabol Polyclinic presented the mobile and web application SENDD which, using artificial intelligence, quickly, without going to the doctor’s office, recognises different degrees of potential damage in the infant. President of the Management Board of Bauwerk Group Croatia, Igor Benaković showed that the global leader in the production of innovative multi-layer parquet and wooden flooring, creates a business culture in Đurđevac from which the “Smart Factory” is being developed, and by using selected technologies he builds a “digital twin”, using virtual reality, artificial intelligence and the IoT network of sensors. Marko Ćosić, Director of Digital Sales, Customer Support and Operational Affairs in Croatia Insurance, talked about LAQO GPT, a customer support system that uses artificial intelligence for faster and better customer experience. Croatia Osiguranje also presented the first AI assessment centre for motor vehicle damage on the European insurance market. Vjekoslav Budimir, founder and director of 3D Lab, Futura Dent, presented the digital transformation in dentistry. President of the Management Board of Hrvatske šume, Nediljko Dujić presented an advanced surveillance and communication system for early detection of fires in remote and inaccessible locations. Roberto Gobo, director of digitalisation in Valamar presented examples of the use of technologies in the hotel industry through their reservation center. Nexi Group has distinguished and implemented an additional module of the existing fraud management system combining machine learning techniques with a large amount of historical data presented by Željka Perok, Senior Product Manager Group.

The conference also showed potential applications of the latest technologies such as artificial intelligence, through an interview with Draženko Kopljar, PBZ board member Filip Filković-Philatz, film director and artist, Natalija Perić, partner of law firm Mamić Perić Reberski Rimac and Boris Dril, member of the Management Board of Hrvatski Telekom and vice president of the HUP-ICT association. Boris Drilo concluded that artificial intelligence can contribute to positive changes in all industries if applied correctly.

“Through the fourth edition of the Digital Revolution conference, we tried to once again point out to entrepreneurs that the application of digital technologies has no alternative and must become an imperative for all companies that want to function in the Croatian and common EU market. Computerisation and even digital transformation do not necessarily require large capital investments, as the technology has already become available with the advent of the cloud. People are at the centre of digital transformation and often only need more readiness to change. Through the examples of domestic companies of different sizes and from different sectors, which already possess the knowledge and experience that have been implemented in business, HUP ICT wants to encourage entrepreneurs to boldly and decisively embark on digital transformation. The interest of entrepreneurs in this conference has shown that education through practical examples and creation of new business contacts is most effective for animating entrepreneurs on new projects that will ultimately increase productivity, stability and competitiveness of the entire economy”, said Hrvoje Balen, President of HUP-ICT Association.

Get ready for the 2024 edition of the European Youth Week (EYW), a bi-annual event organised by the European Commission to promote youth engagement and active citizenship! The EYW campaign encourages youth engagement in decision-making, fosters dialogue between young people and policymakers, and ultimately, brings to light the talents and projects of young Europeans.

This year’s European Youth Week – and its plethora of activities – takes place from 12 – 19 April. Unlock your potential and “Voice your vision”, if we can borrow a bit of the buzzwords around this year’s campaign. Yet, buzzwords exist for a reason: and this year truly is different, with the European elections just round the corner.

“Voice your vision” is more than a slogan: it’s a call for action. The EU is calling on young people to step up and share their thoughts on key issues, and embrace active citizenship. If citizens are engaged, active within their communities, and look ahead, they become catalysts for change.

Towards active citizenship in an ever-changing digital world

The campaign does not stand in isolation to strategic EU priorities in the EU internal market, the internet, and digital technologies. Without active citizenship, Europe will be far from fit for the digital age and risks to fall short of the 2030 targets of the Digital Decade (ensuring 80% of European citizens are digitally literate, and raising the number of digital experts, active in the labour market to 20 million). Citizen engagement in decision-making is also key to reaching the 2030 EU headline targets on skills and employment, aiming for 78% of employment and 60% adult participation in yearly training.

Young people need a whole set of competences and skills to communicate, study, work and explore the vast digital world – safely and responsibly. Recognising this need, the Council of Europe’s Digital Citizenship education (DCE) project aims to provide young citizens with innovative opportunities to allow them to develop the values, attitudes and skills necessary to participate fully in an increasingly digitalised economy and society. The European Youth Strategy has proven effective in addressing young people’s concerns. “Listen To People” , an ever-evolving database looking at the drivers of behaviours and attitudes of European citizens towards democracy, authoritarianism, and the most important issues of our time hopes to reach 10 million Europeans ahead of the European elections and break apart echo chambers that influence public opinion.

EYW in the context of the European Year of Skills

Youth unemployment in the EU for 2022 stood at 14,5%, with differences amongst EU Member States. In spite of these discrepancies, the share of young people without employment is well above the overall unemployment rate of 6.2%. Urgent action is needed to make access to education and training for young people easier and available, and the mass impact of EYW 2024 is a huge step in the right direction.

With activities spanning across close to 400 different initiatives from 29 countries, and over 1 million participants, EYW 2024 aims to empower citizens to make their voices heard in the EU elections, and contribute to building a more resilient Europe. 

Don’t forget about data

Open data plays a crucial role in the development of skills, attitudes and knowledge of young people, especially within the context of digital education. It is also crucial for democratic participation, as it enables citizens to conduct research, analyse trends, and form an opinion on some of the most pressing issues of society, based on facts and figures.

This also has an impact on the labour market, preparing young people for future roles across industries and fields of expertise. A vast array of datasets on a range of themes and topics can be found in data.europa.eu.

Keep going down the rabbit hole

Want you like to learn more? There is a joint session called ‘Check your facts! The power of digital skills, critical thinking and open data.’

Follow the activities of EYW 2024 on the European Youth Portal, make sure you check out the map of activities, and voice your vision for a better Europe by 2030!

In celebration of Autism Acceptance Month, the Digital Skills and Jobs Platform is proud to introduce new featured content focusing on digital skills for individuals on the spectrum. As part of the Platform’s commitment to fostering inclusion and accessibility, a range of new digital skills resources and training offers have been curated specifically designed to support individuals with autism in honing their talents and mastering essential digital competencies. With technology becoming increasingly integrated into daily life, digital literacy is no longer just a desirable skill but a necessity. These new additions aim to provide valuable support and guidance every step of the way.

Breaking down barriers through technology

One of the most significant barriers faced by individuals with autism is the stigma and misconceptions surrounding their abilities. However, the digital realm offers a level playing field where merit is often valued over conventional social norms. Online platforms such as coding forums, digital art communities, and remote work opportunities provide spaces where individuals can showcase their talents based solely on their skills and contributions, transcending barriers imposed by social prejudice.

Furthermore, assistive technologies play a crucial role in levelling the playing field for individuals with autism by providing tailored support to accommodate their unique needs. From communication apps that facilitate non-verbal communication to productivity tools that aid in organization and time management, technology empowers individuals with autism to navigate daily challenges more effectively and participate fully in society.

Featured training courses and resources for individuals on the autism spectrum

The Digital Skills and Jobs Platform is thrilled to introduce a range of new training offers tailored specifically for individuals on the autism spectrum. Among these offerings is Digital You a comprehensive course designed to promote inclusion in the digital realm. This program covers a diverse range of topics, including digital literacy, online safety, and social media navigation, all customized to the unique needs and preferences of individuals with autism. Additionally, DigitAbility focuses on unlocking career success for students with cognitive disabilities, providing practical training in essential digital skills such as computer proficiency, internet navigation, and software applications. Finally, Empower People with Autism, Dyslexia with Digital Skills by Udemy is a free course designed to support parents and caregivers in ensuring that the benefits of digitalisation also extend to Special Needs people.

In addition to the training offers, we are proud to present an array of digital skills resources aimed at empowering individuals on the autism spectrum. My Virtual World is a Erasmus+ project that that aims to raise awareness on how autistic people are impacted through the job-seeking journey, and help employers adopt practices that allow for the inclusion of employees on the autism spectrum. Similarly, IDEAL, another Erasmus+ project launched to address the lack of accessible online tools, trained professionals and educational methodologies adapted to autistic people in need of a high level of support. Furthermore, initiatives like Autism: Spectrum of Employment Skills (ASES) and NOW Group: training and jobs for people with learning difficulties and autism offer specialized training and job placement services to support individuals with autism in securing meaningful employment opportunities in the digital age. These resources not only enhance technical competencies but also foster confidence and independence, enabling individuals to thrive in today’s digital workforce.

Spotlight on Inclusive Digital Initiatives: the EDSA24 Awards

The 2024 European Digital Skills Awards edition is underway. This year’s awards edition features projects across five distinct categories, including the notable Inclusion in the Digital World. This category recognizes the importance of addressing the digital divide and acknowledges initiatives that cater to marginalized groups, including people with learning disabilities or Autism. Notably, last year, the EDSA 2023 edition had as finalists exemplary practices such as DigiAcademy and Accessia. These good practices were acknowledged for their efforts in supporting digital skills and employment opportunities for individuals on the autism spectrum and those with accessibility needs, respectively. These initiatives exemplify the commitment to ensuring equal access and opportunities for all in the digital age.

As we celebrate Autism Acceptance Month and recognize the importance of fostering digital skills and employment opportunities for individuals on the spectrum, we invite you to stay tuned for updates on this year’s EDSA awards. There might be even more ground-breaking projects further demonstrating the power of technology to create a more inclusive society. Join us as we continue to champion diversity, accessibility, and empowerment in the digital era.

Global population displacement is a key issue in our modern world with conflict and climate change forcing many people to leave their home regions or countries. Refugee populations are set to rise with the number of people in Europe who have been forcibly displaced or who are stateless projected to rise to 24.9 Million people in 2024 as a result of the ongoing Russian war of aggression in Ukraine alongside continued instability in the Middle East.

Digital skills, displacement and Europe

While questions and concerns about migration to the EU are frequently discussed in the political and media spheres, the share of refugees in the EU sits at just 1.5% compared to its total population. Although this is comparatively low compared with other regions in the world, supporting those affected by forced displacement is rightly at the forefront of many governmental and non-profit initiatives throughout Europe. This has especially been the case as the realities of displacement become ever more present with the war in Ukraine leading to the largest displacement due to armed conflict seen in Europe since World War Two. In the digital age, digital solutions and support mechanisms are increasingly a key part of these policies, services and charitable activities.

“The development of digital technology, similar to discussions about migration, is often seen through a lens of fear of the unknown and scaremongering. Recent debates about AI hinge on the premise of a ‘fifth industrial revolution’ which will force people out of work and require them to reskill. It’s clear that with the pace of the digital revolution, everyone in any type of work must be ready to embrace change and lifelong learning when it comes to digital skills”.

For those who have already been forced out of work due to displacement, the push to upskill and re-skill comes even faster. In addition, while many of us who work in office jobs have seen the convenience that working from home can bring, remote work brings additional benefits to transitory populations.

“If people are based in conflict zones, remote work can provide them the opportunity to keep working even in fragile contexts, and to continue work even as they are displaced (as long as internet and electricity are available). Remote work also offers the benefit of flexibility in case of return and to single parents or those with childcare obligations and may struggle to work outside the home.”

Digital infrastructure as an essential part of support initiatives for displaced people

When we consider support for people displaced by conflict, we often jump straight to the essentials of housing, clothing and most importantly safety. However digital connectivity and infrastructure is also vital and something that needs to be integrated into our basic services. It allows people to connect with loved ones but also to engage with their local community, employment opportunities and to continue learning.

Access to digital equipment is key, as are digital upskilling opportunities. There are also many people who are displaced by conflict who are highly digitally skilled and who can and should be supported to take a role in the upskilling of others in their displacement community and in the host community. In fact, at Humans in the Loop we work with many refugee-led organisations, such as Subul, which bring the digital skills of people displaced by conflict to the forefront and foster digital innovation both in areas of ongoing displacement and within the EU.

Building diversity and inclusion into AI systems and the IT sphere

It has become increasingly clear that in order to create ethical AI which does not perpetuate stereotypes and discrimination, all voices must be represented in the development of these models.

“It is only through the opening up of the IT sphere and ensuring that it equally represents our communities that we can create equitable technology and a digital world that represents the core values of the EU, freedom, democracy and human dignity. This must include people who have been displaced to Europe, both those who already possess the skills but also those who can contribute at an entry level position such as in the field of data labelling and validation”.

About the author

Hester Gartrell is Chief Impact Officer and Interim Director at Humans in the Loop Foundation. Originally from the UK but living and working in Bulgaria, Hester has a MSc in Islamic and Middle Eastern Studies from the University of Edinburgh and an in-depth understanding of religious and cultural contexts in both the Middle East and Europe. In her previous roles, including at Birkbeck, University of London, Hester has developed and led a variety of programmes focusing on inclusive educational outreach for children and adults who face additional barriers

About Humans in the Loop

A case study of access to digital upskilling and digital work for people affected by conflict

Providing digital upskilling and remote work opportunities to people affected by conflict is at the heart of what Humans in the Loop does. Through their award-winning social enterprise, they offer digital upskilling opportunities and annotation work, a key facet of the development of AI models. Through this model, Humans in the Loop has supported people currently based in conflict zones, and those displaced to the EU, to access opportunities in the global digital economy. Humans in the Loop’s mission not only aims to support people to be financially independent, but also to contribute to ethical AI and data for good. Providing access to our digital world and in turn, digital work is a vital part of European refugee policy and will only increase in importance as AI and digital technology develops.

Labour and skills shortages are on the rise in all EU Member States, and improving labour market participation is at the very heart of solving this problem. Despite advances in overall EU employment rate, skills gaps are apparent. This is especially the case for disadvantaged groups like refugees and migrants, women, and young people.

Notably, Eurostat estimates that 21% of today’s population aged 20-64 remains inactive, and requires targeted support to enter the labour market. In effect, this means that a substantial untapped potential is left behind. 

The Big Short: how large is the gap we’re staring at?

Skills shortages are reported by companies across all sizes and sectors in the EU economy, with particular challenges for SMEs. In one recent Eurobarometer study, 4 out 5 SMEs declared that it is difficult for them to find workers with the right skills, and more than half found it difficult to retain skilled workers. In an attempt to measure and bridge this gap, the Commission has identified 42 occupations that it considers as EU-wide shortage occupations. Labour shortages continue to persist across all sectors. 

The transition to a greener and more digital economy is already making an impact on skills as we know them, and this can trigger further mismatch between skills and the demands of the labour market. Only in the renewable energy sector, estimates point to 3.5 million new jobs opening up by 2030. The 2023 Employment and Social Developments in Europe (ESDE) report projects that investment needs for retraining, reskilling and upskilling in manufacturing of strategic net-zero technologies are estimated between 1.7 billion EUR and 4.1 billion EUR up to 2030. This corresponds to between 198 000 additional jobs and 468 000 additional jobs under different scenarios.

The increased uptake of advanced technologies like AI and big data is also projected to boost employment, but exacerbate skills shortages.

Getting on board those left behind

A large part of the unrealised potential of the EU labour market depends on activating societal groups lagging behind the digital transition. This is especially the case for women, lower-skilled adults, refugees and migrants, and older and younger people. The lower labour market participation of these groups leads to further shortages and bottlenecks. The potential contribution of women to increasing the activity rate is the highest among those groups, adding around 17.3 million more active people by 2030. 

The action plan: a roadmap to ensure success

The EU is not starting from scratch. The action plan is a key deliverable of the European Year of Skills, an EU-wide umbrella campaign with the objective of ensuring people have a quality job, and the skills to excel in it. It also builds on the numerous policy and funding mechanisms already in place at EU and Member States level, as well as by social partners who have been consulted on the plan. It furthermore builds on initiatives of the European Pillar of Social Rights Action Plan, policy guidance in the framework of the European Semester and EU funding support.

Under the Pact for Skills, 3.5 million workers have received training. And funding follows suit. The EU is investing around €65 billion in skills programmes, notably via the Recovery and Resilience Facility (RRF) and European Social Fund Plus (ESF+). In the words of Nicolas Schmit, Commissioner for Jobs and Social Rights,

“Europe’s labour market is at a crossroads: businesses are struggling to find workers to fill their vacancies, which is holding them back. We have an opportunity to bring more people onto the labour market, prepare them for the jobs in demand, and to boost Europe’s competitiveness. This Commission has introduced several measures to increase training, improve working conditions, and empower social partners, but more can and should be done. With everybody’s commitment, we can turn a corner on skills and labour shortages, and build an economy that works for people”.

Implementing this action plan is crucial for achieving the 2030 EU headline targets on skills and employment, aiming for 78% of employment and 60% adult participation in yearly training. There are five areas for action under the plan:

• Supporting underrepresented people to enter the labour market
• Providing support for skills development, training and education
• Improving working conditions
• Improving fair intra-EU mobility for workers and learners
• Attracting talent from outside the EU

Further reading

Download the Communication of the European Commission on the action plan. For a cleaner and more user-friendly view, download the Factsheet. Make sure to follow the latest developments straight onto the European Commission’s website.