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Outcome document of the Conference "A Space for the Metaverse - Virtual World and the Transition to WEB 4.0"
10.04.2025
The European Commission and the 2025 Polish Presidency of the Council of the EU are organising a Global Multistakeholder High Level Conference on the governance of Web 4.0 and Virtual Worlds, on 31 March and 1 April 2025.
Objectives and expected outcomes
The conference aims at triggering a global discussion on the principles for the global governance of Web 4.0 and virtual worlds feeding into the World Summit on the Information Society 20 years review (WSIS+20).
The event will bring together, from all over the world, high-level policymakers, technologists, academics, and community leaders who will collaboratively propose governance models of virtual worlds. It will focus on policy solutions for an ethical, value-driven shift to Web 4.0. and standardisation issues related to virtual worlds (including internet standards) and its technical management. Alignment of those governance frameworks with the multi-stakeholder model of internet governance will also be a salient topic of discussion.
Outcomes of the conference
The conference Input paper (available under the tab “background document” below), produced before the conference based on extensive stakeholder consultations, was discussed and subject to rough consensus during the event, paving the way for the production of the conference Outcome paper.
The discussion notably enriched the outcome document by explicitly integrating concrete governance challenges and opportunities related to emerging technologies, particularly regarding digital divides, human rights – including children’s rights – and the evolution of the multistakeholder model.
The conference Outcome paper is a contribution to the global debate on high-level, foundational principles for the emerging fourth generation of the web.
Call for participants statements and contributions (closed)
Each conference parallel session (see agenda below) will consist in:
Short opening remarks from the moderators and subject matter experts, to frame the discussion;
Several participants statements;
A general open discussion.
To facilitate informed and productive dialogue during these parallel sessions, participants will have access to background documents prior to the conference. These materials have been developed through extensive consultations with a wide range of stakeholders, ensuring that diverse perspectives are included in the preparation process. For more information on the steps and methodology underpinning the background documents please consult the project website.
The background documents provide both technical background and prescriptive insights on the governance of Web 4.0, furnishing participants with valuable insights and context to inform their contributions and enhance the overall quality of the discussions. They will be published under background material on this page. Attendees are encouraged to review these documents in advance to fully engage with the subject matter and contribute meaningfully to the conference.
Individuals and organisations interested in sharing their position on the topic, highlighting key areas of agreement or disagreement, are invited to register their willingness to provide participant statements through this surveyby the 14th of March 2025. Two minutes will be allocated to each statement.
For logistics reasons, only in person participants will be able to register and deliver participants statements. Individuals and organisations can choose to deliver participants statements in as many parallel sessions as they wish. Online participants are invited to take part in the open discussions, without any requirement to indicate ex ante their willingness to intervene.
Individuals and organisations who will deliver participants statements will be able to share a written input (i.e., transcript of their statement and/or additional considerations) to be made available to all participants through the conference website.
Logistics
The event will take place at the Charlemagne Building, Rue de la Loi 170, Brussels and online. Connection details for online participants will be shared shortly before the start of the conference.
Background
The conference delivers on Action 9 of the European Commission Communication “An EU initiative on Web 4.0 and virtual worlds: a head start in the next technological transition“ which was adopted in 2023. This action requires the European Commission to “engage with existing multi-stakeholder internet governance institutions to design open and interoperable virtual worlds [from Q4 2023]; and support the creation of a technical multi-stakeholder forum to address certain aspects of virtual worlds and Web 4.0 beyond the remit of existing internet governance bodies [from Q1 2024].
You can read the outcome document of the Conference “A Space for the Metaverse – Virtual World and the Transition to WEB 4.0” HERE
Internet governance: Keeping the internet open, free and unfragmented
09.05.2025
The internet is a decentralized network of networks, governed from its inception by a wide range of stakeholders—governments, private companies, the technical community, and civil society. This diversity fuels an ongoing global debate: should states have a dominant role in internet governance, or should all stakeholders participate equally?
Two Opposing Approaches
There are two primary models of internet governance: the multilateral model, where states lead decision-making, and the multistakeholder model, where governments, businesses, technical experts, and civil society collaborate as equals.
The European Union (EU) strongly supports the latter. It advocates for an open, free, and unfragmented internet in which all actors have an equal say. In contrast, countries like China and Russia favor state-centered control, asserting greater authority over internet infrastructure, content, and norms within their borders.
Key Stakeholders and Organizations
Internet governance is carried out by various organizations, including:
ICANN – manages domain names and IP addresses through global consensus.
IETF – develops foundational internet protocols via open working groups.
ISOC – promotes a free, open, and secure internet worldwide.
W3C – creates web standards like HTML and CSS.
ITU (a UN agency) – regulates telecoms and radio frequencies globally.
IGF – a dialogue-based forum uniting stakeholders to discuss policy challenges.
The EU as a Guardian of Internet Openness
The EU plays a key role in promoting net neutrality and consumer rights. Regulations like the Open Internet Regulation, Digital Services Act, and Digital Markets Act aim to create a fairer, safer digital space. The EU also engages in global dialogues and helps shape international standards for internet governance.
Challenges from Authoritarian Models
China and Russia are advancing a “sovereign internet” vision—restricting content, monitoring users, and building national infrastructures. China’s controversial proposals, such as the “New IP” standard by Huawei, sparked fears of centralized state control and fragmentation of the global internet. Though rejected, these proposals continue to surface under new names, such as IPv6+.
Such initiatives raise the risk of creating multiple incompatible networks or “splinternets”, undermining the open exchange of information, trade, and cybersecurity cooperation.
A Global Digital Compact
In 2024, the UN adopted a Global Digital Compact (GDC) to promote a safe, inclusive, and rights-based internet. While it supports the multistakeholder model and condemns internet shutdowns, some critics argue that its development lacked sufficient non-governmental involvement, and its voluntary funding mechanisms for initiatives like IGF remain unstable.
Conclusion
Internet governance is a complex, evolving process involving actors with competing values and interests. The EU plays a leading role in defending a free and open internet through inclusive, expert-driven processes. However, divergent approaches from authoritarian states challenge this vision, requiring ongoing diplomatic efforts and global cooperation to preserve the internet as a shared, open resource for all.
You can find the full document in the details below or HERE.
Educational resource to introduce students to global models of internet governance, the role of various stakeholders, and the importance of maintaining an open and free online space.
From geopolitics to classrooms: Hope in the AI race between the US and China
30.04.2025
The race for AI, the defining competition of the 21st century, is shifting to classrooms. While Beijing and Washington fight over semiconductors and spy balloons, their quietest and most significant competition is unfolding in schools. And that’s something we need to welcome. Preparing new generations for the cognitive revolution that will define human relations with machines has far-reaching implications for human development compared to current geopolitical tensions.
AI education has gained importance with President Trump’s executive order to advance AI education for American youth. Similarly, China has mandated AI education for all elementary and middle school students, aiming to create a generation of technologically literate citizens.
China’s and the United States’ approaches to AI education share several common features. Building AI knowledge and skills is among the countries’ highest strategic and societal priorities. Curriculum development is holistic, covering mathematics, science, and ethics to improve technical skills and promote critical thinking and problem-solving abilities from students. Both countries promote partnerships with the AI industry as a direct way to access technology and bridge the gap between theoretical knowledge and real-world applications of AI.
The competition for leadership in AI education is promising for several reasons. First, it underscores the recognition that AI is not just a technological tool, but a transformative force that will shape the future of work, communication, and society. By prioritizing AI education, the United States and China are investing in the intellectual capital needed to thrive in an increasingly automated world.
In addition, AI can improve pedagogy and teaching methods, providing personalised learning experiences that meet individual students’ needs. From intelligent tutoring systems that adapt to a learner’s pace, to AI-based analytics that help educators identify areas for improvement, the potential for improving educational outcomes is vast. As both sides explore these opportunities, we can turn the current AI-driven education crisis into a unique pedagogical opportunity to strengthen critical thinking and creativity.
However, it is important to acknowledge the counter-argument: the fear that competition in AI could lead to conflict and isolationism. Some may worry that the race for AI supremacy could foster a culture of exclusivity, where nations hoard knowledge and resources rather than collaborate.
While these concerns are valid, we believe that the very nature of education is more prone to cooperation and healthy competition than, for example, security or economic competition. As countries seek to outdo one another, they may come to realize the value of sharing best practices, research, and resources in AI education.
This spirit prevails in education and development circles, such as Google’s engineers forcing the company not to renew its contract with the Pentagon in 2018 by rebelling against the use of their technology for military purposes, or DeepSeek’s developers favoring open source contributions to the global public good on their platform. When students in Shanghai debug code alongside their peers in Silicon Valley through open source platforms, they’re not just building algorithms – they’re building trust. Away from the spotlight, they are becoming diplomats for a new type of AI diplomacy.
While the current geopolitical landscape is not promising, the rivalry between the US and China in AI education offers a glimmer of hope that it is not just about who wins in the AI race but, more importantly, how humanity will prepare for the coming transformation of AI and coexistence with advanced technologies.
Use of AI Technologies in European Enterprises in 2024
29.04.2025
In 2024, 13.5% of companies in the European Union with 10 or more employees used artificial intelligence (AI) technologies in their operations, according to data from Eurostat, the EU’s statistical office. The share of EU firms using AI technologies increased by 5.5 percentage points compared to 2023, when it was 8%.
Last year, Bulgaria ranked 25th in the EU in terms of the share of companies using AI technologies in their business operations (6.5% of all enterprises with 10 or more employees), up from 3.62% in 2023. Poland (5.9%) and Romania (3.1%) followed Bulgaria, with Romania ranking last. In 2023, Bulgaria was second to last (26th place), but it moved up one position in the ranking in 2024.
Denmark maintained its leading position in the EU in 2024, with 27.6% of enterprises using AI technologies, followed by Sweden (25.1%), Belgium (24.7%), and Finland (24.4%).
All EU member states registered an increase in the share of enterprises using AI technologies compared to 2023. Sweden saw the largest growth (+14.7 percentage points), followed by Denmark (+12.4 p.p.) and Belgium (+10.9 p.p.).
By contrast, modest increases were recorded in Portugal (+0.8 p.p.), Romania (+1.6 p.p.), Spain (+2.1 p.p.), Poland (+2.2 p.p.), and Bulgaria (+2.85 p.p.).
Enterprises in the EU Using AI Technologies in 2023 and 2024 (in %)
EU enterprises continued to adopt various AI technologies to enhance their operations in 2024. The most used AI technology was written language analysis, adopted by 6.9% of enterprises—an increase of 4 percentage points compared to the previous year. The second most used AI technology in 2024 was generation of written or spoken language, used by 5.4% of enterprises (up 3.3 p.p. compared to 2023). This was followed by speech-to-text conversion (speech recognition), used by 4.8% of enterprises (up 2.2 p.p. year-over-year).
Types of AI Technologies Used by Enterprises in the EU in 2023 and 2024 (in %)
Artificial intelligence refers to systems that use technologies such as text analysis (or text extraction—transforming unstructured text into structured data for easier analysis), computer vision (enabling computers to identify and understand objects and people in images and videos), speech recognition, natural language generation, machine learning, and deep learning to collect and/or use data for predicting, recommending, or decision-making. AI technologies are integrated into systems used for text analysis and information extraction, voice message transcription, and for recognizing and generating language models.
A1 Bulgaria, the leading provider of digital services and telecommunication solutions in Bulgaria, has officially launched the EU co-funded 6G-VERSUS (6G Vertical Trials for Sustainability) initiative, which explores the possibilities of sixth generation networks. The project is implemented by a consortium of 34 partners from business and academia fields in 10 countries in Europe.
As an active participant in the initiative, A1 Bulgaria is developing a pilot project “Optimising distributed renewable energy using artificial intelligence” in collaboration with smart energy solutions developer Entra Energy, the University of Cyprus and Software Company Ltd. The practical application of the 6G technologies on which the cluster is working on are aimed at transmission grid management, predictability and wind farm maintenance.
“A1 continues to set standards in telecommunications – for the second year in a row we are among the global leaders with the fourth fastest mobile network in the world, and our 5G ULTRA network now reaches over 86% of the population and offers speeds of over 1.96 Gbps. These successes inspire us to take on the next challenge – the development of 6G technologies. We are proud to collaborate with some of the most progressive organisations in Europe to achieve a more sustainable and technological future together. Our participation in 6G-VERSUS is also a confirmation of our commitment to the ESG goals we set ourselves – as a company and as a society”, said Alexander Dimitrov, CEO of A1 Bulgaria.
The EU co-funded 6G-VERSUS project has a duration of 36 months. The aim is to demonstrate how 6G technologies can advance sustainability through examples of their use in different industries. Also, one of the ideas is to design and develop a 6G-based application framework that brings together the three key elements: vertical industries, artificial intelligence and network applications.
Together with the Bulgarian cluster, the Greek participants in the project will demonstrate a pilot project for a “robotic process for search and rescue operations”. The Spanish representatives are developing a “drive mechanism for remote field operations” and in Portugal they are developing a “sustainable and secure port infrastructure”. The French cluster’s pilot is dedicated to “data-driven strategies for water and waste management in critical infrastructures”, and the Finnish one to “energy self-powered 5G base stations”.
“The consortium has launched the project with the confidence that it will achieve significant results for the development and commercialisation of 6G technologies in various industries, demonstrating the sustainability benefits,” commented project coordinator Sanna Tuomela from the University of Oulu.
Scandinavian embassies host media literacy and education conference in Sofia
28.03.2025
On March 27, 2025, an international conference and workshop on “Media Literacy – the Nordic Formula for a Sustainable Society”, organized by the Digital National Coalition, in cooperation with the Embassies of Finland, Sweden, Denmark and Norway, was held at the Toplocentrala, Sofia.
This event once again reminded us all of the importance of media literacy, which must be included in the education system. It is a set of different skills that every person must have in the 21st century to ensure a sustainable and democratic society.
The recording of the forum is available on our Facebook page.
Organised with the support of the Nordic Council of Ministers, the conference coincided with the celebration of “Nordic Day” on 23 March, which marks more than six decades of close partnership between the Nordic countries. They have consistently topped global rankings in media literacy and have developed successful strategies for incorporating critical media skills into the education system. For this reason, their shared practices during the conference were of great importance, especially for us, Bulgarians, who have not yet developed our own successful plan towards a media-literate society.
The Ambassador of the Kingdom of Denmark in Bulgaria, H. Pr. Flemming Stender, opened the conference by stressing the key role of education in preparing students to navigate a complex and often misleading media landscape. “Media literacy is not just a technical skill – it is the foundation for informed and active citizenship. In the digital age in which we live, schools must play central role in teaching young people to think critically, evaluate sources, and engage responsibility in media” said Ambassador Stander. Other opening contributions were delivered by the partners of the conference: Nikola Barbutov, Deputy Mayor of Sofia, and Gergana Passy, President of the Digital National Alliance.
The first two panels
The first panel, “Media Literacy and Disinformation”, explored the societal impact of disinformation and the need for early intervention through education. Keeping that in mind, Finnish journalist and author Jessikka Aro emphasized: “Media regulation, journalistic ethics and proper financing are the three main priorities” on the way to a media-educated community. Irina Nedeva from the Association of European Journalists – Bulgaria, Iglika Ivanova from the Ministry of Culture and Svetoslava Simeonova, UN Youth Delegate, also contributed to this panel.
Natalia Miteva, Ministry of Education, stated during the second panel, “Examples of Response and Cooperation for Media Literacy in Schools,” that “parents expect teachers to teach their children the necessary skills for using technology and for consuming information, but at the same time, to achieve these expectations, teachers themselves need to receive more training in this area“, which leads to misunderstandings. The other speakers, Lauri Palsa, University of Jyväskylä in Finland, Mathias Nimgaard, Centre for Digital Care for Youth in Denmark, Lyuba Yordanova, Teach for Bulgaria, and Isabela Traykova, National Network for Children in Bulgaria, also shared the Scandinavian and Bulgarian experiences in implementing media literacy directly in classrooms. One of the important clarifications from our Scandinavian guests was the fact that their practices have been developing since the 1970s and are still not at the desired level, so, according to them, there is no one right solution for the given challenge. This process is prolonged and unique for each country, but, in the end, all the effort is worth it.
Practical workshops for teachers and practitioners
The afternoon shifted focus to more practical training aimed at teachers, school leaders and education professionals who want to integrate media literacy into their teaching. The Scandinavian experts shared with the audience concrete tools and models that could be applicable in Bulgarian schools.
The first session, led by Valentina Papeikiene from The European Wergeland Centre in Norway and Lena Oden, Principal of Kunskapsskolan in Sweden, presented methods for integrating media literacy into everyday teaching – from critical media analysis to promoting respectful dialogue online. The second session, delivered by Mathias Nimgaard and Lauri Palsa, focused on digital youth engagement and strategies for fostering a safe digital environment in schools.
The information from the workshops prompted reflection on how Bulgarian teachers and institutions can adapt these tools at local and national level. The practical part highlighted the importance of preparing teachers and increasing their confidence when dealing with media literacy topics in class.
Participants from all over the country left with new ideas, strategies and opportunities, which means that the aim of the forum was achieved and hopefully the cooperation between Bulgaria and the Nordic countries in this field will continue in the future!
Credit: Galina Marinova
Stay tuned for more information and materials from the training sessions.
MEDIA LITERACY - THE NORDIC RECIPE FOR A RESILIENT SOCIETY
20.03.2025
In an era of disinformation and digital noise, media literacy is a key tool that empowers people to make informed choices, develop critical thinking, and uphold democratic values. This event brings together experts, policymakers, educators, and youth leaders to explore the best practices in media literacy from Denmark, Norway, Finland, and Sweden.
Event Highlights:
Panel Discussions – Institutional strategies, challenges related to disinformation, and youth engagement in combating fake news.
Best Practices from the Nordic Countries – Learn from leading experts how media literacy is successfully implemented in schools and society.
Lunch & Networking – Connect with policymakers, educators, and experts.
Interactive Training Sessions – Practical methods for integrating media literacy education into schools and communities.
Featured Speakers:
Mathias Nimgård – Consultant at the Digital Center for Child and Youth Welfare, Denmark Jessikka Aro – Investigative journalist and author of *Putin’s Trolls*, Finland Lauri Palsa – Chair of the Finnish Society on Media Education Lena Oden – Director of Kunskapsskolan School, Enköping, Sweden Experts from Norway and Bulgaria Youth representatives from Bulgaria
Join us for a day of in-depth discussions and hands-on training!
*The event is organized by Digital National Alliance in partnership with the Embassies of Finland, Denmark, Norway, and Sweden in Bulgaria. The forum is executed with the support of the Nordic Council of Ministers.
One of the new six EU AI factories will be build in Bulgaria
13.03.2025
In the near future, Bulgaria will be home to one of the six new European Union artificial intelligence factories. Our country has won a €90 million project, thanks to a cooperation between Sofia Tech Park and the Institute for Computer Science, Artificial Intelligence and Technology (INSAIT). Along with this, the government has committed to provide 50% national funding starting in 2026. The other five member states that have also become part of the EU’s AI leadership strategy are Austria, France, Germany, Poland and Slovenia. This list has been submitted by the European High Performance Computing Joint Undertaking (EuroHPC JU) and makes these six countries part of the EU network of AI centres that already exist in seven different locations within the Union (Finland, Sweden, Luxembourg, Germany, Greece, Italy, Spain).
These factories aim to benefit startups, small and medium-sized enterprises with the development of scalable, reliable and ethical AI models. Achieving this will require the best supercomputers, data and talent, which, according to the EU, are the essential tools for AI innovation. The project also contributes to the National Strategy for AI Development in Bulgaria and the Innovation Strategy for Smart Specialisation.
The Ministry of Innovation and Growth clarified, “The factories in France and Germany are planned to work together with Europe’s first exascale supercomputers, which are currently being created in both countries. Organisations in Bulgaria, Austria, Poland and Slovenia will build infrastructures with specialised systems optimised to work with artificial intelligence, further expanding Europe’s high-tech infrastructure.”
Work on the Bulgarian BRAIN++ factory facility will start in 2026 in Sofia Tech Park and should be completed within three years. It will consist of two components that will function mutually: a next-generation Discoverer++ supercomputer and a center that will offer services to government, educational and private organizations. As commented by the Ministry, Discoverer++ will feature AI-enabled generative workload systems, dedicated partitions for robotics, satellite space surveillance, and FMCG applications, advanced and optimized storage modules with over 7.5 PB capacity, and high-speed interconnects enabling processing and training of massive AI models.
BRAIN++ will help INSAIT position Bulgaria as a regional leader in AI innovation. It is also planned to provide training programs to develop qualified experts among the Bulgarian community in this field. BRAIN++, collaborating with the other 12 factories, will also be very important for the development of a robust ecosystem for AI research, development and applications in Europe.
The digital competence voucher trainings offered by RAABE Bulgaria are free courses funded by the Human Resources Development Programme 2021-2027. They are aimed at employees wishing to acquire or improve their digital skills at basic, intermediate and advanced level, according to the European Digital Competence Framework DigComp 2.1. The trainings are conducted remotely in a videoconferencing environment with a leading lecturer and include access to learning materials via an online platform. Upon successful completion and passing an exam, participants receive a certificate for the acquired level of competence.
Your new opportunity to acquire and improve your digital skills at basic, intermediate and advanced levels of digital competence in line with the European Framework – DigComp 2.1 levels 1-2 and 3-4.
What is the focus of the programme?
The main focus of the training is to acquire the basic knowledge, skills and attitudes to use digital technologies, build basic digital competences and apply them in different subject areas. The topics in the additional module are aimed at building skills for using basic public digital services in the Republic of Bulgaria.
What is the format of the RAABE trainings?
RAABE offers distance learning in a videoconferencing environment with a leading speaker – an expert in the field. Participants will also be able to prepare independently with unlimited access to the training materials on our platform https://raabeonline.com
What is the duration of the training?
For General Digital Skills (Levels 1 and 2 of DigComp 2.1.), 45 training hours are provided. The additional training module for Public Digital Services is 10 training hours. In total for the basic level – 55 training hours spread over several days according to a pre-announced schedule.
How does the training end?
Participants of the training take a final exam, which is conducted electronically in the electronic certification module of the Single Certification Center. Anyone who has attended a minimum of 80% of the scheduled hours is eligible to take the exam. A trainee may take the exam no more than twice.
Upon successful completion of the exam, the learner receives a Certificate of Competence in accordance with the European Digital Competence Framework DigComp 2.1.
Every October, hundreds of events, learning and community-building activities all around Europe, are dedicated to the topic of cybersecurity. With the fast development and deployment of technologies like AI, cybersecurity is a necessary cornerstone not just in our work lives, but also in our day-to-day business.
This October also, SANS takes part in the Cybersecurity Awareness Month with a special, free toolkit to help employees in any organisation understand (and start unlocking) the potential of AI.
About this toolkit
Organisations throughout Europe, and especially SMEs, struggle with new developments as AI technologies are being rolled out worldwide. For managers and senior executives, it can often be challenging to put suitable processes in place to manage how these new technologies are implemented and built, without compromising one’s competitive edge or wasting time.
The SANS Toolkit is designed to help streamline this process by helping managers introduce the topic of AI to employees, generate ideas, and understand the risks their sector or workforce may encounter. It offers 5 sections, including:
AI Factsheets
Sample AI Acceptable Use Policy: Make it your own to establish ethical AI use in your organisation
AI Infographic and Tip Sheets
Zoom backgrounds and more to make AI Awareness fun and accessible
We are a small team of volunteers, and every bit of support is crucial for us. If you resonate with our cause and would like to support it, feel free to reach out so we can discuss how.
Nearly 10 years ago (yes, 10 — we’re surprised too), we launched Design WeekEnd with a small design conference in Sevlievo. Since then, we’ve been creating and participating in various design events across Bulgaria, developed three unique formats, relocated to Plovdiv, built meaningful relationships and lasting connections, weathered a pandemic, and emerged stronger afterward. Today, we continue to create with the same childlike enthusiasm, albeit a bit more grown-up.
Over the years, we’ve been fortunate to work with incredible people—as part of our team, as speakers, or as mentors.
Design WeekEnd is a three-day design competition aimed at high school and university students. It includes an introductory evening with a discussion panel, lectures by professional mentors in the field of design, and 26 hours of teamwork to build a brand from scratch. Whether your strength lies in Web, Print, or Motion, you and your team will have the chance to create something amazing.
When and Where?
Design WeekEnd 2024 will take place from November 22–24 in Plovdiv. For the second consecutive year, the event will be hosted by the Technical University of Sofia, Plovdiv branch.
What to Expect:
→ An opportunity to showcase your design skills
→ Exciting challenges and real-world design tasks
→ Guidance from industry experts
→ Prizes for the most accomplished brand presentation
Additional details about this year’s program and the speaker lineup can be found HERE.
DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes
27.09.2024
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.
We are looking for young artists and professionals (18-32) from the fields of music, visual and performing arts, and media to participate in the groundbreaking AI&I Experimental project – an educational program that explores the symbiosis between art and AI as a tool to combat misinformation.
The application deadline is 3 November.
The program starts on November 9 and ends with a gala performance on December 21.
Participation is free of charge.
About the project
“AI & I Experimental ” is an experimental project that brings together art and technology, focusing on the role of artificial intelligence in contemporary creativity. The project is aimed at students and young professionals from different disciplines – dancers, musicians, visual artists, journalists, and disinformation researchers. The main goal is to create artistic projects that integrate music, dance, and visual arts, all of which will be generated and/or supported by artificial intelligence (AI). The project will address important topics such as the interaction between humans and machines, the role of technology in art making, and how AI and misinformation influence the cultural environment and public perceptions.
Themes and focus
The project will explore how artificial intelligence can be used both for creative purposes and as a tool for manipulation and will provoke reflection on the ethical and social implications of the deployment of AI in cultural spheres.
Participants in the AI&I Experimental will work in a creative team under the guidance of mentors with expertise in a variety of disciplines and will have the chance to create a unique project that combines music, dance, visual arts, and AI, addressing the theme of misinformation. All projects will be presented to a panel of judges, and the best one will be performed at a gala event on December 21, 2024.
Terms and conditions
Participants will be selected from students and young professionals from the following fields:
• Dancers and choreographers: Participants with experience creating and performing stage works. • Musicians and Composers: Artists who will work on the creation of musical compositions in collaboration with artificial intelligence, and who will participate in the generation of sounds or entire works. • Visual Artists and Designers: Artists who will be involved in the creation of visual elements such as scenography, projections, and digital installations generated using AI. • Journalists and media researchers with a focus on misinformation and digital media: Participants with an interest in the topic of information manipulation and its consequences.
Apply
Applying is easy – fill in the following form and become part of the future of art:http://bit.ly/3A0Y7hM
Your chance to imagine the digital education of the future is NOW! Take part in the DigiEduHack Days between 8-17 November!
This years’ Digital Education Hackathon days will take place between 8-17 November 2024. 52 local hackathons are already registered on the website, and now participants from all across the globe can choose the challenge that resonate the most with them and start thinking about possible solutions to be submitted during the hackathon days!
Participation is possible as hosts of a challenge, or as participant to a challenge:
Hosts: These can be organisations that are passionate about digital education and want to organise a local DigiEduHack event, to help develop solutions to a particular challenge and contribute to the digital education transformation. They can be schools, start-ups, public authorities, universities, NGOs, etc. Hosting a DigiEduHack challenge is easier than one might think: The DigiEduHack team is there to provide plenty of support for potential hosts at every step. Hackathons can be online, in-person, or hybrid.Check out a few reasons Why Should You Become a DigiEduHack 2024 Host – DigiEduHack 2024! Click here to explore all the support tools available for hosts (Host guide, blueprint roadmap, challenge examples, sponsorship package, coaching calls, etc) and register your challenge today!
Participants: Whether you’re a tech whiz, a creative genius, a curious learner or just interested in digital education, you’re invited to participate in this global movement of digital education enthusiasts by joining one of the challenges published on the DigiEduHack website. All ages and backgrounds are welcome! Click here to explore all the support tools available for participants (Participant guide, MOOCs on tools and techniques, pitching templates, FAQs, etc.) and register as a participant today!
There are plenty of platforms to get acquainted with the initiative: don’t miss the DigiEduHack podcast, the webinars series, and the news section! And for any information, the DigiEduHack team is reachable at contact@digieduhack.com.
Looking for some inspiration? Have a look at last year’s success stories!
And most importantly, save the date for the Main Stage Event, which will take place in Tallinn on 20th of November! While on-site participation will be limited, livestreaming will be available throughout the event. Click here to get the agenda and the livestreaming!
Last year, 39 hackathons took place between 6th and 13th November in 22 countries across Europe and around the world, gathering 1685 participants. In a limited amount of time, the teams intensively discussed and collaborated on existing and future challenges related to education in the 21st century, sharing their expertise, and enhancing their digital education skills and literacy. They put all their knowledge and creativity into action to come up with a total of 225 innovative and inspiring solutions. Inspired by these numbers and experiences, we count on you to reach out to as many hosts and participants as possible and make DigiEduHack 2024 edition a success!
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
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.
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
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.
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
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.
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.
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.
School Violence and Bullying Prevention and Response Network (2014-2015): Around 16,000 teachers were trained to deal with school violence, including cyberbullying.
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.
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:
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.
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.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
Digital Competence Framework for Educators (DigCompEdu)
29.09.2024
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.
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.
Hack TUES is one of the key events for TUES in which students from the school in teams of 3-5 participants create from scratch their own IT project on a given topic within two days and then present it to a professional jury of teachers and IT specialists.
The hackathon gives participants the opportunity to improve their programming skills, teamwork and presentation of the finished project. They work under the mentorship of professionals from the IT business, and sometimes these acquaintanceships grow into offers of practice and internship. The organizers, in turn, learn a lot about the process of organizing such an event and strongly develop their soft skills. By interacting with the sponsors, jury, mentors and volunteers, they develop a clear picture of the real working environment.
This is the first hackathon in Bulgaria organized by students for students. The event started in 2015 and has had nine editions so far. Every year Hack TUES is organized by an organizing team of 11th grade students who work on the event under the mentorship of ASTUES.
Consideration of the main problems of society
The event is also very special for the participants.Because they know each other, they strive to succeed and make it to the finish line. The theme of the hackathon changes every year and is related to the major issues facing society. The last two editions were dedicated to aerospace and environmental problems, respectively, and participants proposed innovative solutions to these problems. these included educational games, embedded systems for collecting samples or cleaning up trash, and machine learning (ML) solutions that help analyze the probability of a successful landing of an aircraft.
Hack TUES at UNESCO
Hack TUES, the iconic hackathon organised by students for students, has found its place among UNESCO’s innovative and promising practices for Technical and Vocational Education and Training. This makes Hack TUES the only educational practice in Bulgaria to be included in this global initiative.
Read the incredible story of its latest edition with a Security theme here.
Upcoming editions and further information can be found at https://hacktues.bg/
European Year of Skills: Survey highlights skills shortages in SMEs
25.09.2023
SMEs are currently grappling with a major challenge – finding the right talent with the right skills. Skills mismatches and shortages are not just a local issue, but a continent-wide concern for the European Union. In May 2023, the Directorate-General for Employment, Social Affairs and Inclusion, on behalf of the European Commission launched the Flash Eurobarometer 529 European Year of Skills: skills shortages, recruitment and retention strategies in small and medium-sized enterprise. This survey aimed to uncover the skills shortages plaguing SMEs and shed light on their recruitment and retention strategies
Key findings:
Skills are everything: 95% of all SMEs say that it is very (82%) or moderately (13%) important for their business model to have workers with the right skills.
Skills shortage persist: three quarters (74%) of SMEs in Europe say they concretely face skills shortages for at least one job role in their company. Also, more than half of employers (53%) report finding it challenging to retain qualified personnel, and almost 4 in 5 say it is normally tough for them to locate people with the proper abilities.
Digital imperative: The digital era is here to stay, with 24% of respondents acknowledging the increasing importance of digital skills in their SMEs. In fact, 45% lamented that skills shortages hinder their adoption of digital technologies.
Innovative Recruitment and Retention: SMEs currently employ a wide range of strategies to recruit and keep employees. This includes initiatives to better utilize talent already present within the organization (such as staff mobility or job rotation), greater training expenditures, or enhancing the financial and/or non-financial perks offered by jobs.
A Plea for Support: SMEs are calling for better coordination with public employment services (58%), improved tools for assessing applicant skills (49%), and enhanced tools for evaluating their own skill requirements (46%).
The call is clear: there is an urgent need to revamp the education and training efforts to match the skills demand, especially in the face of the digital and green revolutions.
Nvidia, the world leader in artificial intelligence chips, is facing dangerous new competition. ByteDance, the company that owns the world-famous TikTok app, is speeding up production of its own chips, hoping to mass produce them by 2026. It is currently developing an advanced 5-nanometer artificial intelligence chip with U.S. firm Broadcom, and even TSMC (Taiwan Semiconductor Manufacturing Corp.), which also serves Nvidia, is expected to start working with ByteDance and Broadcom’s project as well.
According to Reuters, the chip will not violate existing US chip export restrictions. However, it is unclear exactly when the chip will begin production at TSMC, as it is currently in the design phase and production is not expected to begin this year.
This year, ByteDance purchased over 200,000 chips from Nvidia, crying over $2 billion. They now intend to produce, in conjunction with TSMC, several hundred thousand prototype chips that are expected to be much cheaper than the US chips.
In the US, ByteDance has been the subject of great concern from some US regulators who believe its status as a China-based company poses a national security threat to Americans who use its TikTok video app. In April, U.S. President Biden signed a bill that could ban TikTok as early as next year if TikTok does not sever its ties with ByteDance and China.
China has also introduced some bans and changes of its own. The country has reportedly decided to phase out the use of US Intel and AMD chips in its government computers and telecommunications networks. Last year, China also banned chips from the US firm Micron, saying they posed a risk to national security.
Technology leaders take the stage at Tech of Tomorrow on September 26, at the Inter Expo Center from 13:30. leading companies, industry experts, and guests will learn how they can change their business and create new opportunities.
The event, organized by Investor.bg, will, for the seventh consecutive year, provide a platform for the next generation of business and urban development innovations ready to make our work and lives significantly easier. In the dedicated half-day event, participants will be current and former managers and CEOs of leading innovative companies, with successful examples of how innovation continues to change businesses and create new opportunities. Finally, participants will share their views on the global footprint of technology on business, the city, and our everyday lives.
Among the participants are Martin Giswein – professor and member of the University of Vienna, Atanas Raykov – Vice President of Global Marketing and Growth at Rakuten Viber, Rüdiger Frickenschmid – Head of AI Division Europe at Fujitsu, Spas Ivanov – Managing Partner at Baseline CyberSecurity and many more prominent experts in the field of innovation and the developing world stand out.
The event will present 4 panels on the topics:
AI
Fintech & Cybersecurity
Digital Trust & Security
Tech in Automotive
Tech of Tomorrow is organized with the support of Devin, LATE CAFÉ & ROASTERY, Vinopoly, White Bite Catering, J Point Group, and DiKa. Partners are the Bulgarian Startup Association (BESCO), Bulgarian Fintech Association, and Sofia Tech Park.
The event is suitable for managers of companies in different industries – retail, education, data and security, manufacturing, transport and logistics, IT, pharma, HR and workspace, automotive, etc., as well as for ordinary people with interests or knowledge in these areas who are free on 26.09.2024 and who are ready to join an exciting conference.
A link for registration and the program can be found here:
BlackRock, the world’s largest asset manager, has pointed to the energy sector as one of its best growth opportunities. In this regard, they are ready to take a new step towards integrating artificial intelligence into our lives. Together with tech giant Microsoft, they are launching a fund to build an AI structure that will finance projects to build data centers, energy projects, campaigns, and technology developments to meet the growing demands arising from the development of artificial intelligence. The partnership between BlackRock, which will operate through its new infrastructure investment unit Global Infrastructure Partners, and Microsoft will be one of the largest partnerships in Wall Street’s history and will be valued at $30bn.
MGX, the Abu Dhabi-backed AI investing platform, will also be a general sponsor in the project to meet the country’s needs for innovation and development in the AI sphere. Nvidia, on the other hand, will advise on the design and integration of the ventures.
AI computing power requires much more energy than previous technological innovations and thus puts a strain on the existing energy infrastructure, to this end the investment vehicle is aimed at addressing the huge electrical and digital infrastructure needs associated with building AI products, which are expected to face severe capacity constraints in the future.
The Global AI Investment Partnership aims to raise up to USD 30 billion through equity investments. These funds will be used to secure an additional USD 70 billion in debt financing.
Digital skills still prioritised in the Commission's new Political Guidelines 2024-2029
19.09.2024
Ursula von der Leyen has unveiled European Commission’s latest Political Guidelines for the period 2024-2029, placing a strong emphasis on addressing the continent’s digital skills shortages. A key focus will be establishing a Union of Skills, aimed at tackling labour and skills gaps across the EU. This ambitious plan will drive investment in lifelong learning, skills retention, and the recognition of diverse types of training, helping citizens work seamlessly across borders.
STEM education overhaul and skills portability to drive EU’s digital transition
The guidelines highlight a pressing need to improve basic skills, particularly in STEM education. A new STEM Education Strategic Plan aims to reverse declining performance, increase the number of qualified STEM teachers, and encourage more women to pursue careers in these fields. Additionally, EU funding for skills development will be better aligned with labour market needs, especially in sectors crucial to the green and digital transitions, also building on the work in the Pact for Skills.
We will boost and refocus skills funding in the EU budget to ensure it is better linked to labour markets and more focused on sectors crucial for the twin transitions.
Recognising the need for cross-border skill mobility, the Commission is set to introduce a Skills Portability Initiative. This will ensure qualifications acquired in one EU country are recognized in others, facilitating the free movement of talent. Further efforts will focus on boosting digital literacy and combating misinformation through a European fact-checking network, with enhanced digital enforcement under the Digital Services Act.
We will establish a Union of Skills – focusing on investment, adult and lifelong learning, skill retention and the recognition of different types of training to enable people to work across our Union.
Draghi report highlights importance of closing skills gaps
The Draghi Report, which similarly stresses the urgency of closing the skills gaps in Europe, underscores the crucial role of digital skills in driving future economic growth. Both the Commission’s guidelines and the report call for action to ensure that Europe remains competitive in an increasingly digital world.
Demographic headwinds imply a shrinking labour force in Europe, while the US population is projected to expand in the coming decades. In this setting, a European strategy to address skills gaps – focused on all stages of education – is essential.
In line with the EU Digital Decade targets, the report emphasizes the need for 80% of working-age Europeans to have basic digital skills by 2030, reflecting the growing importance of digital literacy in the workforce. These initiatives align with broader EU efforts to ensure Europe is prepared for the digital and green transitions.
Digital skills are a necessary condition to develop capacities in digital technologies, to adopt new technologies and even promote the creation of innovative companies. As such, they are essential to the EU’s digital transition. It is key that the population at large is digitally literate, but it is also important that the pool of workers with advanced digital skills, for example in the areas of AI, programming, data management and cybersecurity, expands.
Roxana Mînzatu: a new EVP designate for skills
Roxana Mînzatu, the new Executive Vice President for Skills, is tasked with driving these changes. Her mission includes strengthening Europe’s talent pool through enhanced skills training and education, as outlined in her mission letter.
The new EVP will be tasked with stimulating the Skills Academies, which are responsible for developing learning programs that Member States will use to facilitate the recognition of credentials as a basis for formal qualifications.
She will also develop an Action Plan on Basic Skills and a STEM Education Strategic Plan, backed by the review of the Digital Education Action Plan and the adoption of a Roadmap on the future of digital education and training.
Mînzatu’s leadership will be pivotal in ensuring the EU is prepared for the future, with a strong focus on digital, green, and societal resilience skills.
Open AI with new artificial intelligence development
14.09.2024
The billion-dollar company Microsoft has begun the development of a new kind of artificial intelligence to Open AI, namely – “Strawberry”, soon to be released on the market. The project still has more details that are kept secret even by some Open AI employees. As of now, it is claimed that the new tweak will significantly improve the reasoning skills of the AI, which can help it conduct independent research on the internet. This will allow the AI to respond to user queries and predict and gather information independently.
Strawberry, which is seen as an upgrade to OpenAI’s earlier Q* project, is considered to represent a significant advance in the development of artificial intelligence. According to inside sources, Q* has generated internal controversy and has been linked to the suspension of CEO Sam Altman in November 2023. The new model, also called o1, is designed to spend more time calculating the answer before responding to user queries, the company said. With this model, OpenAI tools should be able to solve multi-step problems, including complex tasks involving mathematical calculations and writing code.
A preliminary version of the model will be available through OpenAI’s popular chatbot, ChatGPT. San Francisco-based OpenAI is currently seeking to raise billions in funding and faces increased competition in the race to develop increasingly sophisticated artificial intelligence systems. OpenAI is not the only company developing advanced AI models. Competitors Anthropic and Google also claim their AI models have the ability to reason. In a series of posts on X, Noam Brown, a research scientist at OpenAI, said the company is releasing the model in a preliminary version now, in part to understand how people use it and where it needs to be improved.
Will AI be able to cover this human activity – reasoning – and how far will it go to cover the unique functions of a human being?
Building Europe's digital future: the MERIT project's inclusive approach to advanced digital skills
13.09.2024
Digital MERIT is a project co-funded by the European Union under the Digital Europe Programme. It brings together universities from four countries, industrial partners, research centres, technology transfer organizations, and digital innovation hubs with the goal of developing a strong, inclusive, and sustainable educational ecosystem with a four-year program.
The project focuses on creating a knowledge base to address society’s needs in the field of advanced digital skills. One of its key objectives is to reskill non-ICT specialists through conversion courses and provide mobility opportunities for teachers and learners across the six participating countries: Spain, Lithuania, Estonia, Latvia, Italy, and Romania. By doing so, MERIT aims to prepare students and graduates for the job market through industry-relevant courses, hackathons, and employability training.
A special focus is on countries with low scores on the Digital Economy and Society Index (DESI), such as Romania. The program will support the development of ICT specialists and provide students with tools like e-learning resources and blended learning approaches to address real-world challenges. By integrating research and practical solutions, students will gain hands-on experience in labs, companies, and public organizations.
A joint master’s program with industry collaboration
Students will have the opportunity to collaborate with these and other industry leaders on real-world challenges, ensuring their education is aligned with market needs. This partnership allows students to test their solutions in real environment and gain valuable industry experience. While industry, offering challenges for student project will gain from collaboration with students and their research supervisors.
Inclusive and lifelong learning
One of MERIT’s core missions is promoting inclusivity and gender equality in STEM careers. The program will offer mentoring, networking opportunities, and hands-on experience in various sectors. A key focus will be on upskilling and reskilling professionals through short-term courses and lifelong learning initiatives, ensuring individuals stay competitive in the evolving digital landscape.
By fostering advanced digital skills and emphasizing inclusivity, MERIT aims to help shape Europe’s digital future, equipping students with the knowledge and practical experience needed to succeed in a rapidly transforming world.
Interested in what’s new in the event industry? Want to learn how to organize eco-friendly events or how to attract new sponsors and audiences? Wondering how to use AI to effectively market your events?
Sofia Tech Park invites you to be a part of the first-ever event for events: Event PRO Forum on September 17 at John Atanasoff Innovation Forum.
This year’s theme is “Shaping The Future Of Sustainable Events” and it will focus on sustainable practices and modern solutions that are becoming increasingly important in the context of European environmental regulations.
The Forum will offer a rich conference program with the participation of prominent Bulgarian and international experts who will share know-how and best practices on topics such as :
Managing large productions;
Sustainability measurement and reporting according to European standards;
The use of AI in event marketing;
Branding and visual identity;
Digital art and immersive experiences;
and much more.
Even Pro Forum will be aligned with environmental best practices, encouraging collaboration and implementation of environmentally friendly policies. Visitors will also have the opportunity to set up an exhibition area where companies from different sectors of the event business will showcase their products and services.
Don’t miss the chance to be part of the platform that leads the industry towards a more sustainable and united future!
Digital National Coalition supports the implementation of Event Pro Forum and stimulates efforts for sustainable event management, the replacement of disposable communication materials with digital alternatives, and the implementation of digital and immersive art in the event industry.
DigiAdvance - Advancing Key Digital Skill Capabilities in the SME Sector
06.09.2024
DigiAdvance is an EU-funded platform designed to help small and medium enterprises (SMEs) improve their digital skills. In today’s rapidly evolving digital landscape, SMEs often struggle to stay competitive due to a lack of digital competencies. DigiAdvance addresses this issue through two key resources: the Skills Mapping Tool and the Course Repository.
Skills Mapping Tool
This tool is tailored to assist SMEs in identifying the specific digital skills they need to succeed. By offering a structured assessment it helps businesses pinpoint gaps between their current capabilities and the skills required for effective digital transformation. The tool analyzes key areas such as digital marketing, cybersecurity, data management, and digital customer engagement. By identifying where the business lacks expertise, SME owners and managers can strategically plan the upskilling or reskilling of their workforce, ensuring that their teams are equipped to adapt to new technologies and market demands.
Courses
Once skill gaps have been identified through the Skills Mapping Tool, DigiAdvance provides SMEs with access to a comprehensive library of training materials. This repository of courses includes both general and industry-specific courses, addressing a wide range of topics like AI, e-commerce, automation, and software development. The courses are curated to meet the specific needs of SME employees, allowing businesses to choose the most relevant training for their teams. This ensures a targeted, practical approach to upskilling, enabling SMEs to stay competitive and leverage new technologies effectively.
Together, these tools aim to drive digital innovation in SMEs, helping them grow in an increasingly digital economy. Explore more at DigiAdvance.
SoftUni AI makes artificial intelligence accessible to the average person
03.09.2024
Soft Uni Software University has developed a revolutionary educational project in the field of artificial intelligence – SoftUni AI. It is suitable for people with no experience working with artificial intelligence and anyone with a desire to learn how to use AI technology in everyday or work environments. The course is suitable for complete beginners in the field of artificial intelligence and the periphery around it.
Already many enterprises are implementing AI systems to streamline their work process and erase their need for manpower. This is also leading to the creation of new jobs for AI, data, and technology specialists, for personnel with expertise and working with various AI tools.
The program is aimed at developing skills that are sustainable and competitive, and that cannot be replaced by machines. The initiative aims to help anyone who wants to successfully acquire AI skills that can be useful. The training will help you master the best AI tools, you will have access to mentors and a community, to the knowledge and experience of experts in the field and you will receive a certificate of successful completion after passing an exam.
The program is structured as follows:
AI Basics – 2 weeks
AI Fundamentals – 4 months
Specialized AI Courses
The application form is now officially open and closes on 27 October 2024. The course itself will start on 29 October 2024 and will be conducted online.
The digital world already pervades many aspects of our daily lives. We use search engines to find out the result of a football match, manage our money transfers through online banking apps, pay our taxes using governments’ web portals, book flights or accommodation in travel web portals, use messaging software to chat with friends and share photos and videos. And we would not be able to do any of those things without digital skills. Basic digital skills, at their very essence, are a crucial step towards learning many other new things – and aiming higher, for new knowledge. They give confidence to use technology for work, learning and daily life.
About the author
Luis has a BSc and MSc in Informatics from the Universidad Politécnica de Madrid (UPM) since 1989. He earned his PhD with extraordinary award from the University of Basque Country in 1997. He has served as interim associate professor at UPM (1989-1996), aggregate professor and head of department at Universidad Europea de Madrid (1996-2008) and associate professor at Universidad de Alcalá (since 2008). He was the CEO of an ICT service-oriented SME (2002-2006) and has acted as freelancer consultant for big companies. Luis has been a board member of CEPIS (2011-13, 2016-2020), and as of 2022 he is CEPIS’s president. Over the years, he has helped to shape the development of EU reference frameworks for digital skills and employment. Luis has actively contributed as an official expert to the development of the three main references in the area: the ESCO labour classification for ICT services, the European standard of e-competences for ICT professionals EN6234-1:2019 and DigComp, the Digital Competence Framework for Citizens.
Introduction
If we take a look at labour market trends, we can see that the digital transition has brought up specific needs and transformed many occupations and tasks. Most jobs today require some level of digital skills, including even those that do not ask for high levels of qualifications or experience – like working in a warehouse or as shop assistant, checking stock and inventory. Increasingly, the work of other specialists with higher qualifications in their respective disciplines, is now also dependent on digital skills: biologists need to work with complex digital 3D representations of molecule structures, lawyers now consult big juridical databases to study precedents and all aspects of legislation. Digital skills are now needed in most jobs: and specific digital skills are also permeating traditional professions to varying degrees. Think of doctors, who work with the latest robotics technology to perform complex surgeries (more specialised skills), manufacturing employees that use industrial robots to speed up processes (different levels depending on the employee’s function), or teachers introducing digital and emerging technologies into teaching and learning. In Europe, just 54% of people have the digital skills needed for the digital world we live in (European Commission, DESI 2022). In 2021, 1 in 6 Europeans aged 16-74 had no digital skills at all and 1 in 4 of that group only had a low level of digital skills. This naturally brings challenges to the labour market, due to the need for some digital competence across roles and occupations. Yet, DESI 2022 shows that around 35% of European citizens still lack even these basic digital skills – which means they are essentially excluded from the job market, and the opportunities made possible by digital technologies. This is combined with difficulties in finding and attracting digital talent, making it even harder to respond to industry needs. More than half of companies in Europe report big difficulties in recruiting ICT specialists (Joint Research Centre, European Commission, 2019), and SMEs in particular, lag behind their larger counterparts in training and upskilling due to limited resources (financial, staffing, etc). Similar data has been disseminated by the Digital Skills and Jobs Coalition, a partnership of organisations from the public, private and non-profit sectors that works to tackle digital skills shortages across Europe.
And if we are to take a closer look at the state-of-play with the labour market in Europe, data and information available point to the need for an urgent push to develop the digital skills of EU citizens and make them fit for employment. Data from CEDEFOP (the EU’s Agency for the Development of European Vocational Education and Training) shows the importance of digital skills for jobs. In 2015, 71% of EU employees thought some fundamental level of digital skills was needed to perform their jobs. More recent data on skills that employers demand, based on millions of Online Job Advertisements (OJAs) in 28 European countries, extracted from the OVATE tool of CEDEFOP shows that digital skills are explicitly mentioned by employers (e.g., “Working with computers” was a requirement in close to 40% of all OJAs across sectors). Many other OJAs simply assume that candidates have such skills.
Digital skills are relevant and needed, and EU policymaking has tried to reflect this. In 2018, the Council of the European Union adopted a recommendation on 8 key competences to support Europeans in gaining the skills and competences needed for personal fulfilment and wellbeing, employability, and social inclusion. This also highlights efforts put in re- and up-skilling policies around digital skills: in 2018, more than half of Europeans lacked digital skills. In 2021, 54% of people aged 16 to 74 had at least a basic level of digital skills (DESI 2022).
Basic definitions for digital skills
Before defining digital skills it is relevant to firstly clarify some more general terms. These terms are: “competence”, “skills”, “knowledge”, and “attitude”. (European Commission, 2019) and they have applied to the main EU reference on digital competence, DigComp (now in its 2.2 edition), which we will talk about further on.
Competence is the demonstrated ability to apply knowledge, skills, and attitudes for achieving observable results. For example, competence “Programming” can be described as “To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or to perform a specific task”.
A skill is the ability to carry out processes and use the existing knowledge to achieve results: e.g., “Able to verify and modify what type of metadata (e.g., location, time) is included in pictures being shared in order to protect privacy”.
Knowledge is composed of the concepts, facts and figures, ideas and theories which are already established, and support the understanding of a certain area or subject: e.g., “Knows the main functions of the most common digital devices (e.g., computer, tablet, smartphone)”.
Attitudes describe the disposition and mindset to act or react to ideas, persons, or situations: e.g., “Open towards sharing digital content that might be interesting and useful to others”.
See our infographic below for an illustration of this.
Getting to a definition of digital skills
The UNESCO Institute for Statistics (2009) defines digital skills as “a range of abilities to use digital devices, communication applications, and networks to access and manage information”. These abilities make possible creating and sharing digital content, communicating, and collaborating with others, solving problems, and finding creative opportunities. Similarly, the Council Recommendation on Key Competences for Life-long Learning defined digital competence as ‘the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It is defined as a combination of knowledge, skills, and attitudes’.
There is a strong link between digital skills and key competences enabling lifelong learning. European citizens should be equipped with key skills, needed for an increasingly digital world: such as the ability to filter, use, access or manage private data, personal information, one’s digital footprint, stay safe online and effectively use technologies like AI and other software. People should also ‘be able to use digital technologies to support their active citizenship and social inclusion, collaboration with others, and creativity towards personal, social, or commercial goals’ (European Commission, 2019).
This concept of digital skills is more concerned with European citizens in general, rather than the specialised skills for ICT professionals. The EU framework for citizens’ digital competence (DigComp), which we will look more in detail later, contains an outline of the digital skills citizens need to remain competitive on the labour market, socialise, shop, and learn in today’s digital world.
Categories and levels of digital skills
There are two main categories of digital skills out there:
the general ones applicable to common context of life and work, and
the professional ones for ICT experts.
In the case of the Category A (people in general) common EU frameworks like DigComp covers a range of levels of digital skills from basic to very specialised, so the spectrum of general digital skills could be wide and varied. They range from really foundational level such (e.g., mere use of a PC, tablet or mobile device for emailing or internet browsing) to some moderate ICT use (like productivity and office tools like word-processing, creating documents and/or spreadsheets) and some advanced ICT skills (such as the initial ability to develop applications or programming or using sophisticated computer statistical analysis packages). DigComp defines 4 layers of proficiency such as foundation, intermediate, advanced, and highly-specialised.
Above those levels of general digital skills, we can find specific skills for those in ICT profession such as using software design patterns or defining firewall rules. There is a tenuous and fuzzy limit, really difficult to strictly define, between the upper levels of digital skills of those not specifically qualified as ICT professionals and the basic levels of skills of those in the professional field of technology. A good number of the skills in that limit between general digital competence and ICT professionalism frequently lie in the context of hybrid digital jobs such as digital compliance assessor. The standard EN16234-1:2019 (CEN, 2019), known as the e-Competence Framework, defines 41 e-competences, tens of examples of highly specialised skills for them and up to five levels of proficiency, which are mostly above the eight levels defined by DigComp for general citizens. Level 1, the lowest of EN16234 refers to the most basic professional skills where practitioners mostly follow well-defined procedures in structured situations: like in the case of performing simple tests of applications or acting in strict compliance with detailed instructions.
The categories and levels of digital skills and competences could also be complemented with streamlined and effective policy action. For example, the EU Digital Skills and Jobs Coalition mentions the following ones:
Digital skills for all, to enable all citizens to be active in our digital society.
Digital skills for the labour force for the digital economy.
Digital skills for ICT professionals and other digital experts, across industry sectors
Digital skills in education, for teaching and learning of digital skills in a lifelong learning perspective, including the training of teachers.
The importance of terminology and frameworks
As it’s been the case with digital jobs, the interest in digital skills has enabled a prolific period of initiatives and proposals of models and training options. The rapid development and the high numbers of options have sometimes hindered the best understanding by the general public, policy makers, employers, professionals related to education and training, etc. This situation bears a strong similarity to the landscape for training and certification in foreign languages in Europe before the Common European Framework of Reference for Languages (CEFRL) was first published back in 2001. Before the framework’s birth, the definition of competence in a foreign language was subject to an unclear selection of existing certificates from different systems, making it challenging to compare the achievement of people in languages.
Fortunately, the EU has developed Digital Competence Framework for Citizen (DigComp) to act in similar way as CEFRL did in the past for languages. DigComp provides a common understanding of what digital competence is: version 2.2 (Vuorikari et al., 2022) has been published in March 2022. As stated in the framework, the model covers different levels of digital competence for citizens with five competence areas (Information and data literacy, Communication and collaboration, Digital content creation, Safety, and Problem-solving); and 21 specific competences, each of which described in 8 proficiency levels (see Figure 1. Structure of competences areas and competences in DigComp below). Levels range from “Foundation” as label for levels 1 and 2 up to “Highly specialised” for levels 7 and 8.
The highest level is similar to the one required for professionals in hybrid jobs or, in some cases, to ICT-intensive jobs. The last version 2.2 of DigComp can enhance a more homogeneity in interpretation of competences thanks to the extensive set of 250 examples. The following ones are examples of knowledge, skills, and attitudes for some of the competences described in DigComp:
Area 1. Information and data literacy
Competence 1.2 Evaluating and digital content, knowledge
Example 19: “Aware of potential information biases caused by various factors (e.g., data, algorithms, editorial choices, censorship, one’s own personal limitations)”
Area 2. Communication and collaboration
Competence 2.3 Collaborating through digital technologies
Example 85: “Knows how to use digital tools to facilitate and improve collaborative processes, for example through shared visual boards and digital canvases (e.g. Mural, Miro, Padlet)”
Area 4. Safety competence
4.2 Protecting personal data and privacy, attitudes
Example 188: “Confident in carrying out online transactions after taking appropriate safety and security measures”.
Figure 1. Structure of competence areas and competences in the EU DigComp framework for digital competence
As DigComp is addressed to digital competence of general citizens, there are other complementary models focused on other contexts (e.g., education) which can contribute to the best implementation and development of digital skills in EU. For example, DigCompEdu (Redecker and Punie, 2017) details 22 competences organised in six Areas, not focused on technical skills but on how digital technologies can be used to enhance and innovate education and training. There is also a version named as DigCompOrg (Kampylis et al., 2015) with seven key elements and 15 sub-elements intended as a comprehensive and generic conceptual framework that reflects all aspects of the process of systematically integrating digital learning in educational organisations. This framework is complemented by SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies).
Although still pending a clear solid framework of digital competence for the labour market, we can find some preliminary cases of using DigComp for jobs in (Kluzer et al., 2020). Another example is the project EU4D that also created a digital competence framework for SMEs combining DigComp and EN16234-1:2019 Standard (CEN, 2019) for the eSkills promotion for the states of the Eastern European Partnership.
DigComp has had a influence and impact on other relevant European frameworks and reference model for employment and education, for example: the e-CF EN16234-1:2019 Standard (CEN, 2019) has included an annex to explain the possible similarities and differences with it. Moreover, many local initiatives and models on digital skills have used DigComp as initial basis for their development and activity: (Kluzer and Pujol Priego, 2018) shows a good catalogue of them.
Assessing digital skills
Given the relevance of digital skills for many aspects of life and work, it is not only important to promote their development in all contexts (e.g., education, labour market, long life learning, etc.). Training and skilling cannot help if we do not have methods for assessing digital competence and, in the end, for knowing the real capacity of a person to apply digital skills in practice. Digital skills frameworks and models exist, but they are far from widespread and clear in practice – and the development of assessment methods to test skills has not been as relevant as it should have been. We need to make a distinction between skills assessment or self-evaluation mechanisms for individuals, and the use of general indicators to represent the acquisition of digital skills for large populations and countries.
Skills assessment for individuals
We can already find a good number of proposals of methods and schemes of assessment methods for digital skills at different levels. The panorama might be confusing and hard to compare and understand, as many of the options have not clearly defined their foundations and provided details to rely on their capacity to assess real digital competence of a person.
Logically, DigComp serves as basis for different tools and methods for assessment. They frequently appear as self-assessment tools like DigCompSAT (Clifford et al., 2020). Its approach is “not intended to measure the users’ current digital competence in view of its certification or similar purposes”. For example, the tool asks the users to declare in a scale their perceived capacity of skill to carry out some actions, e.g., “I know how to send, reply and forward e-mails”, the degree of knowledge in some aspects, e.g., “I know about digital tools that can help older people or people with special needs” or even the degree of adherence to some attitudes, e.g., “When I face a technical problem, I try step-by-step to identify the problem”.
Another tool is Test your digital skills!, developed based on an initiative by the European Commission, and hosted on the Digital Skills and Jobs Platform. Again, it works as self-assessment tool for one’s digital competence, but also offers a range of additional features:
The tool requests on some data on the user’s part related to their education and occupation to provide some extra guidance at the end of test, not only highlighting the achieved level in each of the DigComp areas, but also suggesting learning paths to build further knowledge and improve competences.
Similar to other tools, it contains questions based on the knowledge, skills, actions or habits as perceived by the user, such as “I know how to copy and move files” answering in a scale of capacity or autonomy for each case.
But also includes typical test multiple choice questions with limited time to answer, checking knowledge on typical digital concepts: e.g., “What is the purpose of the Eraser tool?” or “How many digits are in a PUK code?”.
There are many self-assessment tools aligned to DigComp developed by local or national initiatives and frequently as result of EU-funded projects under programmes like Erasmus+. Of course, there are other tools inspired in other models or simply with no clear link to existing models or frameworks of general digital skills.
In the case of ICT professional skills, the development of general self-assessment tools is more difficult and less effective as the huge variety and sophistication of topics recommend focusing in a specific area in each case. However, the existence of the e-Competence Framework (standard EN16234-1) enables the work with general high level of e-competences applicable to all area of ICT profession. One relevant implementation of this idea is the self-assessment tool e-CF Explorer where ICT specialists can generate a profile of their e-competences through a self-assessment questionnaire and compare the result to one of the predefined recommended profile for common ICT professional roles.
General indicators of digital skills for large populations
On a general and higher policy level, the EU has the DESI (Digital Economy and Society Index), which summarises indicators on Europe’s digital performance and tracks the progress of EU Member States in particular areas, one of which is reserved for digital skills. Since its start in 2014, DESI covers four main areas of digital progress (Human Capital, Connectivity, Integration of digital technology and Digital public services). The first area collects the information related to digital skills firstly considering internet user skills (1a) detecting individual with, at least, basic digital skills, the ones with above basic digital skills and those with, at least, basic software skills. In this first area, there are also indicators on advanced skills and development (1b) counting numbers of ICT specialists, how many of them are female professionals, the number of enterprises providing ICT training and the number of ICT graduates.
The basis of methodology for part 1a is a survey to citizens (European Union survey on ICT usage in Households and by Individuals) asking about the number of activities carried out during the previous 3 months in four dimensions: information, communication, problem solving and software for content creation. As example of questions, surveyed citizens declare how frequently they use the internet (daily, once a week, once in last three months) or if they have ordered goods or services over the internet for private use in the previous 12 months. Part 1B is based on surveys and reports from labour market and education. DESI annual reports are used by policy makers and stakeholders in education and other areas to monitor the evolution of qualification of population in digital skills and competences (see Figure 2 – Report on evolution of digital skills in DESI Report 2018-2022 below).
The last DESI (European Commission, 2022) report shows that high percentages of individuals below 54 years old with at least with basic skills (ranging 55% to 71% depending on age) while older ones (above 65 yrs., 25%), retired and inactive (29%) and those with no or low formal education (32%) have the lowest percentages. Average for EU is 53.9%. Moreover, 26% of individuals have above basic digital skills.
Although these tools are relevant and popular and contribute to the awareness of the concept of digital skills and the different competences covered by DigComp, it is necessary to have a mechanism to effectively assess the digital skills of people. Different studies have shown that the perception of digital skills by an individual, and the reality in practice did not match, with routinary overestimation of abilities. Even the Certification as basis for independent and objectively credentialing digital skills in a valid way for third parties is an essential element for the development of digital skills in all contexts.
In the case of Europe, the certification of general digital skills still appears muddled when compared with the case of language supported by CEFRL, commented above. There is a variety of digital skills training and certification opportunities offered by various organisations and governments, although few with relevant numbers of activity, i.e., millions of certificates (e.g., ICDL, Microsoft MOS, etc.). These certifications work in different way than the self-assessment tools mentioned earlier in this paper: they check the identity of candidates and ensure that they do the tasks and questions of tests independently and without extra help from either somebody, or their notes. Instead of questions on habits or knowledge, the tests also requests users’ answers on systematic questions on knowledge (usually framed as multiple-choice questions) in terms of some tasks taking place directly in the real computer environment where the system checks if the result is correct: e.g., “underline the word “xxx” in the given text”, “recover a deleted file from the recycle bin”, “set a password for a file”, etc.
However, it is difficult to establish an easily recognisable qualification or certificate, massively adopted de facto in the job market or in education. This is the reason why the Digital Education Action Plan 2021-2027 included as Action 9 to “Develop a European Digital Skills Certificate (EDSC) that may be recognised and accepted by governments, employers and other stakeholders across Europe”. In February 2022, the European Commission launched a tender for a feasibility study exploring scenarios for the European Digital Skills Certificate (EDSC) with relevant conclusions expected towards the end of 2023 that will serve to better define a viable solution for this EDSC, probably ranging from mapping existing certifications to DigComp up to even develop a new option.
If we refer to certification of advanced digital skills and the ones for ICT professionals, the scenario looks a bit differently. There is a huge number of certifications already in the market: some unofficial non-exhaustive catalogues have identified more than 1,300 from more than 160 different providers. There are two main types of ICT professional certifications: the ones from technology vendors (e.g., Microsoft, CISCO, Oracle, etc.) that serve as main qualifications of capability of use of their tools and technology and the ones from independent entities (e.g., ISACA for IT security certifications, AXELOS on ITIL service management, etc.), focused on international methodologies, models, best practices or standards. There are many levels of exigence for earning certifications, from beginners’ level, containing simple tests to more advanced, experts’ certifications with tests, practical exercises, and review of CV – or in some cases, even with interviews. Some of them also require a regular maintenance. As shown in studies (García-García and Fernández-Sanz, 2007), ICT certifications represent a possible interesting option for entering the ICT professional world for those without a strong training or educational background in ICT; they also serve to enhance the specialisation of ICT graduates.
Looking to the future of digital skills and the EU Digital Decade
Digital skills have become essential for everybody in daily life, at work and in education. Although digital technology is not available to a large percentage of population, digital skills have not progressed at the same pace of access to devices, networks or application. Given the importance of digital transformation for Society and economy, the European Commission launched in 2021 the initiative of the Digital Decade to “empower businesses and people in a human-centred, sustainable and more prosperous digital future” with relevant targets with the horizon of 2030. There are two targets on skills: minimum of 80% of population with basic digital skills and 20 million of ICT specialists. We have seen along this document how both aspects are already supported by the existence of common frameworks that define details and guide the actions: DigComp and e-Competence Framework (standard EN16234). Both references are regularly updated to follow the fast evolution of technology and digital world.
If the need of digital skills is present in most of the personal and professional activities at present time, studies are forecasting a continuous growth in demand of digital skills for employment and professional career, putting digital literacy at the core of transversal skills (OECD, 2021). Even more aspects of specialised domains in ICT are pouring slowly but continuously into the pot of digital skills for citizens as the last version 2.2 of DigComp has showed with the inclusion of references to Artificial Intelligence. As we have commented before, although progressing and making efforts to expand digitisation and qualification in digital skills, the indicators in Europe are still far from what the EU requires for a prosper digital future. So, digital reskilling and upskilling with clear strategies of life-long learning will be the prominent trend from now. Image credit: Kids, Adults and Computers at Hack4Kids” by Alexandre Dulaunoy is licensed under CC BY-SA 2.0.
When we talk about new, emerging technologies, we tend to wrap them up together. Artificial Intelligence (AI), Internet of Things (IoT), Machine Learning, Robotics all blend into one big digital cacophony of terms that few of us understand – whether this is due to the difficulty or novelty of the technologies themselves. While cybersecurity often falls under this umbrella, it is far from new (or emerging), and quite different in its nature and function.
In fact, we can think of cybersecurity as an enabling technology: one that makes it possible for advances in other disciplines like AI, IoT and robotics to take place in a safe and secure online space. And as these digital technologies evolve and are increasingly adopted across sectors, cybersecurity grows in importance – and so does the need for skilled cybersecurity experts with more specialised Information and Computer Technology (ICT) knowledge that know how to keep people, systems and businesses secure.
With malignant attacks and cyber-scams growing in frequency and sophistication, the skillset of a cybersecurity professional is also evolving and changing with a rapid pace. This makes the process of educating and training cybersecurity professionals even harder; and looms over the targets of making the next decade digital and European. Education systems have been slow to respond to the realities of the labour market, and the shortage of cybersecurity experts both in Europe, and in the world, gets more and more pronounced with each next year. In Europe only, the shortage of cybersecurity professionals is close to 1 million people (around 883,000), while the number of cyber experts needed globally will soon reach 4 million. The gender gap in the cybersecurity field is yet another aspect that requires urgent attention: as the latest data suggests and as we will see below, women do not even make up a quarter of cybersecurity professionals in Europe; and they are outnumbered in terms of ICT and cybersecurity enrolment in higher education too.
Introduction
Cybersecurity is an ever-growing field: no longer a buzz word, but rather a necessity for people and businesses alike. More than 90% of households (Eurostat, 2023) in Europe access the Internet often for various reasons – from doing one’s online banking or other purchases, to using online government services or booking a holiday online. Since this involves sensitive information being shared, the safe and secure storage and handling of one’s data is a priority for all – and unless good practice protocols in cybersecurity are followed, companies, governments and people risk significant leaks of information of various nature and intents – from financial and reputation damage, to identity thefts and misuse of personal data. The digital transition means more data, more information, more connected devices: and key public, social and businesses processes today depend on it. This makes them likely targets of cyberattacks – which in recent years have risen in frequency and potential to inflict damage so much that the World Economic Forum called cybercrime a “substantial global risk” in its 2021 Global Risks Report. And this is not all. Today’s cyberattacks are more sophisticated and harder to detect, since they’ve had to evolve together with the digital transition. The accelerated adoption of technologies with a high potential for transformation and impact like Artificial Intelligence (AI) or the Internet of Things (IoT) across sectors and countries, cybersecurity professionals enable new processes to run in a smooth and secure way. In Europe, demand for cybersecurity skills rose by 22% on average in 2021 alone, with some EU Member States, like Germany, Poland or Romania, seeing a rise of over 30%.
The picture looks the same worldwide. Global cyber workforce numbers have reached an all-time high, with close to 5 million ICT experts specialised in this field currently in employment. Despite this progress, there is still a shortage of 3.4 million global cyber workers (ISC2, 2022). The demand for cybersecurity professionals shows a robust increase, especially during the period after the COVID-19 pandemic, as the OECD 2023 highlights: in one study, the number of online job announcements (OJAs) looking for cybersecurity professionals in the first half of 2022 was 5 times larger than at the start of 2012, and twice as large than at the end of 2019. Some estimates in Europe (EIT Digital 2021) suggest that that EU firms are searching for hundreds of thousands of cybersecurity experts, way more than the supply of the current talent database with cybersecurity skills. Research confirms this – more than half of EU companies reported difficulties in filling ICT vacancies according to the 2022 edition of DESI, the EU Digital Economy and Society Index – an annual index that tracks EU Member States’ digital progress across key areas, including skills.
Taking stock of the cyber gap: challenges ahead
A looming shortage of cybersecurity experts: in Europe and beyond
Europe is still falling short of cybersecurity-skilled professionals in more than one or two areas of expertise. The cyber gap is made up of several dimensions, each representing a specific challenge. Take a look at the infographic below to see some of the main aspects.
In 2022, the shortage of cybersecurity professionals in the EU ranged between 260,000 and 500,000, while the EU’s cybersecurity workforce needs were estimated at 883,000 professionals. There is also a pronounced gender imbalance in the existing pool of cybersecurity professionals: in 2022, women made up just 20% of cybersecurity graduates, and less than 20% of all Information and Communication Technology (ICT) specialists were women. Equally, women are underrepresented in STEM (Science, Technology, Engineering and Mathematics) subjects within higher education, making up just over 30% of all graduates in the field (Education and Training Monitor 2022). European universities have made sound progress in getting students excited about ICT security: the number of programs and students studying cybersecurity in higher education are growing. According to ENISA (2021), this means we could expect to see cybersecurity graduates’ number to double within the next couple of years.
Experts are hopeful about the impact of this trend on the workforce. One crucial area in which cybersecurity remains underdeveloped in Europe concerns the skills present in the workforce – something which over the years has become a ‘well-documented problem’ (ENISA 2021). On a global scale, the picture bears similarity. With more than 3.12 million jobs in cybersecurity going unfilled in 2021, the talent shortage worldwide is a cross-cutting issue that affects people, the labour force, education and digital experts alike. Looking at higher education, more effort is needed to attract people to ICT studies in general, and to cybersecurity in particular. Data from Eurostat shows that just 3.8% of graduates in the EU for 2018 received an ICT degree (Eurostat, 2020).
Still fewer women than men in cyber
Gender balance equally remains an issue, with just 20% of female students in Europe enrolled in cybersecurity programs in university (ENISA, 2021). Despite these averages, some EU Member States have made significant progress in bridging the digital gender gap. This is the case with Greece, where the share of women graduates in ICT almost doubled between 2019 to 2021, rising from 8.6% to 15.8% (World Economic Forum, 2022. Global Gender Gap Report). Getting more women interested into cybersecurity education and careers is key if we want to address this, and the lack of diversity in the sector is palpable. Data from LinkedIn shows that, amongst 12 EU countries, women make up just about 17% of the cyber workforce (this ratio is the highest in Poland – 13%, and the lowest in Italy, where women stand at 25%). Women represent less than one quarter (24%) of the global cybersecurity workforce (ISC2, 2022), and this ratio varies with age: they make up 30% of cyber professionals under 30, but just 14% of cyber employees above the age of 60. It will be hard to meet the EU’s target for 20 million ICT specialists by 2030 without improving inclusion. Based on current trends, less than 25% of ICT specialists will be female in 2030, rising from 19% in 2021. In many countries, the share is actually falling (Sekmokas & Vitaitė, 2021:8). And while some EU Member States are getting close to a more balanced ratio (women ICT specialists in Germany have topped 2 million, and those in France are above 1.5 million), based on current trends other countries are bound to lag behind when it comes to diversifying ICT. Studies point to worrying trends of an increasing gender ICT gap in countries like Bulgaria, Estonia, Ireland, Cyprus or Czechia (Sekmokas & Vitairte, 2021:15).
Mission impossible? Training cybersecurity experts
Training cybersecurity professionals takes time and effort too: both related to the higher education, but also to on-the job training, important for both up- and re-skilling. This is also the case with on-the-job training: making sure employees are trained in the latest cybersecurity and privacy approaches, or hiring qualified cybersecurity personnel can take a company from 6 months up to a year (Symantec, 2019). And if we talk about personal and professional growth, the picture gets even more complex. It can take years to become a skilled cybersecurity professional and an expert in the field, with knowledge and experience of the latest trends and developments. In a recent survey targeting cybersecurity professionals worldwide (ESG/ISSA, 2020), the majority of respondents estimated that it takes between 3 to 5 years to develop real cybersecurity proficiency; others pointed to a broader learning curve of 5 years and more.
Technology keeps changing, so it’s hard for industry personnel to keep up, and often it requires specialised knowledge that takes time to develop. According to the European Union Agency for Cybersecurity (ENISA, 2019), manufacturers and other organizations using Industry 4.0 and IoT solutions often don’t have time to train staff adequately before things change again, leaving themselves exposed to potential risks. What’s more, the training that is available is inadequate and/or expensive, making it even less feasible for SMEs.
Cybersecurity (together with IoT) is also an area in higher education, where universities have proven slow in adapting curricula or updating content so it reflects the latest technological developments, according to a 2021 report by EIT Digital that surveys the educational offer for cybersecurity in Europe. In another report by EIT Digital, which uses data from CyberHEAD, the biggest online database for higher education in ICT and cybersecurity, just 34% of bachelor’s and master’s level programs in the EU require an internship – an aspect that means many graduate students leave education with little to no practical experience, often needed to secure first-time employment in the sector.
Research shows that cybersecurity education in Europe is growing, but not evenly, and gaps affecting its quality remain (poor interaction with industry, lack of cybersecurity educators, lack of alignment with labour market realities, etc.) (Vishik & Heisel, 2015). Assessing CyberHEAD data, only 34% of EU programmes envisage a compulsory internship for students. While internships can be challenging to setup, the lack of internship opportunities may negatively impact the skills of graduates, and also make it more difficult to attain a security job given a lack of working experience.
Tackling the cybersecurity skills gap
Building cybersecurity frameworks and assessing qualifications
Several frameworks, resources and tools have been set up and commonly accepted to strengthen EU cyber competitiveness and enable cybersecurity experts to gain the skills needed to excel in a rapidly changing digital world. One example is the European Cybersecurity Skills Framework (ECFS), a practical tool that helps to identify the tasks, competences, skills and knowledge associated with the day-to-day work of cybersecurity professionals in Europe, bridging the gap between professional cyber workplaces and learning environments. The main aim of the ECFS framework is to create a common understanding between all actors of the cybersecurity ecosystem (individuals, employers, and training providers) in the EU Member States. It also supports the design of cybersecurity related training programs, and facilitates recognition of cybersecurity skills. The ECFS breaks down cybersecurity roles into 12 profiles, each of which individually assessed across pre-defined parameters (skills, responsibilities, tasks, interdependencies, etc.). Other frameworks that categorise and map out ICT and digital skills in general can also be useful and include privacy and security competence areas. For example, the EU Digital Competence Framework (DigComp), now in its 2.2 edition, includes knowledge of cybersecurity-related aspects such as privacy or sharing of personal information or data. The European e-Competence Framework (e-CF) provides common language for competences, skills and proficiency levels across Europe. Competences in the e-CF are organised according to 5 ICT business areas and related to the European Qualifications Framework (EQF). With the European Cybersecurity Act, Europe can now also benefit from a cybersecurity certification framework for products and services and a strengthened mandate of ENISA, the European Union Agency for Cybersecurity, first established in 2004.
Reducing the cybersecurity skills gap in Europe: one step at a time
Main EU initiatives and actions to bridge the cyber skills gap
Together with the European Commission, ENISA coordinates the European Cyber Security Month (ECSM) Campaign: an awareness-raising campaign that promotes cybersecurity through education, sharing of good practices, and competitions. The European Cyber Security Challenge (ECSC) is another annual competition that brings together young cybersecurity talents from across Europe to test their data security skills.
Funding under the DIGITAL Europe Programme for the period 2023-2024 include a specific work programme focusing on cybersecurity, with a budget of €375 million for the period of 2023-2024, to enhance the EU’s collective resilience against cyber threats. The role of EU Digital Innovation Hubs in streamlining funding under DIGITAL towards the cybersecurity domain will foster further innovation for SMEs and the public sector. With 2023 hauled as the ‘Year of Skills’ by European Commission President Ursula Von der Leyen, the EU-wide campaign of the year is focused around addressing skills shortages, and boosting investment in training. These goals are also key priorities embedded in the Digital Education Action Plan (2021-2027), the vision for the future of education in Europe at the heart of which lie digital skills.
Supporting businesses and SMEs
A range of mechanisms exist to support businesses and especially small and medium-sized enterprises (SMEs) make the most of cybersecurity and ensure their staff can handle online risks in a competent and informed way. Numbering 25 million (or 90% of businesses in the EU), SMEs are the backbone of European economy. With fewer resources, staff and knowledge, SMEs are less likely to invest in keeping their businesses and operations secure, and also less likely to train their staff. Several factors influence the lack of cybersecurity uptake amongst SMEs, and negatively impacts employee training. Low cybersecurity awareness of the personnel and lack of ICT cybersecurity professionals to monitor and guide in difficult tasks is a big challenge for SMEs. So is lack of budget to recruit new, and train existing, employees, and weak management support. This means sensitive and critical business information in many SMEs is left unprotected. SMEs are also likely to experience problems outside of their control and are more volatile to shifts and shortages in the labour market (ENISA, 2019). Organisations also often think they safer than they actually are, with cyber threats being underestimated both at employee and management level. In 2023 ENISA launched a new tool to help Small and Medium Enterprises (SMEs) diagnose, compare and enhance their level of cybersecurity maturity and, in this way, define and tackle the cyber risks they face.
Bridging the gender gap in cyber
A range of cyber-related initiatives aim to bridge the gender divide in the cyber field too. Women4Cyber is an EU platform, which offers networking opportunities, mentorship programmes, and a variety of resources that aim to support women in launching (or keeping up with) a career in cybersecurity. The annual campaign International Girls in ICT Day raises awareness about careers in the ICT sector amongst women and girls, including in cybersecurity since its kick-off back in 2013. Tackling the digital gender gap is also of main objectives of ManagiDITH, the Master of Managing Digital Transformation in the Health Sector (ManagiDiTH). Launched in January 2023, ManagiDITH wants to reach at least 50% of female certificated students at the end of the two cycles of the master. The CyberWISER Light project (Cyber Mentoring and Training for Women in Cybersecurity) focuses on increasing female participation in the cybersecurity field through training, mentorship, and capacity-building activities.
Amongst actions that can be taken to tackle gender disparities present in the EU cybersecurity landscape, successful strategies include spotlighting women in key, important cyber positions and interviewing female graduates in cybersecurity and ICT for testimonials and inspirational quotes. Providing scholarship and mentorship opportunities to women and girls is another winning approach, with proven impact on boosting female enrolment in cybersecurity education and in the world of work. Several initiatives in Europe attempt to do exactly this. MolenGeek, an innovative tech incubator and upskilling actor, bases its activities in an area in Brussels marked by high unemployment and populated by people from low socio-economic backgrounds. The project has to break a sort of a double stigma: prejudices related to women working in ICT, and then prejudices against refugees and their integration. In partnership with Microsoft, MolenGeek provides training programs in cybersecurity together with recognised industry certifications, boosting employment for marginalised groups, and those left behind by the digital transformation. Similarly, the Kosciuszko Institute in Poland offers a cybersecurity training program for Polish women and Ukrainian refugee women. The ReDI School of Digital Integration equips refugee and underprivileged women with cybersecurity and ICT skills.
Looking ahead to a cyber-proof future
With further synergies between different initiatives on various levels, the cybersecurity skills is being bridged every day. At the same time, looming shortages point to an urgent need for more cybersecurity professionals with the skills needed to support the digital transformation of European economy and society. Increased efforts to encourage more people to go into the cyber field and ICT in general have proven successful, but more action on local, regional, national and EU level is still needed. Europe is missing around 1 million of cybersecurity experts – and the global shortage looks equally alarming. Gender disparity in the ICT field in general, and the cybersecurity field in particular, is also still very much an issue that has to be resolved if Europe is to achieve the targets of the European Digital Decade – getting to 20 million ICT experts, with gender conversion across tech fields. Businesses, and especially SMEs, need additional support and resources to train their staff, as they are less likely to embark on training programs – and a variety of initiatives on an EU level aim to provide this support to SMEs, whether it is in the form of OERs (Open Educational Resources), making software open source, or helping via mentorship and guidance.
Back to business in style: our cyber-fuelled summer lessons, byte by byte
29.08.2024
Getting back on track with all there is to know about the latest state-of-play with digital skills, jobs, and technology has never been easier. The 2024 ‘State of the Digital Decade’ report came out in mid-July this year, with new, hot takes on what are the top skills to boost the continent’s digital transition even further – and may we insist, in a sustainable way. Just on time for us to bring a copy of it to read on the plane.
We hope you had a nice holiday this summer, but things haven’t really been that quiet on our end. While we did take a couple of days off, undoubtedly the scorching heat most EU Member States experienced this summer was hardly something we enjoyed. And since we almost couldn’t get to Greece (where, by the way, some of the most scorching heat was experienced) due to some tech difficulties along the way, we decided to take stock of the main lessons we learned this summer. Hint: they all have a digital flair.
‘The butterfly effect’ of the largest software crash in our history
We may be going on about this interruption to our holiday plans, but let us explain why this is so important this time round. Some records were broken, but indeed they were the *not-so-positive ones*.
An Olympic-worthy internet-breakdown
We only had to interrupt our summer break due to the largest (ever!) software crash in history. It may have been a good day for Apple users, but 8.5 million systems operating on Windows essentially crashed – with huge repercussions that ended up costing us (globally) around 10 billion. A faulty configuration update of CrowdStrike’s key software ended up being deployed, causing an issue with many organisation-owned computers and systems, with virtually all sectors affected.
In case you missed the whole saga, basically, this caused hospitals to halt non-essential surgeries and interventions due to inability to operate certain high-tech machines, manage appointments correctly, or connect to government software to process patients. It led to a ton of issues for banks and their clients, with many unable to withdraw money or perform digital transactions. Ordinary people from all over the world could neither access their bank accounts, nor reach essential public digital services, wreaking a one-day havoc on individual plans for millions.
In case you were affected, accept our sincerest condolences. The silver lining? If anything, this whole chaos made us painfully aware of the vulnerabilities of our own digital infrastructure and security systems.
Cybersecurity A to Z: let’s talk figures
We rarely think about how much from our own pockets ends up lost to cybercrime, but rest assured the amount is far from small. In fact, projections point to a worrying trend, in which the global cost of cybercrime will keep increasing to new highs between 2024 and 2029 (going up in price by more than 6 trillion euros).
By 2029, this figure will most probably stand at over 15 trillion. What is more, for the period from 2015 to 2020, global cost almost doubled to 5.5 trillion (see this infographic of the European Council on the EU cybersecurity developments for that period). In Germany alone, cybercrime in 2023 has costed the economy close to €150 billion – and this number is expected to go up further. Cyber crime is changing too – see the image ENISA, the EU Cybersecurity Agency made, which forecasts the top cyber threats in 2030 and see for your own how experts think online crime is likely to evolve.
With more than 10 terabytes of data stolen monthly, ransomware is currently one of the biggest cyber threats in the EU (and worldwide), with phishing identified as a key foundational step for these attacks, essentially making them possible. Distributed Denial of Service (DDoS) attacks also rank among the highest threats. Similar trends can be observed worldwide.
“This is Ground Control to Major Tom”: a cyber-powered future for us all
Cybersecurity is a core factor for a successful digital society and economy. Fast-paced developments in key emerging technologies such as AI and digitalisation progress overall, require even more, secure infrastructure and cyber know-how – regardless of the sector we end up finding ourselves in. And legislation has tried to reflect this, too. The EU Cybersecurity Act puts forward a European cyber security certification framework for ICT products, services and processes. It also reinforces the role of ENISA, the European Agency for Cybersecurity, too. The Cyber Resilience Act (CRA), which came into force at the start of 2024, aims to safeguard consumers and businesses buying or using products or software with a digital component. And the EU Cyber Solidarity Act effectively adds another layer of resilience to our digital capabilities and infrastructures.
For about a year now, the Digital Skills & Jobs Platform is the proud home of the Cyber Skills Academy – a European policy initiative with the goal of building bridges between existing cybersecurity skills initiatives, launched as one of the main activities under the 2023 European Year of Skills. Ultimately, its long-term aim is to close the cyber security talent gap, strengthen the EU cyber workforce and boost EU competitiveness, growth and resilience.
Mind the gap! How large is Europe’s cyber lack?
Why is this necessary? Well, there is an acute shortage of digital experts in Europe, and this includes the more specialised segments of ICT, like AI, cybersecurity, and others. The EU has more than 60 000 cybersecurity companies and more than 660 centres of cybersecurity expertise, but organisations continue to experience difficulties in hiring cyber talent.
Close to half of companies surveyed in the latest Eurobarometer on Cyber Skills (May 2024), 45% of companies surveyed cited difficulty in finding qualified candidates as one of the main challenges in recruiting staff with the right cybersecurity skills. See some other reasons that made this list below.
To tackle head on this shortage, in 2023 the European Commission adopted a ‘Communication on a Cybersecurity Skills Academy’, essentially giving birth to the Cyber Skills Academy. Since March 2024, the Digital Skills and Jobs Platform hosts the Women4Cyber Network, a collaborative effort between the European Commission and the Women4Cyber Foundation, with the goal of achieving gender convergence amongst cybersecurity positions by 2030.
Together with the CyberSkills Academy, make sure you check out these specific pledges, dedicated to making the online world a safer place (and turning citizens into confident users).
Setting the record straight: key cybersecurity activities this autumn
A range of initiatives, events and activities are scheduled for this autumn as per usual fashion (if you didn’t know that October is the month the EU dedicates to cybersecurity, now you do). The European Cybersecurity Challenge, part of the EU Cybersecurity Month, takes place from 7 – 11 October 2024 in Turin, Italy.
It is jointly organised by the Italian National Cybersecurity Agency together with the Cybersecurity National Lab, with the support of ENISA – the EU Cybersecurity Agency, and the European Commission. As every year, in this edition too, teams of youngsters and promising cybersecurity talents between the ages of 14 and 24 from all over Europe will compete for the championship in a range of cyber-themed competitions and games.
The EU Cybersecurity Month is one of the largest campaigns of the European Union, bringing together millions each year in various events, throughout the month of October. Previous campaigns have focused on numerous awareness-raising cyber topics– such as the ‘’Think before U click” campaign in 2021 – against phishing, or the 2022 campaign that ran under the motto of “Be Smarter than a Hacker”. Find out more about the EU Cybersecurity Challenge and how to take part in this year’s edition here.
Not specifically focused on cybersecurity, but incorporating a range of cybersecurity-themed activities is EU Code Week, which this year runs from 14-27 October.
What started as a grassroots-based initiative quickly grew into one of the longest standing annual campaigns of the Commission – bringing a record number of participants every year in activities dedicated to fostering the development of coding and computational thinking for all.
Read more about the story of EU Code Week – we’ve highlighted its main achievements here, in our good practice section on the Digital Skills & Jobs Platform.
Further routes towards skills for cyber
If the above sparked your interest, we have good news – this was really just the tip of the iceberg. On the Digital Skills & Jobs Platform you will find a range of training opportunities on all levels, from beginner to advanced, as well as 2 learning paths (‘Cybersecurity and me: love or hate?‘, meant for those seeking introductory knowledge, and ‘Know yourself, know your enemy, and you will win the battle!’ that caters to more advanced learners).
If reading is your thing, say no more. This digital brief on cybersecurity dives deeper into the essential concepts, frameworks, and principles for a secure online environment. Additional resources and trainings remain available via the CyberSkills Academy.
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
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.
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.
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
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.
From October 7th to 11th, 2024, people from the fields of artificial intelligence, machine learning and bio-medicine will have the opportunity to participate in a new initiative organized by AI Cluster Bulgaria, Health and Life Sciences Cluster Bulgaria, and Venrize – AI/ML and BRAIN TECH BOOTCAMP 1.0.
Why participate
The aim of the program is to expand participants’ knowledge in the identified areas and train them in specific technology skills through lectures and hands-on practice. During the course, the environment will be focused on developing a better understanding of science and modern technology. In addition to the training program, participants will have the opportunity to network with industry professionals and, if performing well, receive help to start their own company.
About the program
The project will last 5 days and include lectures led by prominent scientists on topics such as neural networks, brain implants, neurotechnology, and the ethics of artificial intelligence. In addition, participants will work on projects in groups on problems related to artificial intelligence, machine learning, neurotechnology and medicine, such as:
Neuromorphic/Artificial Intelligence Chips
Green AI – low power consumption / Edge computing
Sensors, implants, and surgical robots
Brain imaging
The best ideas submitted from the projects will be further trained and stimulated towards the creation of a high-tech startup company.
Who can participate and when
The initiative is focused on Master’s and PhD students between 21 and 40 years old who already have experience in the fields of AI, machine learning, electronics, medicine, and bio-medicine. Registration for the course is open until September 20, 2024, and applicants will be selected by October 1, 2024.
DEV: Challenge Accepted is a one-day conference for software developers of all levels that includes a host of IT professionals and gives all attendees the opportunity to stay up-to-date with the latest developments and technologies in the industry.
The third edition of the conference will be held on 29.09.2024 at Sofia Tech Park and will include lectures led by prominent professionals, numerous networking opportunities, and quizzes.
Speakers from Bulgaria, England, Israel, Poland, etc. will speak at the event on all topics related to the development and improvement of software development. In the breaks, all attendees will be able to enjoy coffee or beer and meet new people from the IT environment. Additionally, during the event, attendees who want to speak on stage will have the opportunity to sign up for a “Lightning talk”, during which they will have up to five minutes to share their findings and ideas with the audience, and at the end of the event a quiz is prepared and those who want to participate will be able to register on the spot.
Additionally, on 27.09.2024, in Sofia Tech Park, there will be held workshops with some of the event’s speakers on topics such as customer engagement and software engineering, and on 28.09.2024 the tenth edition of QA: Challenge Accepted, founded by the same organizers, will take place.
QA: Challenge Accepted is a one-day international conference for professionals, managers, and enthusiasts in software testing and software quality assurance, organized by professionals for professionals.
This year’s event also marks the 10th anniversary of the first edition and will be held on September 28, 2024, at Sofia Tech Park. The event will bring together a host of experts from Bulgaria and abroad to talk about the latest trends and developments in QA.
The program includes many interesting lectures, on topics around QA, AI, business, software testing, and much more, as well as a panel that will discuss the changes in QA over the last 10 years and what can be expected in the upcoming years. Additionally, during the event, attendees who want to speak on stage can sign up for a “Lightning Talk” during which they will have up to five minutes to share their findings and ideas with the audience. Throughout the day of the event, there will also be plenty of networking opportunities between attendees during the breaks between talks and an afterparty after the conference itself.
The day before QA: Challenge Accepted (27.09.2024), in Sofia Tech Park, will be held workshops with some of the event’s speakers on topics such as customer engagement and software engineering, and on 29.09.2024 the third edition of DEV: Challenge Accepted, founded by the same organizers, will take place.
BULGARIA WITH A GOLD MEDAL FROM THE FIRST INTERNATIONAL ARTIFICIAL INTELLIGENCE OLYMPIAD
16.08.2024
From 9th to 15th August, the first International Olympiad on Artificial Intelligence (IOAI), organized by the LERAI Foundation, was held in Burgas, behind which five Bulgarians are behind.
More than 200 students from 40 different countries took part in the first edition of IOAI and participated in the two rounds of the competition. Bulgarian students were awarded two bronze medals in the scientific round and a gold medal in the practical round.
The science part of the Olympiad focused on machine learning, natural language processing, and computer vision. During it, participants mimicked real scientific research that helped them develop new AI models. In this round, the gold medalists were the Singapore, Poland, and Letovo teams.
The practical part tasked students to generate visuals based on Maria Ilieva’s song “Love” and create a cover and video for the song. Maria Ilieva herself personally took part in the Olympiad with her single. This round gave gold medals to Bulgaria, Poland, Austria, and the USA, of which Bulgaria was named runner-up.
The next edition of IOAI will be held in Beijing, China, where even more participants and many gold medals are expected.
Shaping the cities of tomorrow: the emerging jobs powering our future cities
13.08.2024
One of the best definitions available for what a smart city is originates from the site of European Commission where it states “A smart city is a place where traditional networks and services are made more efficient with the use of digital solutions for the benefit of its inhabitants and business. A smart city goes beyond the use of digital technologies” (European Commission, 2024a).
The case (and need) for smart cities
Originally, smart city transformation was focused on the introduction of new digital systems to automate city functions. Traffic management, waste collection, public lighting, public safety, building management are common examples that improve efficiency and optimize resource usage within a city. Quite soon it became apparent that this transformation is multi-faceted and impacting all aspects of our daily life (Giffinger, 2007). Obviously, for supporting this massive transformation effectively, cities needed a skilled workforce capable of managing and sustaining these advanced systems. The rationale behind this argument is quite clear – and the main aspects detailed.
Reliability and efficiency
As the primary entity responsible for its citizens is the city, reliability and efficiency should be cornerstones of all its operations. The role of city management should then be to set strategic objectives, oversee the implementation of smart technologies, and monitor their effective performance. Leadership is another skill key for city management, who are responsible for setting a strategy and roadmap for success and following through, rather than simply monitoring technology trends or randomly buying technology and digital solutions. By taking the lead, cities can ensure that their smart city initiatives align with the unique needs and priorities of their communities, and not solely driven by external vendors or fleeting technological trends. This proactive stance allows cities to maintain control over their strategic direction, uphold accountability to their residents, and foster a more sustainable and responsive urban environment.
Resilience
The concept of resilience emerges as a cornerstone in the development of smart cities. It enables urban environments to withstand and recover from shocks and stresses, including natural disasters, pandemics, privacy and security breaches and various technological disruptions. Today’s smart cities should incorporate resilience aspects into their design and operations by integrating different technologies, including early warning systems; improving disaster response and recovery, and ensuring the continuity of critical services. Additionally, cities should focus on building robust infrastructures, implementing adaptive planning strategies, and promoting community engagement to strengthen their capacity to withstand and recover from challenges (Ramirez, 2020). By embracing resilience, cities can safeguard the well-being of their citizens, protect critical resources, and maintain their functionality in the face of uncertainties and disruptions (UN-Habitat, 2019).
Climate change
Climate change and environmental degradation are an existential threat to the European Union and to the world (European Commission, 2024b). Therefore, the green transition is a fundamental requirement for all cities as they struggle to create sustainable and environmentally friendly urban ecosystems. Cities should adopt clean energy and resource efficiency solutions, implement circular economy principles, reduce carbon emissions, mitigate climate change impacts, and promote long-term environmental sustainability. The convergence of circular economies and sustainable smart cities has emerged as a persuasive solution, giving rise to a revolutionary framework that holds promise for shaping urban living (Santibanez, 2023). This shift involves the application of renewable energy sources, energy-efficient technologies, and sustainable practices in various sectors, including transportation, waste management, and urban planning. It is quite clear that the green transition of cities not only contribute to global climate goals but also improves the quality of life of the citizens through improved air quality, reduced noise pollution, and healthier living environments (European Commission, 2020).
Digital literacy
As smart cities rely heavily on technology and data, digital literacy is crucial for citizens, employees, and city officials. Education and training programs can help people learn how to use digital tools, interpret data, and make informed decisions based on factual data (UN-Habitat, 2022).
Sustainable living
Smart cities need to invest in sustainable living practices such as energy-efficient buildings, renewable energy, and low-carbon transportation. Educational programs can raise awareness and provide practical guidance on how to reduce carbon footprints and conserve natural resources (World Bank, n.d.).
Civic engagement
Smart cities require active participation from their citizens to be successful. Educational programs can help citizens learn how to engage with city officials, participate in public forums, and advocate for their needs and concerns (Remr, 2023).
Entrepreneurship and innovation
Smart cities are often hubs for innovation and entrepreneurship. Educational programs can help develop the skills needed to launch and grow start-ups and provide resources to support innovation in areas such as smart infrastructure, urban mobility, and public services.
Criticality of “software enabled society”
Interruptions to city’s systems can have life-threatening consequences, from disruptions in emergency services to cascading failures in power grids. Even without such extreme scenarios, system breakdowns can cripple economic activity, as businesses rely heavily on digital infrastructure. Repairing these errors can be incredibly expensive, and also the political impact from city’s operation disruptions can be significant (Fitsilis, 2022).
Because of these diverse and numerous requirements, the European Commission supports various initiatives to promote the development of smart, green, and resilient cities. These initiatives include the Smart Cities Marketplace, which promotes innovative solutions; the Intelligent Cities Challenge, advocating for the development of Local Green Deals (LGD); the Covenant of Mayors for Climate and Energy, which focuses on climate action; the Green City Accord, for promoting environmental sustainability; the European Urban Initiative, facilitating the application of innovative technology solutions within cities and exchange of good practices. These initiatives are just a few examples that clearly demonstrate the emphasis that EU society and instruments place on urban development.
Therefore, for managing the above ambitious objectives city’s personnel should be educated with new and specialized knowledge, competences and skills. Traditional job roles are gradually being enhanced and new occupations are emerging to meet the new demands of smart cities. The proper utilisation of technology and the presence of personnel with the right expertise are crucial to tackle these challenges effectively and ensure the long-term sustainability and resilience of cities (Tsoutsa, 2022). Without a skilled and knowledgeable workforce, the realisation of the full potential of smart cities becomes challenging.
Emerging City’s Job Profiles
Much research has gone into forecasting what the emerging job profiles that our future cities will require may look like. In a recent research study, I also analysed the future emerging job profiles that will increasingly be needed in the cities of tomorrow, identifying their main characteristics (Fitsilis et al. 2023). This research identifies the key characteristics of these roles, the main tasks involved and highlights their importance in managing the technological, environmental, and social aspects of smart cities. Similar studies by Cedefop (2022),OECD (2022), and JRC (2019) emphasize the need for skills from various disciplines such as green tech, data analysis, social intelligence, and cybersecurity.
The research methodology used was based in a constructivist approach, recognizing the emergent nature of knowledge in the context of smart city development. It also integrated practical experiences from corelated projects (e.g. SmartDevOps, CRISIS, and OpenDCO) which provided the foundation for identifying and validating innovative job profiles and curricula tailored specifically for smart cities. The initial compilation of job profiles was significantly informed by the results and insights gathered from these projects, which were then enriched and validated through a selective narrative literature review focusing on existing academic and industry publications.
To enhance the credibility of these profiles, they were cross-referenced and validated using the European Skills Competences Qualifications and Occupations (ESCO) database. This critical step ensured that the developed job profiles were aligned with the established European standards and classifications, offering a multi-dimensional view of each job profile, including specific skills, competencies, and qualifications. The final result provides a good understanding of each profile while linked with employment and professional development needs.
Key Areas and Occupational Profiles
In the dynamic and evolving landscape of urban development, the concept of a smart, green, and resilient city has gained paramount importance. As cities around the world strive to become more sustainable, technologically-advanced, and adaptable to various challenges, the need for a comprehensive approach to urban planning and management becomes increasingly evident. This approach not only encompasses the integration of digital technologies and green initiatives but also involves the development of resilience strategies to withstand environmental, social, and economic challenges. These profiles are classified into distinct categories:
1. Management Occupational Profiles: Roles that involve strategic planning, innovation, and overall coordination of smart city initiatives.
2. Technological Occupational Profiles: Specialised roles focused on the implementation and management of technological solutions in urban settings.
3. Resilience Occupational Profiles: Positions dedicated to preparing and strengthening cities against various risks and emergencies.
4. Green Occupational Profiles: Professions centred on environmental sustainability, promoting green infrastructure and practices.
5. Technical Operational Occupational Profiles: Technical expertise roles essential for the operational aspects of smart city infrastructure and services.
In the following sections, we present three categories of new innovative occupational profiles. Of course, the following list is neither exhaustive, nor straightforward – since definitions and needs often intertwine dynamically.
Management Occupational Profiles
In the fast-changing landscape of cities, effective management is crucial to harnessing technological advancements and ensuring sustainable urban development. Key management roles are designed to lead innovation, strengthen resilience, enhance civic engagement, and foster cultural inclusivity. More specifically:
► The Chief Innovation Officer leads the integration of digital technologies within the municipality, driving innovation through strategic planning and data-driven decision-making. This role is essential in overseeing technology integration, managing digital transformation projects, and ensuring that innovation aligns with the city’s broader strategic goals.
► The Smart City Resilience Officer is central to building the city’s capacity to withstand and recover from various challenges, including natural disasters and technological disruptions. This role involves conducting risk assessments, developing, implementing and coordinating emergency plans, engaging with the community, and enhancing overall resilience through strategic city initiatives.
► The Civic Technologist develops and implements civic technology projects to improve public engagement and service delivery. This role focuses on designing innovative tech solutions, ensuring digital equity, and managing projects that facilitate better interaction between citizens and municipal services, thereby enhancing overall civic participation.
► The Multi-cultural Facilitator manages multicultural and social differences within the city, promoting cross-cultural understanding and diversity. This role involves coordinating community programs, facilitating dialogues, and ensuring that cultural policies are inclusive and responsive to the diverse needs of all residents, fostering a cohesive urban environment.
Technological Occupational Profiles
The advancement of smart cities relies heavily on specialised technological solutions that automate city’s workflows, harness data, develop intelligent systems, and ensure the security and efficiency of urban infrastructure. These roles are vital in the digital transformation of city operations and enhancing the quality of life of citizens.
► The Smart City Data Analyst plays a crucial role in analysing urban data to inform policy and decision-making. This position manages the creation of the city’s dataspace, the collection and analysis of data. Further, he/she recommends policies and practices for optimizing urban systems to improve key functions such as transportation and public health.
► The AI & Machine Learning Scientist develops sophisticated AI and machine learning models for analysing data and making decisions related with smart city operation. This role focuses on model development, data interpretation, and the implementation of AI solutions to enhance urban management.
► The Digital Twin Expert manages the integration of multi-source city data for real-time analysis and decision-making. By focusing on data integration, system modeling, and real-time analytics, this role enables city officials to simulate and analyze urban environments, enhancing planning and operational efficiency.
► The Cybersecurity Manager oversees cybersecurity initiatives to protect the city’s digital infrastructure. This role includes planning cybersecurity strategies, monitoring networks, and mitigating threats to ensure the security and resilience of urban systems.
► The Augmented Reality Designer/Developer creates AR experiences for urban applications such as tourism, education, etc. This role involves designing AR content, developing applications, and developing innovative and optimizing user experiences, contributing to the city’s cultural and educational offerings, etc.
► The Smart Grid Engineer designs and maintains the infrastructure for energy distribution in smart cities. This position focuses on energy system design, infrastructure maintenance, and system optimization, ensuring efficient and sustainable energy management. Further, this role involves the planning of EV charging stations.
► The Autonomous Vehicle Operator/Technician monitors and controls autonomous vehicles, performing among others maintenance and repairs. This role involves vehicle operation, system troubleshooting, and diagnostics, contributing to the advancement of smart urban mobility solutions.
Smart City Planning and Sustainability Profiles
Smart city planning and sustainability profiles encompass roles that focus on strategic urban development, enhancing mobility, managing infrastructure, and promoting environmental sustainability. These roles are essential in ensuring that smart cities are well-planned, efficient, and environmentally conscious.
► The Digital Transformation Manager designs and implements smart city initiatives such as smart transportation systems and public Wi-Fi networks. This role oversees the municipality’s digital transformation, integrating urban planning with digital strategies and project management.
► The Mobility Platform Manager develops strategies to enhance urban mobility. This includes implementing bike-sharing programs and intelligent transportation systems and supporting real-time traffic management across various transport modes.
► The Unmanned Aircraft Systems Traffic Manager supports the development of urban drone technologies for delivery, maintenance, and monitoring services. This role ensures the safety and regulatory compliance of drone operations within the urban environment.
► The Municipal Broadband Manager designs and implements municipal broadband networks, particularly focusing on underserved areas. This role involves network design, project implementation, and stakeholder engagement to ensure widespread connectivity.
► The Smart Facilities Manager oversees energy-efficient and technologically advanced buildings. This role integrates smart systems such as lighting and HVAC, optimizing building management for energy efficiency and sustainability.
► The Green Infrastructure Specialist designs and implements green infrastructure projects to promote urban sustainability and resilience. This role involves ecological design, project coordination, and stakeholder engagement, ensuring that urban development is environmentally friendly.
► The Circular Economy Manager develops strategies to promote the circular economy, focusing on sustainable city development. This role involves strategy development, project implementation, and collaboration with stakeholders to minimize waste and promote the reuse of resources.
► The Climate Change Specialist develops and implements strategies for climate change mitigation and adaptation. This role involves climate policy development, project implementation, and stakeholder engagement to address the impacts of climate change on urban environments.
► Τhe Environmental Protection Specialist ensures environmental protection with a focus on biodiversity and quality of life. This role involves developing environmental policies, implementing projects, and engaging with communities to promote and protect urban biodiversity.
► The Local Energy Community Manager supports the creation and management of renewable local energy communities. This role focuses on community design, renewable energy system management, and stakeholder collaboration, fostering sustainable energy practices.
Conclusions
Even though the foresight presented in the previous section is indicative of the future occupational profiles needed, it is obvious that the emergence of numerous new professions highlights a transformative shift in the urban workforce landscape. Further, indicates that this change is more revolutionary than evolutionary. Professionals in this new era of cities will need to navigate diverse challenges with equally diverse skill sets, adapting to the rapid pace of technological and environmental changes.
A key insight is the dynamic nature of skill requirements in smart cities. The continuous evolution of both technological and urban contexts mandates a parallel evolution in the skill sets of the workforce. This dynamic necessitates a commitment to continuous learning, reskilling and adaptation, ensuring that city’s professionals knowledge level remain current, to meet the demands of an ever-changing environment. The complexity of this undertaking is increased by the fact that all this technology is changing the way people are interacting and overall, the way the society is structured and therefore sets us in front of important ethical and existential challenges that must be addressed in parallel.
Finally, we would like to underscore the global competition for skilled professionals in the smart city sector, winning the war of talent. As municipalities globally advance towards more intelligent urban frameworks, the competition to attract and retain skilled professionals escalates. This underscores the importance of strategic approaches to talent development and acquisition, making it crucial for cities to invest in education and training programs that can supply the needed skills.
In summary, as we navigate the path towards smart urban development, it becomes increasingly evident that success depends on cultivating a workforce that is skilled, flexible, and interdisciplinary. The future of smart cities lies not just in technological advancement but in a holistic approach to urban development that integrates social, environmental, and economic considerations. This approach must be driven by a workforce equipped to meet these multifaceted challenges, ensuring that smart cities can fulfil their promise of enhanced urban living for future generations.
About the author
Professor Panos Fitsilis is a Full Professor in the Business Administration Dept. of the University of Thessaly, Greece. He has extensive project management experience with the development and deployment of large IT systems and extensive management experience in various senior management positions. His research interests include Smart Cities, Smart Factories (Industry 4.0), Business Information Systems, Educational Technology, Competences and Skills Development for the 21st century, etc. He is the author of numerous books including Smart Cities Body of Knowledge.
International Youth Day: code your way to awesome with digital skills!
12.08.2024
As digital transformation reshapes how we live, work, and learn, mastering digital skills isn’t just an option—it’s a must-have. Staying on top of new technology can be a wild ride, but it’s essential to avoid getting left behind as skills rapidly evolve and the gap between what we know and what the job market demands widens. In today’s world, digital know-how is crucial for professional success and education, especially for young people. With over 90% of jobs across all industries requiring at least basic digital skills, it’s time to supercharge Europe’s youth with the tools they need to shine in the digital era.
So, why digital skills?
These skills can lead to exciting careers in digital marketing, social media, and beyond. As demand for tech expertise skyrockets, boosting Europe’s digital capabilities will make us more competitive on the global stage and help build a more equitable society. That’s why the EU is investing in programs to train and expand Europe’s talent pool, ensuring we’re ready to rock the digital world and secure our place in the future.
Celebrate International Youth Day with digital skills!
The Digital Skills and Jobs Platform is your one-stop-shop for boosting digital skills and career growth across Europe. Whether you’re just dipping your toes into the digital world or already a tech-savvy pro, our platform has everything you need to succeed online—all just a click away!
The Platform provides open access to a wide variety of high-quality information and resources for everyone interested in the broad topic of digital skills and jobs. Here’s what we offer:
We’ve got the ultimate toolkit for anyone eager to level up their digital skills, check the opportunities page and supercharge your skills.
Boost your digital skills and enhance your platform experience with Learning Paths.
Join the community, share your content, connect with digital enthusiasts, promote your organisation and meet new project partners.
On August 22nd, the eighth edition of one of the largest IT conferences in Bulgaria – All in One, organized by DEV.BG, will take place at Sofia Inter Expo Center. This year’s edition is expected to gather over 1500 people, including over 70 representatives of leading Bulgarian IT organizations.
The conference will discuss topics related to the development and application of critical and analytical thinking, technical debt, clean code, and Total Cost Ownership, as well as the potential of quantum computers and their role in technological development.
These and more technology topics will be discussed by highly qualified IT professionals who will help answer some of the most interesting and topical questions in the sector.
These speakers will include:
Peter Sabev – Software Development Manager at IBM, CTO of Webbicus, PhD in Computer Science and co-founder of the Challenge Accepted Events conferences
Milen Evlogiev – Head of Information Security at Payhawk and Chairman of the Bulgarian Cyber Security Association
Digital Transformation of the Municipality of Ioannina: A Good Practice for Enhancing Digital Skills
06.08.2024
In recent years, the Municipality of Ioannina has been pioneering in the field of digital transformation, carrying out a series of coordinated interventions, actions, choices and strategic planning. This comprehensive effort resulted in the formulation of a 10-year Digital Strategy, which is aligned with national and European directions, as well as with the needs of the local community. The Digital Strategy was conceived as a dynamic document, which is constantly updated through consultations with local stakeholders. It includes the vision, the guidelines for digital interventions, as well as a roadmap with concrete actions, which are adapted according to available resources and funding opportunities.
A key element of the new strategy is the transformation of municipal services to enhance the supply of user-friendly digital services that meet the needs of citizens and businesses. The ultimate goal is to use information and communication technologies as tools for modern governance and development, thus creating “Smart Ioannina”, a city ready for the future.
Implementation of the Four Pillars of Digital Skills & Jobs Platform
This initiative addresses directly the four pillars of the Digital Skills & Jobs Platform. It promotes digital skills for all citizens by offering free programs such as the Cisco Networking Academy to a wide range of citizens. It targets specific groups, such as older people over 65, helping them acquire basic digital skills. In addition, it integrates digital tools into the local economy, especially for businesses in the tourism sector, through initiatives such as “Grow Greece with Google”.
Targeting and Impact
This initiative is aimed at a wide range of users, including citizens, businesses and vulnerable groups, such as people with disabilities, single parents and the elderly. By providing comprehensive education and access to digital services, the Municipality ensures that these groups will not be left behind in the digital age. The effects are evident in improved services, faster response times and overall improved user experience. The focus on digital training and upskilling is also evident, with the aim of making the local workforce more competitive and better equipped for the demands of the digital economy.
Sustainability and Reproduction Ability
The digital transformation of the Municipality of Ioannina is an example of good practice in enhancing digital skills. The initiative is not only committed to equipping the target audience with relevant skills, but also provides a comprehensive and transparent framework that can inspire and guide similar projects across Europe. With a focus on integration, sustainability and innovation, it aspires to be a role model for other municipalities that want to embrace the digital future. It exploits the potential offered by digital technologies for the benefit of citizens and tourism development. For example, advanced digital tools such as a 3D optical scanner are used to preserve cultural heritage.
Sirma Academy is an educational program designed to train and attract new people to the IT sector through а series of lectures, exercises, and specialization in software engineering. On the 17th of September, the academy is back with its fifth season with a revamped program according to the latest trends in the digital world.
Specialisations at Sirma Academy
The academy has three main streams in which a particular programming language is studied intensively. This year, the newest strand is C Sharp (C#), which focuses on creating back-end systems and is a good first step toward Mobile and Game Development.
Java is the other back-end strand offered by the academy, where the focus will be on the Spring Framework, which can be used to develop enterprise-level platforms.
For attendees who want to go into front-end development, the academy offers Java Script, which is one of the most used languages for visualizing everything we see on the web.
Education
Prior to the education in a specific track, participants must go through a 4-week “Fundamentals of Programming” course, after which they take an exam. If some trainees have basic programming knowledge they can skip the course and take the exam directly.
After passing the exam, everyone enters the group of their specialization. The study of each specialization is divided into 24 weeks of lectures and exercises, with a midterm exam after the 12th week. The course ends with a final exam or project.
All courses are delivered online, twice a week, with lectures at 14:00 and exercises at 18:00. Participants who cannot attend the lectures are provided with a recording on the same or the next day.
Participation requirements
No prior technical education or experience in the IT sector is required to participate in Sirma Academy, only computer literacy and a working level of English.
The Academy is suitable for anyone with a desire to develop in the IT field and/or has an interest in software engineering. The course allows participants to enrich their technological knowledge, participate in serious training and in-depth exercises, and helps them to pursue a career in the IT sector.
From 22.07 to 02.08 in Sofia Tech Park, the summer academy for children – Smart Scroll Academy, organized by Out Loud Foundation was held. It aims to support critical thinking and knowledge of children about the digital world and to give them a meaningful direction for the time they spend online.
The academy was split into two groups, with children aged 13 to 17 participating. The first group ran from 22.07 to 26.07 and the second from 29.07 to 02.08. The program included topics related to cyber security, creative writing, and business issues, as well as lectures given by professionals in the fields of sports and medicine, artificial intelligence, audio and visual arts, and journalism.
The aim of each session is to enrich participants’ thinking about the technological world and to help them use its possibilities usefully and wisely. Lectures focus on media literacy, critical thinking, emotional intelligence, leadership skills, and personal development.
Facilitating User Involvement in the Design of Digital Services: a Path to Accessibility and Inclusion (deep-dive)
02.08.2024
The importance of actively involving end users, with or without disabilities, in the design and development of public digital services cannot be overstated. Despite being highlighted in key EU accessibility policies, this practice remains underutilised. This paper explores strategies to facilitate and mainstream user involvement early in the design process, in order to achieve inclusion.
Introduction
In recent years, there has been a growing recognition of the importance of accessibility in the design of public digital services to ensure full inclusion and equal participation. However, achieving true accessibility requires more than just compliance with legislation – rather, it entails actively involving end users, especially those with disabilities, throughout the design and development process.
User-centred design (UCD) is a human-centred approach that prioritises the needs, preferences, and limitations of end users in the design and development of products and services. At the heart of UCD lies the concept of user involvement, which entails actively engaging users throughout the design process to ensure that the final product or service meet their expectations and fulfils their requirements. While the approach is advocated in EU accessibility directives and standards, it is often overlooked in practice.
By adopting the principles outlined in user-centred design, public sector organisations stand to gain significant benefits including enhanced user satisfaction, improved usability, and full compliance with legal requirements, ultimately contributing to a more inclusive society.
This Digital Brief examines the state of the art of user involvement in design and provides practical examples of how potential barriers can be overcome.
State of the Art
The inclusion of users of all abilities in the design and development of products and services is essential for maximising the potential of digitalisation. Embracing a more inclusive approach will not only ensure a better return on investment for both taxpayer-funded initiatives and commercial enterprises but also enhance the overall user experience and accessibility.
The buyer’s perspective
Anyone who creates a product or service wants it to be both used and useful. Especially in the public sector, the goal is for it to be used by as many people as possible – sometimes within a specific user group but more often the target audience being “everyone”. Therefore, understanding the needs and expectations of the future users is one of the most crucial aspects of the development process. Still, many organisations do not to actively gather input from users. According to a report from the Nielsen Norman Group, 90% of companies surveyed acknowledge the importance of user research but only 40% regularly conduct it. The actual users are not regularly invited to have their say, and persons with disabilities are even more rarely involved. When it comes to the public sector, there is less comparable data, but little indication that the situation there would be much different.
The reason for minimal user-involvement is often claimed to be lack of time and (or) money.
There are also misconceptions that it might be extra costly to bring end users with disabilities in the development process and/or user testing, as well as claims that it is difficult to find users with disabilities to involve. But people with disabilities are just as happy to do testing as anyone else, as long as they are treated fairly and are offered compensation.
Another justification, heard more often in the private sector but surprisingly often also in the public sector, is that the target audience does not contain people with disabilities, or that it is just a very small part of the potential users. In some cases, the idea of testing with people with disabilities has not even occurred to the responsible executives in charge of the development and testing process. However, accessibility is not a question that only concerns a minority of the population.If we live long enough, everyone will experience some kind of reduced ability. Some experience permanent disabilities, others – temporary impairments. All of us sometimes face situations where we have accessibility needs, for example in bright sunlight when contrasts need to be good enough to determine what it says on the screen, or on the bus, when buttons and links need to be separated enough to click only one at a time, on a small screen smartphone when everything is moving around us.
Website owners cannot predict who will use their services, or how, but engaging with users will provide them with essential information that can help them make the interface usable and useful for as many people as possible.
The legal perspective
European legislation on digital accessibility requires end user involvement. The implementing acts of the EU Web Accessibility Directive, which came into force in 2016, require the involvement of end users with disabilities in selecting which websites and apps to monitor, as well as feedback from end users as a driver for improvement at website owner-level.
The European Commission’s 2022 review of the Web Accessibility Directive (WAD) shows that although some progress has been made, significant gaps remain in the practical implementation of these requirements. Many public digital services still fall short of fully engaging end users with disabilities, resulting in digital environments that are not fully accessible or inclusive.
One crucial component of the Web Accessibility Directive is the mechanism for user feedback. This mechanism requires public sector bodies to provide a clear and accessible way for users to report accessibility issues and request information in accessible formats. Users must be able to easily find and use feedback forms, contact details, or other means to communicate their experiences or difficulties. The Directive stipulates that organisations must respond to feedback within a reasonable timeframe and take appropriate actions to address reported issues. This feedback mechanism is intended to create a continuous loop of improvement, ensuring that digital services remain inclusive and accessible.
The study supporting the review of the Web Accessibility Directive notes that the usage and effectiveness of the feedback mechanism varies across Member States. Several reasons for the limited effectiveness of the mechanism have been identified in the study (European Commission, 2022):
Lack of awareness: Many end users and user organisations are unaware of the possibility to provide feedback.
Inconsistent implementation by public bodies: The feedback mechanism is sometimes missing or implemented in an inaccessible manner.
Lack of competence and resources: Public bodies may lack the resources and expertise on how to properly address and resolve the feedback received from persons with disabilities.
Lack of enforcement: Monitoring and enforcement mechanisms often do not have in focus the availability and accessibility of the feedback mechanism.
Other reasons: The most common reasons given by users for not giving feedback were:
users believe feedback does not have an effect;
users did not know how to give feedback; and
users did not have time to do so.
Know-how on user-centred design
One of the factors cited among the barriers for user-centred design is that many organisations lack the expertise to conduct user testing with persons with disabilities. This may be true both for the procuring public body and the selected ICT-supplier.
Building Competence
To build competence in this area, training programs and workshops can be developed to equip designers and developers as well as website owners with the necessary skills and knowledge. These training programs can cover topics such as disability etiquette, assistive technologies, and methods for conducting inclusive user research. Additionally, mentorship programs can be established to connect experienced practitioners with organisations seeking to improve their competence in user involvement.
The lack of competence and insight into the importance of conducting user research involving persons with disabilities is related to the fact that most university programmes for students of UX do not systematically teach future UX professionals how to conduct user research in an inclusive and accessible way. To address this gap, a recent EU-funded project has developed training courses for UX students on how to involve persons with disabilities in user testing. A range of other initiatives on local, regional, national, and EU level are also underway.
For companies and public bodies that are unsure about how to implement user-centred design, there are both standards and proven recommendations that offer guidance, and can therefore be explored.
Standards
The harmonised European standard EN17161 ‘Design for All – Accessibility following a Design for All approach in products, goods and services – Extending the range of users’ is a procedural standard describing how to achieve accessibility using a Design for All approach, in order to extend the range of users. This standard provides a comprehensive framework for integrating accessibility considerations into all stages of product and service development. This standard facilitates a continuous process of improvement and management of the accessibility and usability of products and services. Designed to be applicable to organisations involved in the design, manufacturing, and provision of products and services, the standard may support economic operators in scope of the Web Accessibility Directive or the European Accessibility.
Practical Recommendations
Reviews of best practices from literature and case studies have identified the following practical recommendations are provided for involving users with disabilities Before, During, and After testing:
Communication and Outreach: Proactively reach out to communities and organisations representing persons with disabilities to inform them about participation opportunities.
Getting There/Instructions: Provide clear instructions and assistance for users to participate in testing sessions, including accessible transportation options.
Use of Assistive Technology: Ensure that testing environments are equipped with a variety of assistive technologies to accommodate different disabilities.
Disability Etiquette: Train staff on disability etiquette to create an inclusive and respectful environment for all participants.
Compensation: Offer appropriate compensation to participants for their time and expertise.
Feedback: Collect and act on feedback from participants to continuously improve the design and development process.
Addressing systemic barriers to user involvement
In addition to investing in the increase of competence and know-how, there are several ways in which organisations can facilitate the process of involving persons with disabilities in user testing by addressing barriers on a systemic level.
Raising Awareness
One of the primary barriers is the lack of awareness among organisations about the importance and benefits of user involvement. To address this, it is essential to conduct awareness campaigns that highlight successful case studies and provide evidence of the positive impact of user involvement on accessibility and user satisfaction.
Additionally, training programs can be developed to educate designers, developers, and policymakers on the principles of user-centered design and the importance of involving users with disabilities. These programs can be integrated into professional development courses and academic curricula to ensure a broad reach.
Resource Allocation
Organisations often perceive resource constraints as a significant barrier to user involvement. To overcome this, it is important to highlight the long-term benefits of investing in user involvement, such as improved accessibility, reduced need for costly redesigns, and enhanced user satisfaction. For example, municipalities focusing on employing people with disabilities have reported raised awareness and less need for external suppliers to set up testing.
Furthermore, funding opportunities and grants can be established to support organisations in conducting user involvement activities. Government agencies and non-profit organisations can play a crucial role in providing financial and logistical support to facilitate user testing and research. For example, the Erasmus+ program encourages end user involvement, but there could be stronger incentives or even requirements added to the evaluation process.
Finding and Engaging End Users
Finding end users with disabilities who are willing and able to contribute to the design process can be challenging. To address this, organisations can partner with disability advocacy groups and community organisations to reach a broader audience. These partnerships can help identify potential participants and encourage their involvement through targeted outreach and engagement strategies.
Moreover, creating an inclusive and supportive environment for user involvement is essential. This includes providing clear information about the purpose and benefits of participation, ensuring accessibility of testing venues, and offering compensation for participants’ time and expertise.
Future Directions
To further enhance user involvement in the design of public digital services, several future directions can be explored.
Leveraging Technology
Advancements in technology can be leveraged to facilitate user involvement. For example, remote user testing platforms can enable users with disabilities to participate in testing sessions from the comfort of their homes. These platforms can, in combination with client-based assistive technology, provide accessibility features such as captioning and real-time transcription to ensure an inclusive testing environment.
Additionally, the use of artificial intelligence and machine learning can help analyse user feedback and identify common accessibility issues. These technologies can provide valuable insights that can inform the design and development process.
Policy and Legislation
Policymakers can play a crucial role in promoting user involvement by enacting legislation that mandates the inclusion of end users with disabilities in the design process. Such legislation can establish clear guidelines and standards for user involvement and provide enforcement mechanisms to ensure compliance.
Moreover, policies can be developed to incentivise organisations to adopt user-centred design practices. For example, government contracts and funding opportunities can prioritise organisations that demonstrate a commitment to involving users with disabilities in their design processes.
Research and Innovation
Ongoing research and innovation are essential to advance the field of user-centred design and accessibility. Research studies can explore new methods and best practices for involving users with disabilities and evaluate their impact on the accessibility and usability of digital services.
Innovation in assistive technologies can also play a significant role in enhancing user involvement. For example, developing new tools and devices that facilitate user testing and feedback collection can make it easier for users with disabilities to participate in the design process.
Conclusion
Actively involving end users with disabilities in the design and development of public digital services is essential for achieving accessibility and inclusion. By implementing strategies to facilitate user involvement and mainstreaming accessibility considerations, organisations can create digital services that are accessible to all users, regardless of their abilities. By embracing the principles of Design for All and prioritising user involvement, society can move closer to realising the vision of an inclusive digital society.
Through raising awareness, allocating resources, engaging end users, and building competence, organisations can overcome barriers to user involvement. Additionally, leveraging technology, enacting supportive policies, and fostering research and innovation can further enhance user involvement and contribute to the creation of accessible and inclusive public digital services. By committing to these efforts, organisations can ensure that public – and commercial – digital services are designed to meet the needs of all users, ultimately leading to a more inclusive and equitable society.
About the author
Susanna Laurin is the Chair of the Funka Foundation, a Research and Innovation Center focusing on end user involvement, disabilities, empowerment and accessibility. She has been a thought leader in the field of digitalisation, inclusion and e-government for more than 20 years and she is a frequent international lecturer and debater.
Susanna is the Chair of the ETSI/CEN/CENELEC Joint Technical Body on eAccessibility, responsible for the development and update of the EN301549, to reflect presumed conformance of the Web Accessibility Directive and the upcoming European Accessibility Act. She is also the co-founder and Representative to the EU of the International Association of Accessibility Professionals (IAAP).
Highlights from the Annual meeting of the National Coalitions for Digital Skills and Jobs
01.08.2024
On 4 – 5 July 2024, Brussels buzzed with excitement for the 3rd annual National Coalitions for Digital Skills and Jobs meeting, hosted by the Digital Skills and Jobs Platform. Over 60 participants from all across the EU joined the event to celebrate the winners of the European Digital Skills Awards 2024.
The event brought together National Coalitions, the Jury Members of the European Digital Skills Awards 2024, Awards winners, representatives from the European Commission, and other key players in the digital skills and jobs field. On the second day, National Coalitions representatives had plenty of time to network and share insights and different perspectives on the key aspects of their work.
National Coalitions, assemble!
The 2024 annual meeting for National Coalitions had several key goals. It aimed to update participants on the latest news from the European Commission and the Digital Skills and Jobs Platform. The event was also an opportunity for National Coalitions to connect, share best practices, and discuss challenges, with the goal of co-developing solutions to achieve the Digital Decade targets.
The meeting focused on exploring new ways for National Coalitions to engage with European Commission activities and involve their national networks in various initiatives. Additionally, it sought to find effective methods for promoting activities both at the national level and on the Digital Skills and Jobs Platform. Another important aspect of the meeting was to advance collaborative work through the Squad Assessment Working Groups. This provided members with a chance to present their progress, gather feedback, and refine their contributions.
A year all about digital skills
Rehana Schwinninger-Ladak, Head of Unit for ‘Interactive Technologies, Digital for Culture and Education’ at the European Commission’s Directorate-General for Communications Network, sent a video message to welcome National Coalition representatives to the 3rd Annual Meeting in Brussels.
Vitis Faure Tilgaard, Policy Officer at DG CNECT, highlighted the achievements of the European Year of Skills, noting its success in raising awareness of skills policies and the Digital Skills and Jobs Platform. She shared that the Commission is currently undertaking a review of the Digital Education Action Plan, presented the takeaways from the recently adopted State of the Digital Decade Report 2024, and spoke about current and upcoming calls related to digital skills under the Digital Europe Programme in the context of expected increases in the demand for advanced digital skills.
Tomislava Recheva from European Schoolnet shared an update on the Digital Skills and Jobs Platform’s key accomplishments over the past year. With more than 12,150 users, the Platform has played a crucial role in highlighting gaps in both basic and advanced digital skills. Key improvements, such as the new Content Recommender, have made the user experience more personalized and effective. Successful partnerships and engaging campaigns have further fueled the Platform’s growth and increased user involvement.
Ioanna Tsotsou reviewed recent coordination meeting topics, while Mara Jakobsone highlighted the importance of collaboration within National Coalitions. Participants also received insights from the jury members of the European Digital Skills Awards 2024 on their approach and experiences.
Lightning Talks: National Coalitions’ good practices and future sparks
For the first time in the annual meeting, National Coalitions (NCs) participated in a “Lightning Talk” session. Each Coalition had a 5-minute slot to present their highlights and main achievements. This format provided a platform for NCs to showcase their successes and innovative strategies, celebrate accomplishments, and foster cross-border learning, collaboration, and knowledge transfer. The Lightning Talks invited National Coalitions to reflect on past challenges and share their future plans, enhancing the exchange of ideas and experiences.
The interactive workshop
Following the lightning talks, attendees took part in an interactive workshop session, divided across six tables with different themes.
Women 4 Cyber: How can we close the gender gap in cybersecurity?
AI in Education – challenges and solutions (2 groups)
Micro-credentials and personal learning accounts (PLA)
How can companies address the shortage of ICT professionals? (2 groups)
Each group was given the task of identifying the main challenges they faced, brainstorming potential solutions, and outlining specific actions they could take to implement these solutions. Moderators from the Platform team facilitated the discussions, ensuring the conversations stayed on track. Meanwhile, notetakers documented the key points and ideas on a structured Miro Board for clarity and organization
Representatives from the National Coalitions played a supportive role in moderating the sessions and later presented the findings and outcomes to all the participants in the workshop, ensuring that everyone was informed and could contribute to the next steps.
Our Solutions
To increase women’s participation in cybersecurity, it’s essential to introduce female mentors who can inspire and guide students, provide financial support to overcome barriers, and showcase the diverse career opportunities within the field. Enhancing critical thinking and integrating AI in education should involve not only demonstrating AI’s benefits to teachers but also creating working groups to set high-quality data standards. This can be complemented by offering training to incorporate AI into traditional teaching methods. Micro-credentials can be promoted through clear guidelines, national badges, and stakeholder workshops to ensure better recognition and understanding.
To develop ICT skills, EU-wide legislation should support digital infrastructure and research, alongside making STEM fields more appealing through gamification and flexible work conditions. Offering practical courses and fostering strong partnerships between universities, training providers, and IT companies can further support this goal. Additionally, recognizing non-formal qualifications, such as experience-based certifications, and aligning national frameworks with EU standards can significantly enhance recruitment processes and career mobility within the sector.
National Coalitions and European Commission networking session
On the second day of the annual meeting, 5 July, National Coalition representatives gathered together with European Commission officials for a networking session. The core points of the discussion were: Role and recognition of National Coalitions at Member State and EU level, Activities for National Coalitions DSJP network development, Suggestions addressing Digital skills funding, reporting and information sharing at EU level
Thank you to everyone who attended the Annual National Coalitions for Digital Skills and Jobs meeting in Brussels. Together, we’re making great strides in digital skills across the EU, and we look forward to continuing this important work!
In the 2024 edition of the Digital Decade report, Romania has achieved 27.7% basic digital skills coverage, compared to the EU average of 55.6%. The score in Romania has slightly decreased comparing to 2023 results (27.8%).
According to the Digital Decade report 2024, Romania performs below the EU average in both digital skills indicators. The percentage of ICT specialists in employment has decline from 2.8% in 2023 to 2.6% in 2024 and below the EU average of 4.8%. To meet the Digital Decade target on basic digital skills and ICT specialists, Romania urgently needs to accelerate its digital skills readiness.
Despite performing comparatively well in connectivity, the country’s low level of digitalization and relatively slow progress is preventing the Romanian economy from fully exploiting the opportunities presented by digital technologies. Additionally, the very low level of digital public services for both citizens and businesses is further aggravating the situation. The COVID-19 pandemic’s ongoing impact and frequent changes in government (five in the last 4 years) pose significant challenges for Romania. Nonetheless, digitalization remains a top priority for the current government in power since November 25, 2021.
Microsoft’s Digital Futures Index measures the digitalization level of 16 European countries, including Romania. The Index provides information on the current state of a country’s digitalization and identifies both the areas where it has been most successful and those where there is still work to be done to speed up the digital transformation process. The level of digitalization is measured across five categories of digital development: Digital Business, Digital Government and Public Sector, Digital Infrastructure, Digital Sector, and Human Capital. The overall score of Romania’s digital development is 92, while CEE average is 100.
Romanian National Coalition for Digital Skills and Jobs “The Skills4IT Coalition” was established in 2015, following the establishment of the European Digital Skills and Jobs Coalition in 2013. The Skills4IT Coalition is an open platform that brings together different partners representing educational institutions, ITC companies, training companies, professional and non-governmental organizations. The platform addresses everyone, form beginners to experts: employees, entrepreneurs, CEOs, students, pupils, and everyone interested in digitalisation.
Overview of state strategies and national initiatives
State strategies
Developed by the Ministry for Information Society, the Strategy for the Digital Agenda of Romania 2020 was established with the support of other government agencies and public institutions, including agencies from the Romanian Ministry of Health, Ministry of National Education, Ministry of Finance and Ministry of Transport. The Strategy was adopted in 2014, and its implementation ended in 2020.
In 2020, The Strategic Initiative for Digitization of Education in Romania SMART-Edu 2021-2027 was developed and went into the public consultation stage. The objective of the Strategic Initiative is to reduce digital gap and increase socio-economic integration by enhancing digital skills and internet usage among the general public and disadvantaged groups. This will be achieved by organising training sessions tailored to the needs of the community. More information can be found here.
National initiatives
Romania has developed a Recovery and Resilience Plan aimed at facilitating a robust recuperation and preparing the country for the future. The RRP consists of 107 investment measures and 64 reforms, which will help Romania become more sustainable, resilient, and adaptable to the challenges and opportunities posed by the green and digital transitions. The plan is supported by an estimated €14.24 billion in grants and €14.94 billion in loans. 41% of the plan will contribute to the green transition, while 20.5% of it will support the digital transition.
The Digital Skills and Jobs Romania website offers a list of events on digital skills, various resources and training opportunities, a collection of good practices showcasing successful strategies, initiatives and projects with a strong local impact and potential, and a news section which shared the latest initiatives, projects, innovations and job offers related to digital skills at local and international level. The platform serves as a hub for information resources from Romania and the European Union, aimed at enhancing the digital skills of Romanian citizens. It also promotes career training opportunities in the ITC sector, scholarships, project financing, and spreads awareness about cybersecurity measures. The platform further encourages collaboration between the academic environment and the ITC industry in Romania.
In October 2022, The Romanian Association for Artificial Intelligence (ARIA) and the Union of Informatics Teachers in Romania (UPIR) organised the first pre-university artificial intelligence course in Romania. The course is designed and instructed by experts from Bitdefender, professors from the National College “Mircea cel Bătrân” Râmnicu Vâlcea, and specialists from Google DeepMind UK. The course is a milestone in the AI project for schools and high schools in Romania launched in 2019 by researchers from DeepMind Google through the organisation ARIA (Romanian Association for Artificial Intelligence).
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 the Romania’s National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
In the 2024 edition of the Digital Decade report, Slovakia has achieved 51.3% basic digital skills coverage, compared to the EU average of 55.6%. The score in Slovakia has decreased comparing to 2023 results (55.2%).
According to the Digital Decade report 2024, Slovakia performs slightly below the EU average in both digital skills indicators. The percentage of ICT specialists in employment has decreased from 4.3% in 2023 to 4.2% in 2024 compared to the recent EU average of 4.8%.
In 2022 the IT Fitness Test 27,757 people in Slovakia completed, the first, certification phase, taking the more difficult version of the test for those over 15 years of age with an average success rate of 52.55%. Compared to 2021, the overall success rate is higher by approximately 12%. Students from 567 schools participated in the testing for respondents older than 15 years. The high school version of the test was solved by 2,549 respondents who stated that they were teachers. The average success rate of teachers in the test for secondary schools was 57.39%, and compared to last year, teachers improved by 5%. A total of 14,193 respondents aged 7-16 completed the easier version of the test for primary schools in the first phase of testing. The average success rate in this age category reached 55.03%, and compared to 2021, elementary school students improved by 15%.
The National Coalition for Digital Skills and Jobs of the Slovak Republic (Digitalna Koalicia) is established in 2017 based on the initiative of the European Commission, the Office of the Deputy Prime Minister of the Slovak Republic for Investments and Informatisation and IT Association of Slovakia. Digitalna Koalicia in 2023 associates 93 members – key stakeholders in the field of education and ICT in Slovakia, it connects relevant ministries, universities, associations, tech companies and the main initiatives that aim to increase people’s digital competences.
Overview of state strategies and national initiatives
State strategies
The 2030 Strategy for Digital Transformation of Slovakia is a cross-sectoral government strategy – a framework that defines Slovakia’s policy priorities in the context of the ongoing digital transformation of the economy and society under the influence of innovative technologies and global megatrends of the digital age. By 2030, the Slovakia aims to modernise the economy with innovative and environmentally friendly industrial solutions facilitated by a knowledge-based data economy. This includes enhancing the capacity of citizens to live active digital lives and reap the full advantages of the technology, as well as enhancing the efficacy of public administration services.
National digital skills strategy of the Slovak republic and action plan for the years 2023 – 2026 was published in 2022, based upon several national and EU strategies, reaffirming the intention to implement digital transformation as the highest priority. Slovakian digital strategy is divided into six priority areas: Institutional background (“Governance” model); ICT specialists; Digital skills of young people and educators in the educational process; Digital skills of active participants in the labour market; Share of girls and women in ICT; Digital divide and digital exclusion.
Action plan for the digital transformation of Slovakia for the years 2023-2026 determines the state’s goals in the field of digitization. The emphasis is on supporting the digitization of businesses and the wider economy, the development and deployment of top digital technologies and building a resilient society . It defines the basic framework for the promotion of productivity, knowledge economy, focuses on segments with higher added value, more competitive economy, sustainable development. It also supports successful development of companies in the digital age, but also build up resilience to the negative effects of digital technologies.
The areas of the Action Plan are based on a combination of the vision of the Slovak Republic defined in the Digital Transformation Strategy for Slovakia 2030 and strategic documents at the level of the European Union, including the European social partners’ framework agreement on digitalization. The areas are building a digital ecosystem, digital transformation of the wider economy; development of digital infrastructure; promotion of the potential of artificial intelligence and digital society.
National initiatives
Digital transformation is one of the main components of the Slovakia’s Recovery and Resilience Plan. Measures in the plan contributing to the digital transition account for 21% (EUR 1.33 billion) exceeding the 20% target. Digitálne Slovensko (state in the mobile, cybersecurity, fast internet for everyone, digital economy’) is the main contributor to achieving the digital target, followed by digital investments in education, research & innovation, and sustainable transport.
It includes reforms in eGovernment, connectivity, digital transformation of the economy and society, improvements in education and ensuring capabilities in the field of IT cyber and information security in public administration, and strategic approach to digital skills education in collaboration with key stakeholders. The plan will support participation in cross-border European projects leading to the building of the digital economy, projects aimed at the development and application of top digital technologies and hackathons. Focusing also on improving the digital skills of seniors and distributing digital devices to seniors. More information are available on the main RRF Slovakia website Plan obnovy.
IT Fitness Test is the largest and most comprehensive free ICT skills test in Slovakia. In the past 10 years, more than 300,000 people have participated in it. The primary target group is pupils and students of primary, secondary and university schools, as one of the main objectives of the test is to prepare them for further study and practical use of IT skills in working life. In 2022 IT Fitness Test was for the first time organize in 4 countries and 5 languages exceeding 100,000 respondents. In addition to Slovak, the test was also available in Czech, Hungarian and Polish, with the English version as a bonus. The youngest test participants are 7 years old, the oldest participant from Bratislava is 82 years old. The most successful participants in the test for respondents over 15 years of age with a hundred percent success rate were 20 teachers, 110 students (75 boys, 35 girls) and 13 employees from extracurricular activities. More information are available in Final reports for 2023, 2022, 2021, and 2020 year.
The Digitalna koalicia signed a memorandum of cooperation with the Unity of pensioners in Slovakia supporting implementation of the National Project of the Ministry of Investments, Regional Development and Informatization of the Slovak Republic (MIRRI) “Improving the digital skills of seniors and disadvantaged groups in public administration“. Project main goal is to create an educational platform which will help seniors not only master basic digital skills and actively use them in everyday life, but also navigate the complex digital world and defend against its pitfalls.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of the Slovakian National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
In the 2024 edition of the Digital Decade report, Slovenia has achieved 46.7% basic digital skills coverage, compared to the EU average of 55.6%. The score in Slovakia has decreased compared to 2023 results (49.7%).
According to the Digital Decade report 2024, Slovenia performs below the EU average in both digital skills indicators. The percentage of ICT specialists in employment has decreased from 4.5% in 2023 to 3.8% in 2024 compared to the recent EU average of 4.8%.
In 2022 Microsoft’s Digital Futures Index measured the digitalization level of 16 European countries, including Slovenia. The Index brings data about the current level of digitalization of the country and detects the most successful areas, but also the areas where there is more work to be done to accelerate the digital transformation process. Digitalization is perceived through 5 categories of digital development: Digital Business, Digital Government and Public Sector, Digital Infrastructure, Digital Sector, and Human Capital. The overall level of Slovenia’s digital development is 107, which is 7% above the CEE average. Compared to the Central and Eastern European countries, Slovenia is ranked above average in terms of digitalization in general and can compete with some of the most digitally developed European countries in some areas. It records good results in the digitalization of education, human resources, corporate investments in research and development, and the digital competitiveness of companies.
The Slovenian Digital Coalition (Digitalna Slovenija) was established in 2016 as a multi-stakeholder platform coordinated by the Chamber of Commerce and Industry of Slovenia. The Slovenian Digital Coalition is focused on attaining a cross-sector multiplier impact that accelerates the development of the digital society and exploits opportunities for the development of ICT and the internet. aims to strengthen digital skills and increase the digital competences of European society and the workforce. It offers insight into European and national initiatives and actions in the field of digital skills and knowledge, training opportunities and career development support, good practice, expert advice, resources and tools, research-based data, facts and figures, funding opportunities, news, opinions and events.
Overview of state strategies and national initiatives
State strategies
The Strategy of digital transformation of the economy was prepared in 2021 and adopted by the Slovene Government in January 2022. It covers advanced digital technologies, an efficient ecosystem for a competitive economy and a sustainable society as the basis for the growth of a digital economy. The Strategy is focused on three major goals: advanced digital technologies that enable the digital transformation of the economy; efficient ecosystem for a competitive economy; open and sustainable society as a basis for the growth of the digital economy.
The Digital Inclusion Promotion Act was adopted in February 2022 addressing the entire population with the aim of digital empowerment of citizens, through providing financial incentives for the purchase of digital equipment, and contributing to the digitalisation of the school process and to the responsible and safe use of digital technologies.
The Digital Public Services Strategy 2021-2030 was adopted in December 2022. It strives towards ensuring data for better services and decision-making and providing a secure, trustworthy and inclusive digital environment.
Digitalna Slovenija 2030, the national strategy for the digital transformation of Slovenia till 2030 was published in March 2023. Horizontal principles of the Strategy are: General awareness of the importance of digital transformation; The Internet as a strategic tool of digital transformation; Protecting the free and open Internet; Pursuit of intersectoral synergistic development effects; Use of the Slovenian language and preservation of cultural identity; Promoting research and development of digital technologies and their use; Strategic autonomy, digital single market and digital sovereignty; Democratic digital society and achieving Slovenia’s development goals through digital transformation.
Since 2021 Slovenia have The Ministry of Digital Transformation which monitors and analyses the state of digital transformation and the information society at the national level. It is responsible for the areas of the information society, electronic communications, digital inclusion, digital competences, the data economy, management of information and communication systems, and the provision of electronic public administration services. In cooperation with the competent ministries and government offices, the Ministry prepares, coordinates and implements national measures and projects in the field of the information society and digital transformation of the economy, public administration, healthcare, justice, agriculture, education and other areas.
National initiatives
The Slovenian Recovery and Resilience Plan contribute to the digital transformation of Slovenia’s society and economy with 21.4% of the plan’s total allocation. supports the digital transition with reforms in the digitalisation of the public administration, in skills and cyber security. A strategy for digital transformation and reforms on electronic identification aims to increase use of public e-services and digitalisation of companies.
Digital transformation of the economy (business and industry) is supported by the adoption of the Strategy for the Digital Transformation of Enterprises, guidelines for innovative procurement, and the operationalisation of a single digital identity (e-identity) for companies. The Strategy provides for the transfer of different registers to one single business register. In accordance with the Strategy, at least 200 businesses shall acquire an e-identity.
Strengthening digital transformation of public administration aims to improve the governance of digital transformation in public administration. This will be achieved through the adoption of a Digital Public Services Strategy 2021-2030 and the establishment of an Informatics Development Council as a coordinating body of digital solutions. The Informatics Development Council was set up in February 2022. It functions as a management body, coordinating operations related to IT investment in the public sector, to its standards, the back-office systems and other technological developments where the compatibility of the systems is essential for their operation and maintenance. The Digital Public Services Strategy 2021-2030 was adopted in December 2022. It strives towards ensuring data for better services and decision-making and providing a secure, trustworthy and inclusive digital environment.
Female Engineer of the Year is an award for inspiring young girls to choose engineering careers. The award addresses the problem of the “invisibility” of female engineers in society. Its goal is to provide role models for young girls and highlight work achievements and contributions to the society of Slovenian female engineers. With the Engineer of the Year selection, Slovenia presents 10 interesting female engineers to the public every year, with their personalities and work, can encourage, inspire or encourage young people to decide on an engineering study or career path. The project is inspiring young females for engineering, technology, natural sciences and innovation since 2012.
E-content and e-services to support the introduction of new approaches in education is a new project adopted in May 2022. It aims to facilitate Slovenia’s transition to digital education. With a contribution from the European Regional Development Fund, the project will promote greater use of modern ICT in teaching and learning. As part of the project, the Ministry of Education, Science and Sport, the Academic and Research Network of Slovenia (ARNES) and the Institute of Information Science will provide a comprehensive upgrade of both: (i) existing educational e-services and e-content; as well as (ii) the current support system for both pupils and teachers in primary and secondary schools. This upgrade will be carried out in the period 2021-2023. The project will help to improve: (i) learning processes based on the use of innovative approaches; (ii) the skills of young people through greater use of modern ICT in teaching and learning; and (iii) the skills of educators through greater use of modern ICT in teaching and learning.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of the Slovenian National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
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 (RRF) but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of the Slovenian National Digital Skills and Jobs Coalition.
Recovery and resilience facility
The Slovenian Recovery and Resilience Plan contribute to the digital transformation of Slovenia’s society and economy with 21.4% of the plan’s total allocation. supports the digital transition with reforms in the digitalisation of the public administration, in skills and cyber security. A strategy for digital transformation and reforms on electronic identification aims to increase the use of public e-services and digitalisation of companies.
Slovenian Recovery and Resilience Plan has a total volume of €2.5 billion (€1.8 billion in grants and €0.7 billion in loans) and dedicates 21% of its resources to digital transformation. Slovenia’s Recovery and Sustainability Plan support the transition to digital technologies through investments in the digitalisation of public administration, skills and Cybersecurity. In the plan, the strategy of digital transformation and reforms in the field of electronic identification aimed at expanding the use of public electronic services and digitalization of companies is accompanied by investments of €260 million in the public administration sector, including in key public sectors such as healthcare (€83 million). Furthermore, €144 million are allocated to enhance the digital skills of different segments of society and in improving connectivity in schools. The government is also planning to dedicate €44 million to supporting the implementation of advanced digital technologies in companies. Several portals are being established to centralize information and calls available, you may find some of them on the web page: Digitalna preobrazba (Digital transformation) with the list of ministries responsible for reforms and investments planned in the Slovenian recovery and resilience plan.
Digital transformation of the economy (business and industry) is supported by the adoption of the Strategy for the Digital Transformation of Enterprises, guidelines for innovative procurement, and the operationalisation of a single digital identity (e-identity) for companies. The Strategy provides for the transfer of different registers to one single business register. In accordance with the Strategy, at least 200 businesses shall acquire an e-identity.
Strengthening the digital transformation of public administration aims to improve the governance of digital transformation in public administration. This will be achieved through the adoption of a Digital Public Services Strategy 2021-2030 and the establishment of an Informatics Development Council as a coordinating body of digital solutions. The Informatics Development Council was set up in February 2022. It functions as a management body, coordinating operations related to IT investment in the public sector, to its standards, the back-office systems and other technological developments where the compatibility of the systems is essential for their operation and maintenance. The Digital Public Services Strategy 2021-2030 was adopted in December 2022. It strives towards ensuring data for better services and decision-making and providing a secure, trustworthy and inclusive digital environment.
Cross border and multi-country projects – European Common Data Infrastructure and Services aims to develop and deploy the new generation of low-power infrastructure and services from Edge to Cloud, to ultimately equip the EU with global, forward-looking, ultra-secure, green industrial data processing capabilities. By mid-2024, at least seven projects should contribute towards the development and initial rollout of the next generation of innovative cloud and edge solutions to ultimately contribute to the building of a European Common Data Infrastructure and its associated innovative Smart Processing.
National Funding
DIGIT 55+ projects subsidized non-formal education to increase the digital competences of the population older than 55 years of age.
Voucher for raising digital competences for social enterprises. The purpose of the voucher is to encourage the target groups – social enterprises – to ensure the appropriate skills of the employees of the management staff for the key areas of digitization.
Other funding options
The Google.org Impact Challenge: Tech for Social Good is an open call for European nonprofits, academic or research institutions, civic entities, and social enterprises in search of technical help and funding for projects focused on sustainability, economic opportunity, or cyber security. It provides up to six months of full-time support from a team of Google.org Fellows and up to €3M funding.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Slovenia on this link.
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 the Portugal’s Digital Skills and Jobs Coalition.
Recovery and Resilience Plan
Portugal’s Recovery and Resilience Plan consists of 83 investments and 32 reforms, supported by €13.9 billion in grants and €2.7 billion in loans. 38% of the plan will support climate objectives and 22% of the plan will foster the digital transition. Through RRP, significant investments and reforms are being implemented to facilitate the digital transformation. These efforts are focused on enhancing skills, digitalizing education and businesses, and modernizing the public sector, including general public administration, healthcare, the justice system, and tax administration.
Portugal faces digital challenges that require investments in the digital transition, specifically in the advancement of digital skills at both basic and advanced levels. Regarding qualifications and skills, RRP aims at updating the range of courses and qualifications available for vocational education, training, and lifelong learning programs. To support this reform, investments of €666 million are allocated for the modernization of vocational education and training institutions. In the area of digital health there are investments of €300 million to modernise the computer systems of the National Health Service and increase the digitalisation of medical records. The business sector digitalisation benefits from €650 million which provides support to small and medium enterprises and their employees through tailored digital skill training, coaching, and assistance in adopting digital technologies. These reforms and investments also contribute to creating a secure digital environment for the societal and business digital transition. You may find open calls on dedicated RRP website.
As an example, ‘Academia Portugal Digital’ (‘Digital Academy’) project will offer tailored training to the Portuguese workforce, to foster the development of digital skills, as well as to improve the competitiveness, resilience and create new employment opportunities. In total, 800,000 participants will go through a personalized assessment to identify their specific digital skills requirements. They will then receive targeted digital skills training through a combination of online, blended, and in-person training. Additionally, a subgroup of 200,000 participants will receive more comprehensive digital skills training that focuses on addressing specific challenges within economic sectors.
National Funding
Applications for the investment projects Avisos dos Sistemas de Incentivos do Portugal 2030 are open until 15 December 2023. This investment aims to support the productive innovation of micro-enterprises and SMEs in Portugal. Applications must present an eligible investment between 250 thousand euros and 25 million euros and be part of one of the four types of actions: the creation of a new establishment, the increase in the capacity of an existing establishment, the diversification of the production of an establishment for products not previously produced or the fundamental alteration of the overall production process of an existing establishment.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Portugal on this link.
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 the Romania’s National Digital Skills and Jobs Coalition.
Recovery and Resilience Plan
Romania has developed a Recovery and Resilience Plan (RRP) consists of 107 investment measures and 64 reforms, which will help Romania become more sustainable, resilient, and adaptable to the challenges and opportunities posed by the green and digital transitions. The plan is supported by an estimated €14.24 billion in grants and €14.94 billion in loans. 41% of the plan will contribute to the green transition, while 20.5% of it will support the digital transition.
Digital challenges for Romania include connectivity especially in rural areas, lack of digital skills, below EU average digitalisation of schools, households, companies and public services. Existing capacities are not sufficient to ensure a high level of network security and adequate cyber risk management.
To achieve a digital transition, Romania’s recovery and resilience plan involves investments and reforms aimed at digitalising public administration in key areas such as justice, employment, social protection, environment, civil service management, skills development, public procurement, cybersecurity, tax, and customs. The plan also aims to establish a secure government cloud infrastructure and promote eID deployment. The digitalisation of public administration will cost €1.5 billion. Additionally, the plan involves digitalising healthcare with €470 million investments to develop an integrated e-Health system that connects over 25,000 healthcare providers and telemedicine systems. Furthermore, the plan includes investments of €881 million for digitalisation of education, with a focus on improving digital pedagogical skills, educational content, and equipment and resources, including in universities.
As an example project, the RRP will support delivery of electronic identity cards to 8.5 million Romanians. This e-ID card is part of a larger plan of investments and structural reforms aimed at expanding virtual access to essential services like healthcare and education. The goal is to enhance the storage and sharing of citizens’ information to facilitate a more personalised and effective interaction with public institutions.
Increasing digital competences of public service and digital education for citizens reform aims to support the digitalisation of the economy and the transition to industry, by aligning the labour market to the latest developments in this sector. The reform refers to amending the Classifications of Occupations Code, including the definition of new digital occupations, in line with other EU countries.
National Funding
Funding schemes for libraries to become digital skills hubs aims to improve the fundamental digital skills of citizens residing in disadvantaged communities with limited access to training. The investment comprises of the transformation of 105 libraries into hubs for the development of digital skills, as well as additional funding for the replacement/upgrade of IT equipment in 1030 libraries. The investment will provide 100,000 citizens from disadvantaged communities with training in digital literacy, communication, media literacy, digital content creation, digital security, and digital entrepreneurship. The call for applications has been issued, and initiatives can be submitted until June 2026.
Modernisation of “Gheorghe Şincai” Bihor County Library into a digital skills hub consists of two components: the extension, renovation and endowment of the “Gheorghe Şincai” Bihor County Library, and its digitalisation. The project also includes the purchasing of 20 workstations for digital training and of high-performance equipment for scanning books. In addition, the project also provides for the extension, renovation and equipping of libraries in Sânmartin, Sântandrei and Oșorhei, which will be transformed into hubs for the development of digital skills. 26 libraries in Bihor County will also be equipped with the necessary infrastructure to train in basic digital skills the population from disadvantaged backgrounds.
The objective of the provision of facilities for pre-university classrooms and school laboratories/workshops is to provide the facilities necessary to meet quality standards in classrooms and in school laboratories/workshops, including the provision of specialised teaching facilities and equipment for disadvantaged pupils and students with special educational needs. The provision of classroom and laboratory facilities shall be decentralised among schools, county school inspectorates, and local public authorities. 75,000 classrooms and 10,000 school science laboratories are to be furnished.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Romania on this link.
The Future of Modern Education: MotiMore, an online educational platform
30.07.2024
MotiMore is an innovative online educational platform that aims to empower students and create a stress-free (more) school environment. The interface uses the method of gamification to make school learning more enjoyable and effective.
Addressing current trends and challenges in education
During the development of the platform, it was a priority to respond to the challenges of the current education system, such as the lack of motivation of students, the often unfairness of assessment, the changed frustration tolerance and anxiety of the current generation. MotiMore also aims to provide educators with an assessment and learning organisation tool that will enable them to develop 21st century skills that are essential today (time management, self-study, collaboration, critical thinking, responsibility).
MotiMore can help teachers a lot in teaching and organizing learning: it provides the opportunity to plan interactive learning periods (which can be integrated into both ‘general’ and project teaching), define learning objectives and assign various creative tasks and activities to students. One of the main elements of the platform is the group leaderboard, which visually tracks students’ progress, thus increasing their motivation. Students collect points during the completion of the tasks, on the basis of which rankings are built. All ages are welcome to use the MotiMore system from junior to high school students.
At MotiMore, special attention is paid to ensuring that disadvantaged students also benefit from motivating and supportive educational experiences. To this end, institutions educating disadvantaged students can apply for free use of the MotiMore software under the ProBono support program.
An emphasis on user-friendliness
The platform is very simple to use: teachers can register for free on the site, create their groups, invite their students and start planning learning periods. The MotiMore team has also prepared a user manual that shows the use of the interface step by step in 7 short videos, from registration to leaderboard management. This series of videos allow anyone to use the interface without any problems at any time.
The platform will remain free of charge for the teacher at all times, but after 1 month, certain services (such as fast and group scoring) are only allowed for students who have a paid student license. The price of student licenses is favorable: It is around 1 EUR/month, but the company regularly offers 50-60% discounts.
Why is MotiMore a good practice?
MotiMore’s goal is not just to be an educational technology development, but to actively contribute to the pedagogical paradigm shift. The entire interface was created under this aegis, and for this purpose the MotiMore team often delivers lectures, webinars and longer, paid seminars.
The software has been used by more than 700 teachers, 5000 registered students and 10 partner schools. Teacher feedback can be summarised as follows: “Students are much more motivated and feel that the learning path is more their own. We value the process of learning, not the knowledge of the moment. They can finally show off their creativity and individuality in the tasks they can choose, creating amazing jobs.”
The interface is currently available in Hungarian, Romanian, Slovak, English, Greek and Italian.
The MotiMore team believes in modern education that offers students and teachers a sense of success!
Meet the founders
One of the founders of the company is Tibor Prievara, who has been teaching English in various institutions including schools, language schools and universities for more than 20 years. He has also been involved in the education of disadvantaged children throughout his career. In 2013 he won the SuliNetwork Award, and in 2015 he became the first recipient of the Ambassador of Digital Education award within the framework of the Tibor Gyúrós Award established by IVSZ – Association of Digital Enterprises. Tibor believes that learning and teaching can be an exciting and interactive process, and he created MotiMore based on this principle.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of eSkills Malta Foundation.
Recovery and Resilience Plan
The Maltese Recovery and Resilience Plan accounts for a total of EUR 316.4 m allocated under the Recovery and Resilience Facility (RRF). It devotes 25.5% (EUR 80.8 m) to the digital transition. The bulk of investments supported under the plan focuses on the digital transformation of the public administration, health and justice systems.
As a part of Fostering a digital, smart, and resilient economy (€55 million) Malta plans to deepen the digital transformation through policy reform, with a focus on reducing the digital divide and promoting digital skills. The Enhancing quality education and fostering socio-economic sustainability (€41 million) includes setting up of a Centre for Vocational Education Excellence (ITS Campus), strengthening skills development and recognition, and reinforcing the resilience of the labour market.
SME Digitalisation Grant scheme seeks to support digitalisation investment initiatives by SMEs in several economic sectors, as part of their digitalisation endeavours and when seeking to intensify the digitalisation of operations. This Scheme is demand driven and managed through an open rolling call, funded through RRF.
Digitalise your Micro Business incentive seeks to assist Micro Enterprises through non-repayable Grants to part-finance investment to digitalise their operations, and hence improve their resilience, efficiency, productivity and customer experience by addressing new digital capabilities and digitalised processes such as product and process design and engineering, end-to-end procurement, supply chain/distribution and after sales.
Digital Intensification Grant seeks to support digitalisation investment initiatives by eligible enterprises, in eligible sectors, as part of their digitalisation endeavours and intensify the digitalisation of operations. The investment support enterprises, with a specific focus to those in the manufacturing and tourism industries, through investments in digital technologies and related processes in the enterprise, in particular hardware, software and other digital solutions to improve their efficiency, productivity and customer experience. The focus is on the investment in new digital technologies that will encourage the growth of the business.
National Funding
FONDI.eu is main website dedicated to EU funding opportunities making it easier for citizens and organisations to reap the benefits of EU membership through EU funds. FONDI.eu provides timetable of all calls launching, information about different schemes and grants available to individuals, SMEs, businesses and institutions.
Business Re-Engineering and Transformation Scheme is supporting small and medium-sized enterprises (SMEs) to realign their business activity, restructure their employees, product and / or service portfolio, optimise the use of technology and embrace green technology and practices.
Jobsplus offers courses aimed at helping individuals acquire transversal or specific skills which are labour market related. Different types of courses are available, varying from short courses to vocational courses pegged to the Maltese and European Qualification Frameworks.
Average Wage Earner Scheme aims to assist employed and self-employed persons attending one of Jobsplus courses and whose weekly wage does not exceed €300 (basic) per week. Jobsplus offers training courses in various areas including literacy and numeracy, computing, trade, technical, accounting, clerical work and care services. Employed individuals following these courses can benefit from a financial grant of €25 per week provided that they attend a minimum of four hours of training per week. Payment is based on the hours an individual attends and the duration of the course and given upon successfully completing the whole course.
The Training Pays Scheme is part of the Training for Employment Project and it aims to assist individuals to develop and/or improve their skills by participating in further off-the-job training. The scheme offers assistance in the form of a refund to aid participants with costs relating to training. This refund is awarded to the participant after successful completion of his/her training.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Malta on this link.
BULGARIAN IT COMPANIES AMONG THE FASTEST GROWING IN EMEA
29.07.2024
Five Bulgarian IT companies are part of the Deloitte EMEA Technology Fast 500, which recognises companies from Europe, the Middle East, and Africa with the highest revenue growth over the last three years.
The ranked companies are:
AMPECO – 104th place
LimeChain – 293rd place
Notolytix – 354th place
Digital Lights – 375th place
SoCyber – 389th place
The best result was achieved by AMPECO, a Bulgarian company developing a global management platform for electric vehicle charging stations. They have registered 1627% growth for 2023, making them the only Bulgarian company in the ranking with over 1000% growth.
Last year, AMPECO was ranked 15th in another Deloitte ranking of the 50 fastest-growing companies in Central and Eastern Europe and was the only Bulgarian company to enter. Over the last six years, the company has seen exceptional growth in terms of revenue, employees, and technological advancements, with AMPECO currently operating in over 50 markets with over 95 thousand charging stations on 6 continents.
The Deloitte EMEA Technology Fast 500 companies have an average growth rate of 1931%, and the top company is Metacore, a Finnish mobile game development company, of which the game Merge Mansion has nearly 50m downloads.
In the 2024 edition of the Digital Decade report, Italy has achieved 45.8% basic digital skills coverage, compared to the EU average of 55.6%. The score in Italy has slightly improved comparing to 2023 results (45.6%).
According to the Digital Decade report 2024, Italy performs slightly below the EU average in both digital skills indicators. The percentage of ICT specialists in employment has increased from 3.9% in 2023 to 4,1% in 2024 comparing to the recent EU average of 4.8%.
The Salesforce’s Digital Skills Index 2022 – a study conducted by interviewing over 23,000 workers in 19 countries – shows a percentage that does not differ much from the other results, showing that 86% of Italian workers affirm they do not have the digital skills needed for the world of work of the future.
Italian institutions have also confirmed these numbers and trends. The Observatory of Digital Skills (Osservatorio delle Competenze Digitali) has highlighted how the effects of digitalisation go far beyond the creation of new professions: the weight of digital skills is growing, in fact, in all business areas of all sectors with an average incidence of 13.8%, with peaks touching 63% for specialist digital skills in the ‘core’ areas of Industry and 41% in Services.
The Digital Decade report 2024, show that Italy is closing the gap with the European Union in fact of basic digital skills; even today, however, more than half of Italian citizens do not have even basic digital skills. The percentage of digital specialists in the workforce Italy is lower than the EU average, and prospects for the future are weakened by low ICT enrolment and graduation rates. If the EU is to achieve the goal of the Decade digital in terms of basic digital skills and ICT specialists, a decisive step change in Italy’s digital skills readiness.
Italy has a National Coalition for digital skills and jobs that builds on ‘Repubblica Digitale’, a multi-stakeholder initiative that promotes digital skills at all levels of the Italian economy and society. The Coalition was launched in April 2020, and since and has since played a key role in the dissemination of digital skills in the country, promoting nationwide training for all citizens, with more than 180 organisations joining the initiative. Among the main initiatives in the framework of the Italian Digital Coalition, a digital skills learning and self-assessment platform named ACCEDI, will be soon launched in 2023.
Overview of state strategies and national initiatives
State strategies
The most important measures and indications at national level concerning digital skills in Italy are contained in the “Italian Strategy for Digital Skills”, published in December 2020. The strategy aims in particular to tackle the cultural digital divide affecting the Italian population through support for digital inclusion, support the e-skills development throughout the higher education and training cycle, promotion of key competences development for the future and the increase of the percentage of ICT specialists in emerging technologies. The Strategy has then been complemented by an Operational Plan including targets for 2025, based mainly on both Digital Decade report and Eurostat indicators. Among these targets there are especially:
Equip 70% of the population with at least basic digital skills and bridge the gender skills gap in the ICT sector.
To double the rate of Italian citizens with advanced digital skills (78% of young people with higher education, 40% of workers in the private sector and 50% of civil servants).
Increase five times in the share of the population using public digital services (64%).
Increase in the use of the Internet and the ability to use computers also for older people: 84% in the 65-74 age group.
The Fund for Repubblica Digitale is the most notable Public-Private Partnership (PPP) between the Ministry of Digital Transition, Ministry of Economic Development, and the Association of Banking Foundations. The available resources for the period 2022 – 2026 are 350 million euros. The fund finances projects aiming at developing digital competences, bridge the digital divide among citizens and support the digital transformation of the country. The fund enabled the launch or continuation of initiatives, listed here, such as:
Digital Gyms (Palestre Digitali), a free training course designed to open up new employment horizons for young people and recent graduates towards the digital professions. The training areas range from the vertical ones of digital marketing (SEO, SEA, Social Media Marketing, Digital Strategy, UX, UI, etc.) to the more transversal ones of the world of work (soft skills, startups, effective CV preparation and interviews, etc).
Ready for IT+ targeting NEETs offers a free 4-week introductory programming course, that may be further expanded to a 6-month course most in line with the trainee’s profile, skills, and expectations. For instance, the course is focused on forming professional figures in Java back-end, Full-stack web, data analysis and mobile programming.
CD: 50/50 – Coding Diversity is a non-profit association that promotes the spread of digital skills among young people and is committed to reducing the gap between supply and demand of digital skills in the labour market. In particular, it works on the gender digital divide, which is typically more pronounced in highly digitally intensive sectors (for example, STEM sectors). Participation is free for girls and boys from secondary schools present in the cities where the association operates.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page in the article on the Digital Skills and Jobs Platform.
In the 2024 edition of the Digital Decade report, Luxembourg has achieved 60.1% basic digital skills coverage, despite the slight decline from 2023 (63.8%) is still way above the EU average of 55.6%. This puts Luxembourg at 75.2% of the overall target for the EU 2030 goal, which aims to have 80% of the EU population possess at least basic digital skills.
According to the Digital Decade report 2024, Luxembourg performs better than the EU average in both digital skills indicators. The percentage of ICT specialists in employment has surpassed the EU average, increasing from 7.7% (2023) to 8,0% in 2024 (EU average – 4.8%).
In 2023 the Ministry of Digitalisation published the study “Digital Inclusion. An identification of the factors behind the digital divide” which is one of the initiatives foreseen in the National Plan for Digital Inclusion. Study states that in 2022, 1.5% of the residents surveyed had never used the Internet and 0.5% had used the Internet more than three months ago. The 2% of residents who do not use the internet or hardly at all are mostly women, people aged 50 and over or people with a lower level of education.
The study identifies 3 groups of Internet users: heavy Internet users (32%), medium users (40%) and low users (28%). In the “low users” group:
20% feel a high level of stress as a result of using the Internet (compared to 14% in the survey population),
24% consider that the Internet makes life more complicated (compared to 14% in the survey population),
60% are bothered by the fact that some administrative services are only available online (compared to 43% in the survey population),
55% say they are not autonomous in using the Internet (compared to 42% in the study population).
The Digital Skills and Jobs platform in Luxembourg is the « one-stop shop » for all training and news on digital skills and opportunities in Luxembourg. It was launched in 2017 by joint efforts of several national Ministries and in collaboration with the European Commission aiming to sharing and promoting digital skills initiatives to encourage matchmaking, support growth and increase outreach. Among the Coalition members are government institutions, as well as information and communication technology businesses, international consultancy companies and non-governmental organisations involved in digitals skills training and employability activities. Since 2019, WIDE, Women in Digital Empowerment Luxembourg is coordinating partner of the Coalition.
Overview of state strategies and national initiatives
State strategies
Luxembourg National Action Plan for Digital Inclusion 2021 presents the concerted approach to address varied and manifold challenges (What are the priorities in terms of digital inclusion? Which solutions could be put in place) as well as the strategic levers. The government has devised this action plan to promote the inclusion of all citizens in the ongoing digital transformation in order to combat the negative effects of the digital divide on society. The Ministry for Digitalisation is leading an inter-ministerial working group that is analysing various aspects of digital inclusion and implementing coordinated actions to meet identified requirements. In addition, to ensure exhaustive consideration of the challenges posed by digital inclusion and the provision of appropriate solutions, the Ministry for Digitalisation has solicited input from a wide range of non-government stakeholders active in this field.
5G strategy for Luxembourg defines the general framework for the deployment of the 5G network. Since the introduction of the strategy, the Department of Media, Connectivity and Digital Policy (SMC) and the Government’s “Digital Luxembourg” initiative have been actively committed to promoting and fostering innovative 5G solutions and actions on multiple levels. This commitment is demonstrated by the Call for Projects I and Call for Projects II, in which retained 5G projects received financial support from the SMC. The strategy helped set a framework for the allocation of spectrum and the overall facilitation of 5G deployment at the national level. The complete strategy and the related background documentation are available on the “Digital Luxembourg” platform.
National initiatives
Luxembourg’s Recovery and Resilience Plan has a digital share of 31.6% contributing to the development of skills by investing €6.5 million in two vocational training programmes, “Digital Skills” and “Futureskills”, which aim to develop digital and managerial skills among job seekers. In addition, the plan includes the “Skillsdsch” reform to design training programmes for the most prospective job profiles. The single digital register for health professions and the reform redefining the competencies, duties, and responsibilities of healthcare professionals will aid in predicting shortages of healthcare professionals. The plan also includes investments amounting to €12.7 million in the modernisation of the public administration and digitalisation of public services so that people and firms can more easily access these services.
Luxembourg’s recovery and resilience plan includes an investment to Digitalise the National Employment Agency (ADEM) to address the challenges arising from the major changes affecting the labour market. The objective of this investment is to digitalise the Agency for the Development of Employment (ADEM) by upgrading its IT resources. This will increase the efficiency of ADEM notably by speeding up processes within the organisation, creating a more personalised approach and improving the execution and control of financial assistance to beneficiaries.
With an investment of 1.5 million euros, the FutureSkills programme assists job-seekers enter the labour market by equipping them with relevant soft, digital, and managerial skills via online learning and apprenticeships. Even though the Recovery and Resilience Plan project has been concluded, new job seekers continue to benefit from the e-learning licences acquired as part of the project.
MyGuichet is an application for administrative proceedings between the public administrations and citizens and businesses. With the Recovery and Resilience investment of EUR 0.86 million, new services are gradually added to the app, including applications for state aid or hunting permits. In the second half of 2023, the app will offer virtual appointments.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Digital Skills and Jobs Coalition of Luxembourg and in the article on the Digital Skills and Jobs Platform.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Greek National Digital Skills and Jobs Coalition.
Recovery and resilience facility
Greece’s recovery and resilience plan supports the digital transition with investments and reforms in the digitalisation of public administration and private sector companies, in connectivity, and in digital skills. It will invest €160 million for the development of 5G networks, €1.3 billion in the digital transformation of the public sector and another €375 million for the digitalisation of businesses, promoting the integration of digital technologies in SMEs. Furthermore, the plan will invest more than €500 million to promote the digital transformation of the education and health system, while nearly €750 million will be invested in digital upskilling. In 2022, several measures to modernise and digitalise the public sector are launched, e.g., projects to digitalise archives and related services (EUR 598 million); developing interoperability and web services; and modernising the public administration’s, reform to deliver on the cybersecurity strategy for the public sector and measures to improve connectivity.
Digital Transformation of SMEs introduces a support scheme that supplies vouchers to SMEs which can be used for the purchase of digital technologies and related services. Via an online platform, SMEs can easily apply for support and select a digitalisation solution that fits their needs. The project also includes advisory support for developing new digitalisation solutions. Upon completion, the project is expected to provide digitalisation support to at least 100,000 SMEs via the voucher scheme and help at least 1,000 SMEs to develop new digital solutions.
More than 500,000 students, ages 4 to 24, from low-income families and more than 150,000 teachers of primary and secondary institutions were provided with a voucher of EUR 200 towards the purchase of a tablet, laptop, or desktop computer. The measure “Vouchers to students for laptops and other IT stuff” targeted low-income individuals while promoting the digital transformation of the education system. During the pandemic, when schools were closed and lessons were delivered exclusively online and required the use of an IT device, the initiative facilitated access to e-learning.
In 2023, training programmes for unemployed and private sector employees seek to train an additional 150,000 private sector employees, including SME employees, in digital, environmental, and financial literacy. Training providers belong to both the public and private sectors and satisfy certain quality assurance criteria. Combined with a reform of the national lifelong learning system, the investment improved the delivery model of upskilling and reskilling programmes, as well as the skills intelligence tools used to forecast skills needs, which enhanced the system’s ability to provide high-quality and labour market-relevant training to those who require it. More information.
National Funding
The program for acquiring and upgrading the skills of the unemployed is implemented within the framework of the National Recovery and Resilience Plan “Greece 2.0” by Public Employment Service. The objective of the action is the qualitative upgrading of the knowledge and skills of the unemployed through professional training programs that meet the needs of the economy, in order to strengthen their employability and achieve their work reintegration more quickly. Trainees attend a training program and after its completion participate in certification exams. Each beneficiary who obtains the certification is entitled to receive an allowance of 5 euros per hour of training, so for a program of 200 hours it reaches 1,000 euros.
EPICENTRE, a project funded by the European Union through the European Innovation and SMEs Executive Agency (EISEMA), has opened a call for funding to support SMEs and start-ups in the development of innovative cross-sectoral/cross-border value chains in following sectors: ICT, financial technology, health and agri-food products.
Other funding options
The DiGiYouth Initiative, a Microsoft partnership with ReGeneration, offers unique training and employment opportunities for young and new graduates to reduce youth unemployment. It started in 2020 as part of Microsoft’s GR for Growth Initiative and the company’s broader commitment to educating 100,000 people, including students, graduates, unemployed and public and private sector professionals, the DiGiYouth Initiative is now in its third year and has expanded with three new intensive training programs through innovative academies with a focus on digital transformation. The new cycle of the DiGiYouth Initiative includes:
ReGeneration Academy on Technical Business Analysis 4 Women, an intensive program aimed at strengthening the female presence in the field of Technology,
ReGeneration Academy on CyberSecurity & DevOps Engineering, an innovative academy specializing in network security
ReGeneration Academy on Cloud Tools & Technology vol. 4, offering access to unique Microsoft digital tools
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Greece on this link.
In the 2024 edition of the Digital Decade report, Ireland has achieved 72,9% basic digital skills coverage, compared to the EU average of 55.6%. This puts Ireland at 91,1% of the overall target for the EU 2030 goal, which aims to have 80% of the EU population possess at least basic digital skills. The country has seen an annual growth of 1,7% from the previous year.
According to the Digital Decade report 2024, Ireland performs better than the EU average in both digital skills indicators. The percentage of ICT specialists in employment has reached 6,2% surpassing the EU average – 4.8%.
The Expert Group on Future Skills Needs has published in May 2022 AI Skills A Preliminary Assessment of the Skills Needed for the Deployment, Management and Regulation of Artificial Intelligence identifying different levels of skill necessary for the adoption of AI.
Towards a digital society The 2022 Accenture Digital Index reveals positives and pitfalls in digital interactions that have accelerated since the start of the pandemic. It examines the state of the digital divide in Ireland – the gap between the digitally engaged and disengaged – and reveals that long-standing issues around the ‘haves and have nots’ in an emerging digital society have become more nuanced. Frequency of activity has increased with 76% of people browsing the internet on a daily basis compared to 70% in the last survey; social media was up from 58% to 63%; online banking was up from 22% to 28%.
Mobile phones are used by 95% of survey respondents and loaded with apps that make light work of shopping, banking, messaging, and streaming entertainment. Computers, which are better suited to document creation and writing CVs, are the least used devices among the economically disadvantaged – with only 39% of people in lower socioeconomic cohorts using daily, compared with 61% in higher socioeconomic cohorts.
A quarter of respondents are not comfortable creating and editing documents, around the same as in the last survey. And just over a quarter (28%) are struggling to update CVs and use websites for job searches. Around a third of people (35%) don’t see a need to improve their digital skills, almost identical to the earlier survey (34%); and around a quarter say there is nothing that would motivate them to get better.
The Irish Coalition of Digital Skills and Jobs is an association-led, multi-stakeholder initiative bringing together 50 partners from academia and education, industry, the public, and not-for-profit sector. The primary objectives of the Coalition are to strengthen the workforce and enhance the digital inclusion of all citizens, with a special focus on the digital skills of younger adults in the context of a modernised education system. Under a Steering Committee, the partners set several priorities, such as promoting a modern approach to teaching, upskilling the labour force, promoting professions in the information and communication technology sector (ICT) as a career choice, identifying obstacles to developing digital skills, as well as raising public and employers’ awareness of digital upskilling.
Overview of state strategies and national initiatives
State strategies
Irish government launched in February 2022 the National Digital Strategy, ‘Harnessing Digital – The Digital Ireland Framework’. The strategy supports Ireland’s goal of becoming a leader in European and global digital developments, while also placing a strong emphasis on inclusiveness, (cyber)security and safety. The strategy is covering four dimensions: digital transformation of business, digital infrastructure, skills, and digitalisation of public services. It is also aligned with national priorities, under Ireland’s 2021 Economic Recovery Plan and Ireland’s Recovery and Resilience Plan. In December 2022 Progress Report on ‘Harnessing Digital – The Digital Ireland Framework’ was published, stating that progress has been made across all of the Strategy’s dimensions.
To respond to the digitalisation needs, Ireland continues its action to boost digital skills across the entire education system: schools, further education and training, higher education, and lifelong learning in general. This primarily encompasses: the Digital Strategy for Schools to 2027; 2022- 2026 STEM Education Policy; Technology 2022 Ireland’s Third ICT Action Plan; 2021-2025 Action Plan for Apprenticeship; Skillnet Ireland Programmes; and eCollege, the online learning platform, which offers free online courses in areas such as computer programming, web and graphic design. The Digital Strategy for Schools to 2027 was published in April 2022 with strong focus on further embedding the use of digital technologies in all teaching, learning and assessment activities including the further development of digital skills and building awareness and knowledge around the safe and ethical use of the internet. This will be achieved by (i) the ongoing investment to improve the provision of digital infrastructure, connectivity and digital equipment in schools, (ii) the continued provision of high quality digital content for use by teachers in the classroom, (iii) supporting schools and school leaders to further embed effective digital capacity planning and development, and (iv) enhancing key skills development of teachers to ensure a digitally competent and confident teaching workforce which in turn will support the development of digital literacy skills in student population.
National initiatives
Ireland continues to implement the National Further Education and Training (FET) Strategy ‘Future FET: Transforming Learning’ 2020-2024, which sets out a series of reforms within the FET sector to improve the existing capacity in the area of digital inclusion and the provision of digital skills. A wide variety of training programmes to boost digital skills in FET are provided by Education and Training Boards and offered through SOLAS’s Skills to Advance (upskilling while in employment) and Skills to Compete (labour market activation) initiatives.
32% of Ireland’s RRP is dedicated to accelerating and expanding the country’s digital transformation. The plan envisages support to human capital development by providing high-speed broadband connectivity for primary schools and by funding the access to ICT infrastructure for schools. The plan also includes a reform project encompassing four measures designed to support the digital transformation of education in Ireland at all levels (school, tertiary, lifelong learning): (i) a new Digital Strategy for Schools; (ii) a new 10-year Adult Literacy, Numeracy and Digital Literacy Strategy; (iii) a measure to increase by 65% the number of graduates with high-level ICT skills; and (iv) a measure enabling further and higher education institutions to provide more than 20 000 laptops to disadvantaged students. These projects complement each other, mainstream essential digital skills and are aimed at addressing the digital divide and enhancing digital skills overall.
Addressing the digital divide and enhancing digital skills reform aims to support the digital transformation of education and training at all levels (schools, third level, lifelong learning), mainstream essential digital skills across all settings, and address the risk of a digital divide. The reform consists of the publication of a Digital Strategy for Schools 2021-2027, the publication of a 10 Year Adult Literacy, Numeracy and Digital Literacy Strategy to help individuals build their digital skills, an increase in the number of graduates with high level ICT skills, and also facilitated access to ICT devices by enabling education institutions to provide laptops to disadvantaged students.
National Grand Challenges Programme Fund is a €65 million research fund, funded by grants from the Recovery and Resilience Facility, that aims at developing solutions to key challenges in the areas of Green Transition and Digital Transformation. The fund is coordinated and administered by Science Foundation Ireland. This is a prestigious, high-profile research initiative of national importance that will fund 90 research teams to direct research activity towards pressing societal and economic problems. The National Challenge Fund encourages collaboration between the academic research community, government departments, agencies, enterprises, and societal stakeholders to identify challenges and enable action to address the green and digital transitions.
The Irish Recovery and Resilience Plan provides EUR 67 million in Programme to provide digital infrastructure and funding to schools to ensure that primary and post-primary school pupils are equipped with appropriate digital skills. The provision of internet to schools across the country is key to ensuring a fair digital transition. This project will benefit communities across Ireland and is directly related to the next generation. The investment will provide high-speed broadband connectivity through the installation of routers in at least 990 primary schools. The provision of high-speed connectivity for all schools will provide the basis for early development of digital skills, and enable young people to become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy. The investment will also support schools by providing digital devices and software to disadvantaged students. The first EUR 50 million funding to primary and post-primary schools to address the digital divide was issued in December 2021. Implementation of the whole measure is expected by 30 September 2023.
A new Government Data Centre to facilitate a more environmentally-efficient use of technology across Government will benefit from EUR 40 million in grant funding. The objective of the Government data centre is to deliver high-quality data centre facilities which are fit for purpose and are capable of meeting the Government’s requirements now and in the future. The new dedicated data centre facility would be at least twice as efficient as most of the existing public service server rooms and data centre facilities. The shared Government data centre will be developed at the Backweston Campus and shall function in a more environmentally friendly manner, including the possibility of reusing the data centre’s waste heat for other buildings on the campus. The data processing shall result in demonstrated substantial life-cycle greenhouse gas emissions savings. Implementation of the whole measure is expected by 31 December 2025.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Irish National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
In the 2024 edition of the Digital Decade report, Greece has achieved 52.4% basic digital skills coverage, compared to the EU average of 55.6%. The score is under the EU average, and slightly below the 2023 results (52,5%).
According to the Digital Decade Report 2024, Greece performs slightly below the EU average in both digital skills indicators. The percentage of ICT specialists in employment has declined from 2,5% in 2023 to 2,4% in 2024, below the EU average of 4,8%.
Microsoft’s Digital Futures Index in 2022 measured the digitalization level of 16 European countries, including Greece. The Index brings data about the level of digitalization of the country and detects the most successful areas, but also the areas where there is more work to be done to accelerate the digital transformation process. Digitalization is perceived through 5 categories of digital development: Digital Business, Digital Government and Public Sector, Digital Infrastructure, Digital Sector, and Human Capital. The overall level of Greece’s digital development score is 81, which is 17% below the CEE average. Compared to the Central and Eastern European countries, Greece is ranked below average in Digital Business, Digital Government and Public Sector, Digital Infrastructure, Digital Sector but above average in Human capital, 96.94 compared to 100.
The Greek National Coalition for Digital Skills and Jobs is a platform for collaboration between public and non-public entities that strive to advance digital skills in Greek society. Goals of the National Coalition are cooperation between all stakeholders to implement measures with the objective of enhancing digital skills, resolve the digital divide in all sectors of the Greek economy and society and to disseminate EU digital skills policies in Greece.
Overview of state strategies and national initiatives
State strategies
The Digital Transformation Bible is the main strategic document, which sets priorities for the digital transformation of Greece in period 2020 – 2025. It outlines the guiding principles, strategic axes, and interventions on a horizontal and vertical level that aim to enhance and support the digital transformation of Greek society and economy. It sets out the strategic roadmap for Greece’s digital transformation over the next 5 years. The strategy covers six pillars: (i) connectivity; (ii) digital skills; (iii) digital state; (iv) digital business; (v) digital innovation; and (vi) integration of digital technology in every sector of the economy. As upskilling goals it states digital Investment in the human resources, national portal for digital capabilities and Dissemination of initiatives on digital skills in Greece, which are aligned to latest EU policies.
Digital Transformation Program (PPsiMet) 2021-2027 which is financed by the ERDF and EKT+, contributes to the vision for Digital Greece and to the promotion of the economic transformation of the country through: The provision of new and upgraded public digital services and applications to businesses and citizens, ensuring the interoperability of digital systems and services, development of digital platforms to support business activity, digital transformation of local government, Ensuring ultra-high speed connectivity, meeting the needs in digital skills and integration of cutting-edge technologies. The 2021-2027 PPSiMet Budget amounts to €943,004,309.
National initiatives
Greece’s recovery and resilience plan supports the digital transition with investments and reforms in the digitalisation of public administration and private sector companies, in connectivity, and in digital skills. It will invest €160 million for the development of 5G networks, €1.3 billion in the digital transformation of the public sector and another €375 million for the digitalisation of businesses, promoting the integration of digital technologies in SMEs. Furthermore, the plan will invest more than €500 million to promote the digital transformation of the education and health system, while nearly €750 million will be invested in digital upskilling. In 2022, several measures to modernise and digitalise the public sector are launched, e.g., projects to digitalise archives and related services (EUR 598 million); developing interoperability and web services; and modernising the public administration’s, reform to deliver on the cybersecurity strategy for the public sector and measures to improve connectivity.
Digital Transformation of SMEs introduces a support scheme that supplies vouchers to SMEs which can be used for the purchase of digital technologies and related services. Via an online platform, SMEs can easily apply for support and select a digitalisation solution that fits their needs. The project also includes advisory support for developing new digitalisation solutions. Upon completion, the project is expected to provide digitalisation support to at least 100,000 SMEs via the voucher scheme and help at least 1,000 SMEs to develop new digital solutions.
More than 500,000 students, ages 4 to 24, from low-income families and more than 150,000 teachers of primary and secondary institutions were provided with a voucher of EUR 200 towards the purchase of a tablet, laptop, or desktop computer. The measure “Vouchers to students for laptops and other IT stuff” targeted low-income individuals while promoting the digital transformation of the education system. During the pandemic, when schools were closed and lessons were delivered exclusively online and required the use of an IT device, the initiative facilitated access to e-learning.
In 2023, training programmes for unemployed and private sector employees seek to train an additional 150,000 private sector employees, including SME employees, in digital, environmental, and financial literacy. Training providers belong to both the public and private sectors and satisfy certain quality assurance criteria. Combined with a reform of the national lifelong learning system, the investment improved the delivery model of upskilling and reskilling programmes, as well as the skills intelligence tools used to forecast skills needs, which enhanced the system’s ability to provide high-quality and labour market-relevant training to those who require it. More information.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Greek National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
A bite-sized overview of digital literacy and education: strategies to empower the future
26.07.2024
Digital literacy is a cornerstone of modern life, including the ability to use digital technologies effectively and responsibly. In today’s digital age, this proficiency is advantageous and indispensable for personal growth, professional development and active participation in the global economy. At its core, digital literacy empowers individuals to harness the vast potential of the digital world. It helps to equip them with the skills to access information quickly, communicate seamlessly over distances, and engage meaningfully in online platforms. These competences are increasingly vital in the contemporary workforce, where digital skills are often prerequisites for employment in various sectors.
Digital literacy & education: a dynamic interplay of key concepts
Integrating digital literacy is very important in educational settings. Schools and universities increasingly adopt digital learning platforms, virtual classrooms and online resources to improve learning experiences. Educators are exploiting digital tools to cultivate interactive learning environments addressing different learning styles and capacities. Early exposure to coding and computational thinking prepares students for future technological challenges. It fosters critical thinking, problem solving, and creativity. The availability of resources to improve digital literacy has grown significantly. Online courses, tutorials, and workshops offer accessible avenues for individuals to acquire and refine digital skills at their own pace.
Libraries and community centres also play central roles by providing digital literacy programmes that cater for different age groups and skill levels. In addition, certification programmes such as Microsoft’s Digital Literacy curriculum validate proficiency in digital competences, and enhance employability and career advancement prospects. A crucial aspect of digital literacy is understanding digital ethics and responsibility. These include safeguarding online privacy, practising secure online behaviour, and critically evaluating the credibility of digital information. Digital citizenship, which promotes the responsible use of technology, is integral to fostering a respectful and secure online environment. Despite the steps taken in digital literacy, challenges to bridge the digital divide persist. Access to digital technologies and resources remains unequal across populations, with unserved communities often lacking access to affordable internet and necessary digital equipment.
Bridging the literacy gap in digital: main strategies & approaches
Efforts to mitigate this gap include expanding internet infrastructure, distributing subsidised digital devices, and providing training programmes tailored to marginalised communities. Digital literacy enhances individual empowerment and strengthens communities by enabling wider participation in the digital economy and society. It supports lifelong learning, facilitates innovation, and fosters a culture of continuous adaptation to technological advances. As technology evolves rapidly, continued investment in digital literacy education is essential to equip future generations with the skills to thrive in a digitally driven world. In conclusion, by prioritising digital literacy and integrating digital skills into education systems, we pave the way for inclusive economic growth and societal connectivity. Empowering individuals with robust digital competences prepares them for success in the digital age. It contributes to building resilient, adaptable and globally interconnected communities.
As educators, policy makers, and stakeholders collaborate to advance digital literacy initiatives, they have central roles in shaping a future where everyone can participate equitably in the opportunities that digital innovation offers.
INTERNATIONAL OLYMPIAD IN ARTIFICIAL INTELLIGENCE IN BURGAS
26.07.2024
The International Olympiad in Artificial Intelligence (IOAI) was created by five Bulgarians, under the patronage of the President of the Republic of Bulgaria and with Google as a general sponsor. Its first edition will be held from 9th to 15th August 2024 in Burgas.
IOAI is a new initiative organized by the LERAI Foundation, led by five Bulgarians. The idea is to make this one of the annual Olympiads, like other STEAM competitions, and to hold it in a different location every year. What makes IOAI different from other Science Olympiads is that it is a team competition.
This year, nearly 200 students from 40 different countries are expected to participate in the Olympiad and will be divided into teams of four. Each team is assigned a leader who will help the participants work on the Olympiad topics before the event.
The competition is divided into two parts – scientific and practical. The goal of the scientific round is to better prepare the professionals and experts who will work with the technology, with this edition focusing on machine learning, natural language processing, and computer vision. During the practical part, participants are tasked with creating a product (audio, video, image) working with existing AI applications.
Additionally, IOAI includes a conference part, which will feature prominent individuals from the technology and AI fields. Attendees will have the opportunity to hear their talks and be part of hands-on sessions focused on AI.
Changing skills landscape in the face the twin digital and green transition: fostering resilience and new skillsets in a rapidly evolving world - a deep-dive
26.07.2024
The digital revolution and the green transition are reshaping the world of work. Automation and data analysis are key skills in the digital age, while the green transition demands expertise in renewable energy and sustainable practices. This rapid change necessitates a focus on lifelong learning and resilience. Individuals and organisations must adapt by fostering digital literacy, problem-solving skills, and a commitment to continuous learning. Governments and businesses can support this transition through reskilling initiatives, promoting STEM education, and fostering diversity and inclusion in the workforce. By embracing change and investing in skills development, we can ensure a future where technology and sustainability go together with a successful and adaptable workforce.
Digital-green twin transition & fostering resilience in a changing skills landscape
The world is undergoing a period of unprecedented transformation driven by two powerful forces: the digital revolution and the green transition. These forces are reshaping economies, industries, and the very nature of work. The skills that were once valued are rapidly becoming outdated, replaced by new demands in automation, data analysis, and sustainability practices. This dynamic landscape has a unique challenge: fostering resilience and adaptability in the workforce.
Countries, international organisations, and companies across sectors have seen the challenges from the transition – and are suggesting specific guidelines to prepare for it. In particular, the European Union and the United States are leading in the effort to inform their citizens about the fragile skills landscape and the changes it undergoes as a result of the digital revolution and green transition. This includes taking active steps to propose future-proof solutions – launching detailed policy actions, making strategic investments, and opening up dissemination channels improving outreach. In Europe, the Digital Education Action Plan (European Commission, 2020) and the European Skills Agenda (European Commission, 2020) are spearheading the twin digital and green transition, ensuring education systems are fit for the digital age, and making sure citizens and workers can access a plethora of training and skill-building initiatives.
Tapping into the potential of a sustainable, digital economy: key skillsets
The philosophy of these programs is embedded in ambitions to facilitate the provision and quality of digital learning, promote lifelong learning for all and ultimately, to ensure everyone has direct access to education and training opportunities. All these programs and in co-existence to the effort to support the green transition. The green transition is, in-parallel to digital, is made possible through the EU’s Green Deal (European Commission, 2019) that emphasizes the shortage of workers with so called ‘green skills’ all over Europe, and the need to train and upskill employees to address this. Indeed, one major element within the EU Green Deal is sustainability and it is recommended for EU Member States to integrate it within their respective education and training programs at large. Moreover, the EU’s Recovery and Resilience Facility (European Commission, 2020) mechanism was created to streamline significant financial assistance to help countries emerge faster in a post-pandemic continent, and advance when it comes to the development of digital and green skills training structures. Two skillsets, or qualities, are thought of as most likely to support a sustainable adaptation of workers’ skills and their ability to respond to rapid technological changes and new environmental challenges – resilience and adaptability. With regards to getting to a prepared EU-wide workforce of employees with the right skills to succeed in the digital economy in an environmentally sustainable way, both funding and policy have made the right steps.
‘This game is rigged’ – throwing AI and automation in the mix
We are living within the digital revolution: and it is really difficult for the people to adapt – think of how our cell phones know more about us than even we do sometimes, or the way a robotic vacuum cleaner makes our homes and offices spotless. The digital transition has fundamentally altered how we work, communicate and access information – and indeed the past seems somewhat far away now. Automation is everywhere, fast transforming routine tasks across industries, while AI makes it possible to perform complex decision-making processes in little to no time. With all this in mind, while these advancements offer a myriad of benefits in efficiency and productivity in virtually all production sectors, they also risk to trigger job loss or displacement and therefore require workers to continuously adapt to new technologies during all their work life. The skills gap, unequal access to education and training, resistance to change, high cost of transition, and lack of standardisation are just some of the challenges that stakeholders and those active in the field need to overcome.
New skillsets, new world(s)
The skills gap that is created by digitalisation brings the need for people’s skillsets to shift towards digital literacy, problem-solving and critical thinking, and data analysis and interpretation to the very surface. These skills are a ‘must-have’ if one wants to be able to use technology effectively in their workplace – think of skills like basic computer literacy, the ability to work with online communication tools, and an understanding of data security.
Now let’s go back to the example with the robot vacuum cleaner: automation will certainly replace the routine and boring tasks from the job, such as the actual vacuuming and wiping of surfaces, but human skills remain essential to detect and troubleshoot problems, or remove obstacles that may pose challenges to the robot.
Data is central to the decision-making process here, and there is tons of it, so the ability to correctly collect, analyse, and interpret data is of high value at the moment. At the same time, it is unlikely that AI will remain in the same corner as it is today in 5, 10, or 20 years. Any next advance is essentially pushing the bar of competence even higher – so much that 50 years from now, the world will likely look very different from what it does today.
A hitchhiker’s guide to a changing climate
Climate change is in our house and environmental degradation pushes for a global shift towards a sustainable future. For this “green transition” to succeed, new skills are necessary and so is the know-how for industries to adapt and operate more sustainably. Examples include, amongst others, the renewable energy technologies (Panwar, 2011), the circular economy principles (Kirchherr, 2017) and the green building practices (Kibert, 2022). To be more specific, as the world switches towards clean energy sources, workers/engineers will need theoretical and technical expertise in solar, wind, and geothermal energy systems. Workers’ skills will be altered in all production sectors, i.e. the designing products for reusability and resource efficiency requires knowledge of life-cycle assessment and sustainable materials management, also the construction industry must adapt to low-carbon construction methods and energy-efficient building design. These are only a few examples of workers’ skills transition but in fact every sector will be affected.
The rapid frequency of skills change is a significant challenge for workers. To adapt and succeed in this dynamic environment, individuals and organizations need to foster their resilience. Most well recognised key strategies to build resilience include lifelong learning, promoting innovation and creativity, building soft skills, and importantly, promoting mental wellbeing. A dedication to continuous learning is essential for skills transition. Online courses, certifications, and skill development programs are some of the existing mechanisms individuals can access to equip themselves with new skills and knowledge. If we make encouraging innovation and fostering creative problem-solving priorities on both EU and national level, we can support the people and workforce of Europe to adapt to the changes brought about by advancements in technology coupled with market demands. But that’s not all. Communication, collaboration, critical thinking, and adaptability are some soft skills of vital importance that will undoubtedly remain relevant regardless of the pace of technological advancements. Finally, it is paramount that all stakeholders recognise that change of this magnitude is adding further layers of stress – and therefore invest in promoting mental health resources as part of workers’ compensation package, and make steps towards fostering a culture of empathy, teamwork, and understanding at the workplace.
“To adapt means to educate” – zooming in on education
Adapting to the changing skills landscape requires collaboration between governments, educational institutions of all levels, and businesses. Education systems need to incorporate digital literacy, data analysis, and sustainability concepts into curriculums at all levels. Governments and businesses should offer training programs and financial motivations, respectively, to help workers gain new skills. Encouraging students and workers to pursue careers in science, technology, engineering, and mathematics (STEM) fields is vital for innovation and addressing future technological needs (National Science Foundation, 2020). A diverse workforce with a range of skills and perspectives is better equipped to handle complex challenges and identify innovative solutions. STEM and lifelong learning with emphasis to the digital and green technologies are key elements. Additionally, having a workforce with different backgrounds and skills means that we can better solve difficult problems and come up with new ideas as research shows (Hunt, 2015).
Initiatives, for example, like the European Commission’s Digital Education Action Plan 2021-2027 aims to boost digital literacy across Europe (European Commission, 2020). EU governments and businesses have created special programs and offer money to help workers learn these new skills. In the present continuously evolving work environment, it’s important for governments, schools, and businesses to work together to offer the necessary updated job skills in every sector. Schools of all levels of education need to teach digital skills, from programming to the usage of modern AI-assisted computers, understanding data mining with Machine Learning, as well as how to include environmental protection training in all their courses. Soon, new challenges will arise with the introduction of the quantum computer technology. According to a report by the International Labour Organization, training programs are essential for helping workers transition to new roles in a greener economy (International Labour Organization (ILO), 2019).
Examples of Adapting to the Twin Transition
Renewable Energy Sector
The growth of the renewable energy sector creates many career opportunities. On-shore and off-shore wind turbines for example need regular maintenance and repairs to work well. This means new job openings for technicians/engineers who know or will learn how to maintain these turbines. The wind energy sector could create millions of jobs worldwide by 2030 (Global Wind Energy Council (GWEC), 2021).
Furthermore, as more homes and businesses use solar energy, there is a high demand for workers who can install and maintain solar panels. This market is so big that, for example, more than 60% of the mechanical engineers graduated in our Department are working in photovoltaics. It is reported that demand for solar energy jobs is growing fast, with over 3 million people employed already in this sector worldwide (International Renewable Energy Agency (IRENA), 2020). Moreover, batteries store energy from renewable sources and are a very important technology in the renewable energy value chain. Developing better batteries is key to making renewable energy reliable and usable days and nights, with wind or not. This creates jobs for engineers and scientists who design and test new battery technologies. The importance of advancing battery technology to support the clean energy transition and create jobs is highlighted by the key initiative in the European Battery Alliance (EBA), established in 2017 (Directorate-General for Energy, 2021).
Circular Economy
Industries like automotive, fashion and electronics are adopting circular economy principles by designing products made by recycled materials, and for prolonged usage. In the automotive industry, companies are adopting circular economy practices. Car manufacturers are increasingly using recycled materials in vehicle production and designing cars that are easier to disassemble and recycle at the end of their life cycle. For example, Renault has been a pioneer in this area by developing a facility dedicated to the dismantling and recycling of vehicles to recover materials such as metals, plastics, and glass. Such efforts may significantly reduce waste and made their production processes more sustainable. Only Renault’s circular economy initiatives have resulted in a reduction of raw material use by 20% and CO2 emissions by 15% (Ellen MacArthur Foundation, 2016).
Similarly to the automotive industry, the fashion industry is starting to design clothes that last longer and made by recycled and/or recyclable materials. Waste reduction helps environment but also, for example, some fashion brands are creating clothes from recycled plastic bottles. The circular economy in fashion could save $500 billion a year and reduce greenhouse gas emissions by 44% by 2030 (Ellen MacArthur Foundation, 2017). Moreover, the electronics industry is also designing products that are easier to repair and recycle. Thus, less electronic waste and more efficient use of resources can be succeeded. For instance, some smartphone manufacturers are making phones with modular parts. This makes it easier to replace or upgrade components, extending the product’s life. The European Commission estimates that implementing circular economy principles in electronics could create over 500k new jobs in Europe alone (European Commission, 2018).
Figure 1. Reduction in Raw Material Use (%) due to adoption of circular economy principles across different sectors (left), Reduction in CO2 Emissions (%) by these industries through sustainable practices and the use of recycled materials (centre), and Job Creation in each sector as a result of embracing circular economy practices, such as recycling, product repair, and sustainable design (Ellen MacArthur Foundation, 2017) (Ellen MacArthur Foundation, 2016) (European Commission, 2018).
Green Building
Architects and engineers are merging sustainable design principles into building construction, leading to more energy-efficient and environmentally friendly structures. This was also the subject of a Horizon call last year (European Climate, Infrastructure and Environment Executive Agency, 2023). Using sustainable design principles means that buildings are designed to use less energy and resources with target on Zero-Energy Buildings (ZEB). This includes environment friendly materials and more energy-efficient constructions. For example, some buildings use solar panels to generate electricity and green roofs or balconies to reduce heat. Green buildings can reduce energy consumption by up to 30% and water usage by 50% (World Green Building Council, 2016). Energy-efficient buildings are designed to keep heat in during the winter and out during the summer. This reduces the need for heating and cooling, saving energy and money. Techniques include better insulation, energy-efficient windows, and smart thermostats. Improving building energy efficiency is one of the most cost-effective ways to reduce greenhouse gas emissions and can create millions of jobs (International Energy Agency (IEA), 2019). Environmentally friendly structures also use sustainable materials, like recycled steel or bamboo, which have a lower environmental impact. Buildings are also designed to make the best use of natural light, reducing the need for artificial lighting. The use of sustainable building materials and practices is highly encouraged, contributing to healthier and more sustainable communities (U.S. Green Building Council, 2020).
The road ahead
The digital and green transitions represent both challenges and opportunities for the future of work. Embracing lifelong learning, cultivating resilience, and investing in reskilling and upskilling initiatives are key to ensuring a smooth transition. Through collaboration, individuals, businesses, and policymakers can navigate this dynamic landscape and create a future where technology and sustainability go together with a successful and adaptable workforce. For example, look at how a manufacturing company transitioned its workforce to focus on automation and advanced robotics. One such case is Siemens, which has successfully integrated advanced robotics and automation into its manufacturing processes. Siemens invested heavily in retraining its employees, ensuring they could work alongside new technologies rather than be replaced by them. This approach not only preserved jobs but also increased productivity and innovation within the company (Siemens, 2020).
The digital and green transitions impact different regions unequally. Developing countries may face greater challenges due to limited access to technology and education. Global collaboration is essential to ensure inclusive development and equal opportunities for skills acquisition. For instance, UN initiatives aim to promote quality education and lifelong learning opportunities for all, addressing disparities and fostering global cooperation (United Nations, 2020). Partnerships between developed and developing countries can help bridge the gap, providing resources and expertise to support the global workforce in adapting to new demands.
The rise of automation and AI brings significant ethical implications in case of not enhance human capabilities but replace them. Ethical considerations include the potential for job displacement, privacy concerns, and the need for transparent AI decision-making processes. Policies should protect workers’ rights and ensure fair treatment. EU’s guidelines on trustworthy AI emphasize the importance of ethical AI development, which includes fairness, accountability, and transparency (European Commission, 2019). By addressing these ethical concerns, we can create a fairer transition to a digitally advanced and sustainable future.
About the author
Dr Ioannis Sarris, a Professor at Mechanical Engineering Dept. of the University of West Attica, Athens, Greece, brings expertise relevant to the “Changing skills landscape” discussion. His research focuses on modelling of various physical systems, an area crucial for advancements in digital and sustainable technologies. Leading the Flow Analysis and Simulation Team (FAST), Dr Sarris actively participates in national and international projects, including Erasmus Capacity Building, and Horizon MSCA and Pathfinder with emphasis in transfer of knowledge in science, education and entrepreneurship. His experience in high-performance computing and code development aligns with his continuous drive to explore the digital skills people need to successfully navigate the evolving technological landscape. With over 300 publications and recognition as a top 2% researcher, Dr Sarris has a strong scientific foundation for understanding the skills required to succeed in the dynamic world shaped by digitalisation and the green transition.
The International Day of Girls in ICT, observed every 4th Thursday of April each year, highlights the urgent need for more young women and girls to join the information and communication technology (ICT) sector. This global initiative aims to reduce the gender gap in tech careers by encouraging girls to seek opportunities in this field. It stresses the importance of providing girls with the necessary skills and opportunities to ensure a future in ICT, thus contributing to a more diverse and inclusive technological landscape.
History of the International Day of Girls in ICT
The International Day of Girls in ICT has a significant place to recognise the importance of involving more young women and girls in the field of Information and Communication Technology (ICT). This day finds its origin in International Telecommunication Union Plenipotentiary Resolution 70 in 2014. Its main aim is to inspire girls and young women globally to consider ICT studies and careers, a sector where historically women’s representation remains low. The genesis of this initiative can be traced back to the roots of computers and technology, notably to the invention of the Difference Engine’s Charles Babbage in 1822, which marked the beginning of computer programming.
Over the years, the technological landscape has undergone rapid evolution, particularly from the mid-20th century to the beginning of the 21st century. This period saw the emergence of fundamental computing technologies and the rise of tech giants such as INTEL, IBM, Apple and Microsoft. At the same time, it introduced portable computer equipment and witnessed the widespread adoption of mobile phones.
Celebrating the International Day of Girls in ICT 2024
On 25 April 2024, the eSkills Malta Foundation, in collaboration with Microsoft, National School Support Services, and Digital Literacy and Transversal Skills at the Secretariat for Catholic Education, organised an event at Microsoft Skyparks in Luqa, to celebrate the International Day of Girls in ICT.
The event aimed to highlight the importance of women’s leadership and participation in the ICT sector. Girls from the seventh year in Church and State Schools were invited to participate in a full day of activities and discussions centred on inspiring women leaders in technology. Women ambassadors, representing various sectors of the ICT industry, shared their personal journeys and knowledge about leadership roles within the field. Their stories served as inspiration for the young people who attended, showcasing the different career paths available in ICT and the potential for women to excel in leadership positions.
In addition to presentations and discussions, students had the opportunity to engage in practical activities, including building robots and competing in robotic races. These activities not only promoted technical skills but also encouraged teamwork and problem-solving—essential qualities for future ICT leaders.
We warmly appreciate our collaborators and educators for their invaluable support in organising this event. Reflecting on the successes of the day, we reconfirm our commitment to foster women’s leadership in ICT and empower the next generation of women to take on leadership roles within the industry. Together, we can break down barriers and create, a more inclusive and diverse ICT landscape that thrives on the contributions of all individuals, regardless of gender.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Danish National Digital Skills and Jobs Coalition.
Recovery and resilience facility
Project Fostering digitalisation and trade of Danish Small and Medium Enterprises (SMEs) is part of the Danish Recovery and Resilience Plan. Through the new digital strategy, the SME digital support scheme is anticipated to help small and medium-sized businesses surmount barriers to investing in and utilising new and advanced technologies and e-commerce solutions. With a budget of € 8.7 million, the measure will support at least 550 small and medium-sized enterprises by the end of 2023 in an effort to scale up a successful programme.
The objective of the Bredbåndspuljen (Broadband Pool) investment is to prolong an existing scheme, which shall roll out very high-speed internet access (minimum 100 Mbps) in rural areas of Denmark where existing coverage is poor due to lack of sufficient market incentives. The scheme is a yearly applicant-based funding scheme for households and businesses, focusing on different issues and areas every year. The Recovery and Resilience Facility supports this investment with EUR 13 million (approximately DKK 97 million).
Purpose of the Europæisk digitaliserings- og innovationsknudepunkt project is to establish a European digitization and innovation hub in the Danish regions. The mission of the hub is to strengthen the digital transformation of businesses and the widespread adoption of digital technologies by providing customised services within specified technology and industry domains. The hubs are part of a European network that provides businesses access to other EU ecosystems and markets. The centre is comprised of partnerships between corporations, clusters, the Global Trade System, knowledge and research institutions, etc.
National Funding
Denmark has taken several specific vocational digital skills initiatives targeted at SMEs. Amongst these is a graduate program and a trainee program, which focuses on mitigating the challenges met by graduates in entering the labour market. An example is a project with project funds from the Danish Agency for Labour Market and Recruitment called Job in Games.
SMV:Digital is an offer for small and medium-sized companies (SMEs), which are faced with having to start or upgrade their efforts in digitization. SME:Digital continuously opens offers where SMEs can apply for grants for private advice, investment in IT and technology or get help to develop owner’s or employees’ digital skills. It can be within e-commerce, automation, digital security – or something else entirely that enables company to boost growth and development.
Ministry of Education and Research is offering grants for research and innovation supported by Danish, EU and international grant programmes. Currently open calls are published on the dedicated Ministry’s webpage Tilskud til forskning og innovation.
The state’s adult education grant (SVU) is an educational grant that allows you to continue or advance your education while working. It includes different subjects on primary or secondary school level, as well as higher education programme. Among others it covers education at a higher level, which is offered in accordance with the Open Education Act.
Entrepreneur Denmark (Iværksætterdanmark) is aimed at the broad target group of entrepreneurs, which covers potential entrepreneurs and new entrepreneurs. Entrepreneur Denmark is aimed at entrepreneurs who have an ambition to establish a healthy and viable business raising their professional competences and industry specific skills.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Denmark on this link.
In general terms, funding opportunities in Italy are issued by the central, regional, and local authorities through procurement. For bigger scale projects, forms of public-private partnership can be established to support the public authority in the evaluation and implementation of the projects / investment.
When it comes to digital skills and digital transformation, the lines of action are outlined in the National Strategy for Digital Skills, and related funding opportunities are channeled throughout EU schemes, the RRF and other National funding schemes.
The funds of the RRF can be combined with other form of European funds, such as the 2021-2027 Structural and Investment Funds and React-EU, as well the National Plan for Complementary Investments, the National Development and Cohesion Fund and other forms of partnership.
Recovery and resilience facility
The Italian Recovery and Resilience Facility (RRF) has foreseen €40.29 bn for the mission “Digitalization, innovation, competitiveness, culture and tourism”. Provisions for digital skills were specifically embedded in the measures to support the digital transition and innovation of the Italian production system, through incentives for investments in cutting-edge and 4.0 technologies, RDI and 4.0 training activities (€ 13.4 billion).
Several portals are being established to centralize information and calls available.
Information in English on the lines of action and their specific budget allocation can be found in the portal Italia Domani.
The same portal also collects all tendering opportunities and incentives available issued by central, regional and local authorities for the specific mission. Opportunities are open on a rolling basis or until funds run out. Beneficiaries of such funding are Public Administrations, businesses, including small and medium size enterprises and start-ups, and civil society organizations.
A specific portal –Pa Digitale 2026– has been created for the digital transformation of Public Administrations, where information and access to funding is available upon registration of the PA with the digital identity (SPID).
The Digital Civil Service was created for youth to access volunteering opportunities in projects with social impacts related to the digital transformation, including training on basic digital skills and digital inclusivity. The calls for projects starting in 2022 – 2023 are now closed, but a new round of call will be launched in the near future.
Companies have access to different types of incentives and tax credits to support their digital transformation, including training activities for employees. Information is available on the website of the Ministry of Economic Development (recently renamed Ministry of Enterprise and Made in Italy).
National funding
The main instruments used by the National Government in support of the digital transition, and the uptake of digital skills to bridge the digital divide are the National Plan for Complementary Investments, and the Fund of Repubblica Digitale (Italian National Coalition for Digital Skills and Jobs)
National Plan for Complementary Investments: the Italian government integrates and enhances the contents of the PNRR through the Complementary National Plan (CNP) by allocating an additional 30.6 billion of national resources, available in addition to the grants and funds provided under the Recovery and Resilience Facility (RRF). The programs that will be financed through this plan are digital services and citizenship, digital services and competences among others. The calls are open on a rolling basis and complement the RRF and Opportunities will be shown in the Italia Domani portal.
Fund for Repubblica Digitale: a public-Private Partnership between the Ministry of Digital Transition, Ministry of Economic Development, and the Association of Banking Foundations. The available resources for the period 2022 – 2026 are 350 million euros. The fund finances projects aiming at developing digital competences, bridge the digital divide among citizens and support the digital transformation of the country.
The first two calls for proposals will be open until the 16th of December and targets women and NEETS.
Repubblica Digitale: the Italian National Coalition for Digital Skills & Jobs. The initiatives, projects and opportunities offered by the members of the Coalition can be found here.
Other funding options
Recovery and Resilience Facility – Digitalization, innovation, competitiveness, culture and tourism:
Pa Digitale 2026: portal for PAs to access finance for digital transformation
Digital Civil Service: youth portal for volunteering opportunities in social activities that aim at fostering basic digital skills and reduce the digital divide
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Cyprus National Digital Skills and Jobs Coalition.
Recovery and resilience facility
Cyprus’ Recovery and Resilience Plan (RRP) has a total value of EUR 1.2 billion of which EUR 282 2 million is dedicated to the digital transition, which is 23% of total RRP allocation. The RRP measures will contribute to the digital transition of Cyprus with an emphasis on education (A new teacher and school evaluation system, including digital skills training for teachers), digital transformation of school units with the goal of enhancing digital skills and skills related to STEM education, as well as digital skills in general (National e-skills Action Plan and measures on Skilling, Reskilling, and Upskilling – digital skills). Regarding Connectivity, the objective is to empower the National Regulatory Authority to improve building cabling to be “Gigabit-ready” in order to encourage connectivity adoption and improve very high capacity networks in underserved areas. There are investments in smart cities, smart and sustainable water management, smart metering infrastructure, and the development of a FinTech regulatory sandbox for the integration of digital technology. Regarding Digital public services, Cyprus is planning a number of reforms and investments in e-government, e-health, Intelligent Transport Systems (ITS) utilising Digital Twin technologies, cloud-based platforms, and e-justice.
Reforms in Employment, social protection, education and human resources will be supported by €172.9 from RRF, including €94 million for modernization of the educational system – upgrading and strengthening of skills. Modernization of the educational system will tackle skills mismatch between education (secondary and tertiary) and the labour market, support digital transformation of schools to strengthen digital skills and skills related to STEM education. New system for evaluating the educational work and teachers will be developed and free compulsory preschool education expanded. Investments are planned in technical schools and €15 million are dedicated to training in digital skills and skills related to the blue and green economy, entrepreneurship training for the unemployed and education for people over 55.
Calls for funding from Recovery and Resilience Facility are published on dedicated page of the Funding Programmes Portal.
National Funding
On the Funding programmes portal, managed by Ministry of Finance, different lines of funding are presented, like Competitive EU programmes, Co-financed EU programmes, Recovery and Resilience Plan, National Incentive Schemes and Financial tools.
National Incentive Plans are designed and approved at national level and are financed exclusively from national resources. The aim of these plans is to implement various political priorities of the Government, e.g. boosting employment, promoting tourism, etc. The implementation and management of the projects is done entirely in Cyprus by the relevant Ministries/bodies of the wider public sector.
The e-Gnosis Platform, of the Cyprus Productivity Center publish information about the training, as well as other important news and developments in the field of Vocational Education and Training. The Productivity Center of the Ministry of Labour and Social Insurance, within the framework of the Digital Skills and E-Government Promotion from March 2022 till the end of 2025 organizes free digital skills training programs. Available categories include:
Digital Skills for people aged 55 and over
Digital Skills for all
Managerial Development
Technical Vocational Training
Safety and Health
Europass workshops
Mediterranean Institute of Management
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Cyprus on this link.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Austrian Recovery and Resilience website, the Digital Austria web.
Recovery and resilience facility
Austrian Recovery and Resilience Plan has a digital share of 52.8% (EUR 1.8 billion). The plan will contribute to Austria’s digital transition in several areas.
Investments within the ‘Digital recovery’ and ‘Knowledge-based recovery’ subcomponents address digital skills. These initiatives emphasise the digitization of education and reskilling and upskilling. For instance, the RRP allocated 172 million euros for the provision of personal IT equipment to all secondary school students.
Supporting the widespread deployment of gigabit-capable access networks addresses connectivity. The plan intends for 50% of Austrian households to have an internet speed capacity of 100 Mbits/s. EUR 891 million are planned to be allocated to fulfil this objective.
To promote innovative research, particularly quantum computation, the plan allocates 107 million euros to support digital infrastructures and international research collaboration.
In addition, the Digitalisation Fund is contributing 160 million euros to the digitalisation of the public sector. By financing projects with a cross-departmental impact, this will help accelerate the digitalization of the federal government.
Two measures to support the digital transformation of enterprises and SMEs are part of the Austrian Recovery and Resilience Plan. Under the first measure, businesses that invest in the digitalisation of business models, processes, and cybersecurity measures are eligible for an investment premium. Until 2025, at least 7,000 businesses are anticipated to receive a total of 69 million euros in funding. The SME-specific measure comprises of two support programmes: (i) KMU.DIGITAL, which provides advisory and implementation support for digitalisation projects, and (ii) the e-commerce-specific KMU.E-Commerce programme. The total budget available for the two programmes is 32 million euros. Additionally, six Digital Innovation Hubs with distinct geographical and thematic foci have been established throughout Austria. They will be supplemented by European Digital Innovation Hubs in response to a current call for proposals.
National Funding
Businesses are also encouraged to provide ICT training, particularly SMEs. A federal support programme with a budget of EUR 2.6 million was launched to develop employee’s competencies in IT management, cyber security, cloud services, and e-commerce. This ‘Qualifizierungsoffensive’ provides Digital Skills vouchers and ‘digital pro bootcamps’ where participants are trained for 4-weeks.
Through the initiative ’Digi Scheck‘, the Federal Ministry for Labour and Economy funds training courses for apprentices that strengthen their professional and cross-professional competencies in future-oriented skills in the areas of digitization, climate protection, sustainability, energy and resource management and internationalization as part of dual training by means of grants. Up to EUR 500 per course with a maximum of three courses per year will be supported through public funding.
Several projects and activities in the STEM sector are scheduled between 2022 and 2024 in an effort to steer students and women towards ICT. In programmes related to ICT, artificial intelligence (AI), cybersecurity, the internet of things, and e-government, 3,700 new study spaces will be created. In addition, the academic year 2023/24 will see the establishment of Technische Universität für Digitalisierung und Digitale Transformation in Linz, a new technical university for digitalisation and digital transformation. Current news regarding TU DuDT are available on Linz News.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Austria on this link.
In the 2024 edition of the Digital Decade report, Denmark has achieved 69,6% basic digital skills coverage, compared to the EU average of 55.6%. This puts Denmark at 87% of the overall target for the EU 2030 goal, which aims to have 80% of the EU population possessing at least basic digital skills. The country has seen an annual growth of 0,7% from the previous year. Despite the overall improvements Denmark is still showing important gender differences (only 22.6% of employed ICT specialists are women).
According to the Digital Decade report 2024, Denmark performs better than the EU average in both digital skills indicators. The percentage of ICT specialists in employment has surpassed the EU average, increasing from 5.7% to 5.9% (EU average – 4.8%).
Microsoft’s Digital Futures Index in 2022 measured the digitalization level of 16 European countries, including Denmark. The Index provides information about the country’s current state of digitalization and identifies the most successful areas, as well as those that require additional effort to accelerate the digital transformation process. Digitalization is perceived through 5 categories of digital development: Digital Business, Digital Government and Public Sector, Digital Infrastructure, Digital Sector, and Human Capital. The aggregate level of digital development in Denmark is 161, which is 61% above the average for CEE. Denmark ranks well above average in all categories, placing second overall, one point behind Finland.
The Danish Digital Skills and Jobs Coalition (DSJC Danmark – for digitale kompetencer og job) is a multi-stakeholder alliance dedicated to addressing the digital skills gap, promoting lifelong learning, and disseminating real-world practises and utilisation of products, services, and resources. Danish IT Society (Dansk IT) is coordinating the Coalition’s contributions, initiatives, activities, and projects. Members of the Coalition are representatives of academia and education sector, industry, public and not-for-profit sector with the mission to unite, strengthen and develop the skills and expertise of IT Users and IT Professionals in Denmark and to promote and support IT in areas where it creates value for the Danish society.
Overview of state strategies and national initiatives
State strategies
National Strategy for Digitalisation is presented by the Danish government in May 2022. Strategy for Digitalisation was created upon recommendations prepared by the Danish Government Digitisation Partnership in 2021. As one of the most digitally advanced nations in the world, Denmark excels at seizing digital opportunities. Answering the challenge to implement technological solutions broadly so that everyone can benefit. The government’s strategy for digitalisation encompasses both the public and private sectors. Visions embedded in the strategy are: Strengthened cyber and information security; Coherent service for people and businesses; More time for welfare through increased use of new technology; Increased growth and digital SMEs; The digital healthcare of the future; Acceleration of the green transition through digital solutions; A strong, ethical, and responsible digital foundation; Denmark at the centre of international digitalisation; and A population ready for a digital future.
Denmark’s Digital Growth Strategy 2025 was published in 2018 with the intention of fostering the growth of a community of highly skilled professionals. Improving the digital skills of children through technology education in primary and lower secondary schools, bridging the skills mismatch and providing relevant training and skills to support individuals’ development for the labour market, and enhancing access to skills trainings and programmes for small and medium-sized enterprises are the objectives for digital skills.
The current Joint Government Digital Strategy runs from 2022 until 2025, encompasses initiatives that address some of the most significant challenges confronting Danish society, such as labour shortage, climate change mitigation, and digital inclusion. The digital society must be accessible to everyone, and the public sector must ensure that as many people as possible have the opportunity and capabilities to participate.
The National Strategy for Cyber and Information Security 2022-2024 focuses on ensuring secure ICT operations in government and critical infrastructure, as well as empowering citizens and businesses to navigate the digital realm securely. The strategy consolidates existing efforts through a variety of initiatives. The government has allocated a total of DKK 270 million (EUR 36 million) to 34 initiatives between 2022 and 2024 to implement the strategy and equip Denmark to fend off cyber threats.
The Danish National Strategy for Artificial Intelligence published in 2019 outlines how Denmark can be a leader in the responsible development and application of AI – to the benefit of individuals, enterprises, and society. Strategy focuses on common ethical and human-centred basis for AI, research and develop AI, achieving business growth through developing and using AI and the use AI to offer world-class public services.
National initiatives
Denmark’s Recovery and Resilience plan (RRP) devotes 27% of the total budget to the country’s digital transformation (approximately EUR 382 million). Priority is given to implementing the new digital strategy, extending high-speed rural broadband coverage, improving cybersecurity readiness and the use of AI, further digitalising SMEs and the public administration, with a particular attention to developing digital solutions for the healthcare sector, and boosting R&D. Under Cohesion Policy, an additional EUR 1.9 billion (9% of the country’s total cohesion policy funding) is allocated to the country’s digital transformation. Tax incentives will encourage Danish businesses to accelerate their digital investments, expand rural broadband coverage, and pursue the digitalization of healthcare. A programme for the digitalization of small and medium-sized enterprises will support the digitization efforts of lesser businesses. A new digital strategy will further digitalise the public sector and prepare the nation for future challenges in fields like cybersecurity and artificial intelligence. In addition, the plan will encourage the development of solutions to retain and reuse personal data by public administrations and increase the proportion of public innovation fostered by public-private partnerships.
ReDI School of Digital Integration is a non-profit coding school for locals and newcomers without access to digital education, with several locations in Germany, Denmark and Sweden. The tech school was founded on the belief that every person has the right (and should have the opportunity) to realize their maximum potential. Simultaneously, the school combats stereotypes about newcomers to Europe, assisting them in building, transferring, and expanding their qualifications and skills in the digital economy and assisting them in obtaining employment in EU tech start-ups.
Since 2015, the Agency for Digital Government has facilitated a nationwide Network for Digital Inclusion whose main objective is supporting and enhancing digitally challenged residents’ possibilities of participating in the digital society.
The Danish Government Digital Academy was established to provide civil servants with the skills and tools necessary to manage in a public administration that is increasingly digital.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Danish National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
In the 2024 edition of the Digital Decade report, Austria has achieved 64.7% basic digital skills coverage, compared to the EU average of 55.6%. This puts Austria at 80.9% of the overall target for the EU 2030 goal, which aims to have 80% of the EU population possessing at least basic digital skills. The country has seen an annual growth of 1.1% from the previous year. Austria has implemented specific measures to explicitly focus on improving the gender balance by increasing the basic and intermediate digital skills of girls and women.
According to the Digital Decade report 2024, Austria performs better than the EU average in both digital skills indicators. The percentage of ICT specialists in employment has surpassed the EU average, increasing from 5% to 5.3% (EU average – 4.8%).
fit4internet conducted the first representative survey, the Digital Skills Barometer, to measure digital skills in Austria based on the DigComp 2.2 AT with self-assessment and knowledge-based questions. The survey was conducted in April and May 2022 with a sample stratified by gender, age, and province among almost 4,000 people living in Austria. The results of the Digital Skills Barometer provide a detailed picture of the Austrian population’s digital knowledge for the first time. The Austrian population scored between 40.8% and 43.3% on average for the knowledge-based questions. More than half of the people surveyed are only at competence level 1, which means they score just under 20% of 100% on the knowledge-based test. One fifth of the respondents achieve up to 40% (competence level 2).
Overview of state strategies and national initiatives
State strategies
“Digital Austria” initiative sets out a vision and the values for a digitally responsible society. Digital Action Plan Austria (Digitalen Aktionsplan Austria) is developed in a broad expert and stakeholder process, continuously expanded and consistently implemented, creating new growth, new jobs and new opportunities for everyone in Austria. Goals of Digital Action Plan are: make “System Austria” crisis-proof, increase competitiveness, position Austria as a digital innovation region; targeted use of data for innovations; design education, training, further training as a digital competitive advantage; targeted promotion of cutting-edge digital research; facilitate digital communication between the state and citizens.
In September 2021, Austrian government published the strategy “2030 Artificial Intelligence Mission Austria (AIM AT 2030)”, that can help to prepare the ground for Austria’s contribution to achieve the Digital Decade target of 75% of European enterprises using artificial intelligence. ‘AIM AT 2030’ pursues three objectives: broad use of AI oriented towards the common good, position Austria as a research and innovation location for AI and ensure its competitiveness by the development and use of AI. Strategy is also strongly focussed on developing ‘AI for green’ with implementation within two fields of action: “Trustworthy AI,” which includes the creation of AI standards and a legal framework; and “Create Ecosystems,” which integrates AI into education and training, technology transfer between universities, research institutes, and enterprises, and financing for enterprises that will cover the entire innovation cycle.
National initiatives
The Austrian Recovery and Resilience Plan allocates 36% to digital transformation (EUR 1.3 billion), with priorities given to gigabit connectivity and digital skills. Under cohesion policy, an additional EUR 80 million (7% of the country’s total cohesion policy funding) is allocated to the country’s digital transformation.
Fair and equal access of pupils to basic digital competence reform will establish the framework conditions and provide supporting measures to enable fair and equal access for all lower-secondary-schools pupils to basic digital competences. It includes in-service training for teachers to improve their digital teaching abilities, as well as a number of supporting actions that facilitate digitization in schools. This reform will assist in enhancing the infrastructure of the various school structures in order to maximise the use of the digital devices provided to students. In addition, the reform will provide digital solutions to facilitate pedagogical and administrative exchanges via a portal that consolidates all education and administration applications. With the entry into force of the “School Digitalization Act” in 2021, the implementation of the reform is well underway and shall be completed by mid-2025.
The “Broadband Austria 2030” is the largest single investment in Austria’s Recovery and Resilience Plan. EUR 891 million will be spent on widespread availability of very high-capacity broadband networks, of up to a Gigabit per second, to benefit, among the others, public institutions and enterprises placed in rural regions and areas with unique socio-economic drivers. The final goal of providing at least 50 percent of all households with broadband access by the end of the third quarter of 2026 is being steadily approached.
Starting from school year 2022/2023 subject digital basic education (Digitale Grundbildung) is compulsory for all students in 5th to 8th grade. This subject cover, amongst others, media literacy, information processing skills, handling of personal information, and data protection.
Through the initiative “Digi Scheck“, the Federal Ministry for Labour and Economy funds training courses for apprentices that strengthen their professional and cross-professional competencies in future-oriented skills in the areas of digitization, climate protection, sustainability, energy and resource management and internationalization as part of dual training by means of grants. Up to EUR 500 per course with a maximum of three courses per year will be supported through public funding.
Digitale kompetenzoffensive für Österreich (Digital Skills Offensive) implementation started in February 2023. It encompasses the quality-assured teaching of digital basic skills in the population or in various domains of action, such as ICT experts, in education, among citizens, in the business world, or in the public sector. The goal is to teach everyone digital skills based on Austrian competence model for digital competences “DigComp 2.3 AT“. The cross-departmental digital skills offensive ensures that forces are consolidated, and that citizens’ digital skills are enhanced in a coordinated strategy, making Austrians digitally fit by 2030.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of Austrian Recovery and Resilience website, the Digital Austria web and in the article on the Digital Skills and Jobs Platform.
Demystifying AR and VR technology: making the most out of the tech we have
22.07.2024
Augmented Reality (AR) and Virtual Reality (VR) are transformative technologies that have revolutionised the way we interact with digital content and environments. With digitalisation advancing at a pace unseen before, AR and VR are gaining more traction too. Yet, a significant proportion of the public still fails to understand the impact of these technologies that can be felt in daily interactions and social and work life.
AR vs VR: noting down the basics
AR connects digital information to the real world, improving our perception and interaction with our surroundings. In contrast, VR immerses users in completely virtual environments, creating immersive experiences that can simulate real or imagined worlds. These technologies have drawn significant attention in various industries, offering unique applications and promising career opportunities for digital enthusiasts.
Career Applications and Opportunities in AR/VR
AR and VR technologies have a wide range of applications, and are fast transforming sectors such as gaming, education, healthcare, retail, and architecture. In games, VR provides players with immersive experiences that take them to the heart of the digital worlds, offering unparalleled engagement and interaction. Games like Beat Saber and Half-Life: Alyx are key examples of VR’s potential to create captivating gaming experiences. Meanwhile, AR has revolutionised games with applications such as Pokémon GO, which blend digital characters with real-world environments. In education, AR and VR offer innovative ways to engage students and improve learning. VR can transport students to historical sites, inside the human body, or to distant planets, making learning interactive and impactful.
AR, on the other hand, can bring textbooks to life by ending digital information, 3D models, and animations on physical pages, and providing an enriched learning experience. The healthcare industry also benefits significantly from AR and VR technologies. VR simulations are used for surgical training, allowing surgeons to practice procedures in a risk-free virtual environment. This training can improve the patient’s surgical skills and results. AR assists surgeons during current procedures by finishing critical information, such as the patient’s genitals and 3D anatomy visualizations, directly onto their field of view, improving accuracy and efficiency. In retail, AR enhances the shopping experience by allowing customers to speed up products in their own space before making a purchase. Applications such as IKEA Place allow users to put furniture practically in their homes to see how it fits and looks.
VR, on the other hand, can create immersive virtual shops where customers can browse and shop from the comfort of their homes. Architecture and real estate are also transformed by AR and VR. Architects use VR to walk clients through virtual building models, providing a sense of scale and space before construction starts. AR can end up design elements on physical spaces, helping architects and clients make informed design and modification decisions. Career opportunities in AR and VR are expanding rapidly, reflecting the growing demand for skilled professionals in this growing field. Roles include AR/VR developers, designers, content creators, and specialists in space computing. These professionals work on creating and optimising immersive experiences, ensuring that AR and VR applications are both functional and demanding.
Skills and Tools Required for the Development of AR/VR Content
The development of AR and VR content requires a combination of technical skills and creativity. Proficiency in programming languages such as C#, C++, or UnityScript is essential for the development of VR applications. Familiarity with frameworks such as Unity or Unreal Engine is crucial for content creation, as these platforms provide the necessary tools to build and optimise AR and VR experiences. Designers need skills in 3D modelling, animation and spatial design to create realistic and immersive environments. Understanding the UX/UI principles is also important to ensure that user interfaces within these virtual worlds are intuitive and user-friendly.
Imagining a future that’s bright
In summary, AR and VR technologies offer exciting prospects for innovation in a variety of industries, from improving consumer experiences to a training and simulation revolution. As these technologies continue to evolve, acquiring the necessary skills and tools will be crucial for professionals aiming to thrive in the dynamic and expanding AR/VR landscape. The future holds immense potential for AR and VR, which promises to further integrate the digital and physical worlds and transform how we live, work and play.
The war for top-tier digital talent: winning the retention battle with engaging eLearning
19.07.2024
This Digital Brief explores the critical role of online learning strategies in attracting and retaining top-tier digital talent in the rapidly evolving ICT sector. It starts out by mentioning the various challenges companies face in recruiting and retaining skilled professionals in the face of fierce competition, coupled with high demand. It then gives arguments to highlight the important role online learning programs play in providing flexible, personalised, and engaging educational experiences – all essential factors to keep skilled employees and ensure work satisfaction. Key approaches such as storytelling, gamification, adaptive learning, and learning analytics are then described, showcasing their effectiveness in enhancing learning outcomes and fostering a long-term, committed and resourceful workforce. In doing so, the brief underscores the pivotal roles of learning architects and instructional designers in developing these innovative learning solutions, ensuring alignment with organisational goals and continuous skill development. By adopting these strategies, companies can not only overcome recruitment and retention hurdles but boost innovation and maintain a strong, competitive edge in the digital economy.
Background
This Digital Brief addresses the capabilities of emerging online learning strategies to attract and retain digital talent across companies. To do this, the paper starts out by providing an overview of the challenges faced by organisations in this area. It then introduces some basic characteristics of online learning before diving into the key profiles put in charge to design and implement teaching strategies (instructional designers, learning architects, etc). Finally, it looks at the educational innovations that online learning enables and offers a summary of the design process of these innovations – and how exactly they are built.
Companies’ challenges in (recruiting and) retaining ICT profiles
Getting more ICT experts on board for the Digital Decade
In the rapidly-evolving landscape of Information and Communication Technology (ICT), businesses face significant challenges in attracting and retaining top-tier digital experts. The struggle stems largely from fierce competition in the tech sector, where skilled professionals are in high demand across global markets. These specialised roles are needed to surpass the current challenges of the digital economy in Europe, where the shortage of available staff with the right set of skills is hampering investments for a staggering 85% of EU firms. In this sense, the EU’s share of global revenue in the ICT market has drastically fallen in the last decade, from 21.8% in 2013 to 11.3% in 2022 according to the Digital Decade annual report of the European Commission. The report equally notes the EU’s high dependency on foreign countries for over 80% of its digital products, as well as for major services, infrastructures, and intellectual property). Thus, the European Commission, 2023 notes that this ICT profiles’ competition directly impacts European businesses (e.g., limited access to digital marketplaces and missed business opportunities, or inefficient customer engagement). All in all, EU companies must navigate a complex array of hurdles to secure and keep the talent necessary to drive innovation and maintain a competitive edge.
Catching up with 2030: challenges ahead
One of the primary challenges is the sheer scarcity of highly-skilled digital experts. Data from Eurostat, 2023 shows that more than half of companies in Europe (62.8%) recruiting ICT specialists experienced difficulties filling vacancies; and Europe alone may face a shortage of close to 8 million experts by 2030, falling short of the 20 million target set for the start of the next decade, indicating a global trend (Eurostat, 2023 – Statistics Explained). The picture varies from one EU Member State to the next. For instance, countries like Slovenia (78%), Czechia (77%) or Germany (76.6%) had more difficulties in filling ICT vacancies, according to Eurostat (see Figure 1). Others had fewer struggles: Poland (46.5%), Bulgaria (46%) or Spain (32.8%). These numbers arise due to a lack of applications or relevant qualifications and experience, and high salary expectations.
Figure 1. Enterprises that recruited or tried to recruit ICT specialists by size class of enterprise. Source: Eurostat | 2021
Taking into account the size of companies, and again according to Eurostat, large enterprises suffer a slightly higher percentage (72.2%) of difficulties in hiring ICT profiles. However, the percentages of small enterprises (59.9%) and medium-sized ones (63.7%) are equally high (see Figure 2. Enterprises having hard-to-fill vacancies for ICT specialists by size class).
Figure 2. Enterprises having hard-to-fill vacancies for ICT specialists by size class. Source: Eurostat | 2021.
It is also worth noting that women remain underrepresented in technology. The gender gap in ICT specialists is still substantial, with merely 20% of the total ICT workforce being made up of women in the European Commission’s 2023 State of the Digital Decade report. However, women’s presence in ICT has been rising (albeit at a slow pace) since 2014. Correspondingly, men’s involvement in ICT jobs has decreased since 2014, but remains, on average, almost 5 times higher than for women (see Figure 3). It is thus evident how closing this gender gap would significantly boost the total number of ICT specialists in employment.
Figure 3. Percentage of individuals employed in ICT in the EU by sex. Source: Eurostat | 2021.
The scarcity of ICT profiles elevates the stakes in recruiting, as companies must not only identify suitable candidates but also entice them away from lucrative offers elsewhere. Effective recruitment strategies often involve not only competitive salary packages but also appealing organisational cultures and opportunities for personal and professional growth.
Getting digital experts to stay: retention challenges
Retention of ICT specialists also hinges on providing clear career progression pathways. Talented professionals are often keen to advance their careers and take on new challenges. Without clear opportunities for growth within an organisation, they are likely to seek opportunities elsewhere. Companies need to implement structured career development plans that outline potential trajectories and milestones for their employees. This not only helps keep employees engaged and motivated but also solves the side challenge of the rapid pace of technological change: ICT professionals must continuously update their skills to keep up with new tools, programming languages, and methodologies.
And indeed, the 2024 LinkedIn Workplace Learning Report highlighted that 90% of organisations are concerned about employee retention, and providing learning opportunities is the first retention strategy (see also Figure 4 further down). More particularly, almost 1 in 10 companies in the EU recruited or were trying to recruit ICT profiles, but 62.8% of those companies reported difficulties in filling those roles. Consequently, organisations must invest in developing robust training programmes and provide access to the latest educational resources if they want maintain a skilled and competitive workforce.
The scarcity of ICT profiles elevates the stakes in recruiting, as companies must not only identify suitable candidates but also entice them away from lucrative offers elsewhere. Effective recruitment strategies often involve not only competitive salary packages but also appealing organisational cultures and opportunities for personal and professional growth.
Figure 4. Business outcomes and learning culture. Analysis scores companies on a learning culture index, then assesses the rate of retention, internal mobility, and promotions to management | Source: LinkedIn Learning Report, 2024.
Size-wise, SMEs are much less likely to offer or finance training for their employees compared to large companies. Figure 5 shows how small firms with less than 5 employees are about 3 times less likely than large firms to offer “learning opportunities” or “off-the-job training”. Compared to their larger counterparts, smaller employers are much less likely to have a formal training plan or a budget set aside for training-related activities. Less frequently than average, smaller firms that do offer some off-the-job training also tend not to provide training leading to formal qualifications – and this has been the case for the last 2 decades (Johnson, 2002).
Recognising the need for companies to invest heavily in continuous learning and development opportunities to remain attractive to current and potential employees, the EU has developed a range of strategies to foster skills across levels. The 2016 Skills Agenda for Europe aimed to promote lifelong learning, support green and digital transitions, and build a more resilient and competitive workforce). The European Skills Agenda of 2020 builds on the initial strategy to draw and rearrange priorities in both up- and re-skilling. The 2018 Council Recommendation on Key Competences for Lifelong Learning is a policy framework identifying 8 key competences essential for personal development, employability, and active citizenship – and digital skills is in that mix. which include digital skills). The Commission’s Digital Education Action Plan (2021-2027) further outlines a range of measures to support the digital transformation of education and training systems across the EU).
Companies are directly employing various strategies to address these challenges too. These include strengthening employer branding, which involves, among others, continuous skill development, evolving workforce expectations and career progression. The remaining text particularly addresses how online learning strategies are key for retaining talent in companies.
Online learning programs’ role in digital talents’ retention
Implementation of robust online learning programs is a critical component of companies’ strategy for attracting and retaining top digital talent, while also contributing to maintaining a competitive advantage (according to the 2023 Future of Jobs report by the World Economic Forum, 81% of companies consider investing in learning and on-the-job training to be a key strategy for delivering their business goals –see Figure 6.
Then, these online learning programs play a significant role in employee retention by providing flexible, personalised, and innovative learning opportunities, which are essential for career development and job satisfaction. In this sense, studies have shown that employees are more likely to stay with a company that invests in their personal and professional growth (for instance, Hopes, 2023 found that an overwhelming 94% of employees would stay longer at a company if it invested in their career development). This investment fosters a sense of loyalty and commitment, as employees feel valued and see a clear pathway for their career progression within the organisation.
But… what novel characteristics do online learning have to achieve this success?
Flexibility and personalisation
One of the key advantages of online learning is its flexibility. Unlike traditional in-person training sessions, online learning can be accessed anytime, anywhere, making it easier for digital employees to fit learning into their busy schedules. This flexibility is particularly appealing in the current context, where remote and hybrid working models have become more prevalent. Additionally, (Francesc et al: 2019; Tavakoli: 2023), modern online learning platforms often use adaptive learning technologies to personalise the learning experience (e.g., AI-driven content recommendations and ad hoc learning paths).
By tailoring content to meet the specific needs and preferences of each employee, companies can ensure that the learning material is relevant and engaging, thereby enhancing the overall learning experience.
Boosting engagement through innovative learning methods
Online learning also allows for the incorporation of innovative learning methods that can significantly boost engagement and retention of knowledge. Techniques such as gamification, storytelling, and the use of multimedia can transform mundane training modules into interactive and enjoyable experiences. For example, gamification elements like points, badges, and leader boards can motivate employees by introducing a competitive element to learning. Storytelling can make learning more relatable and memorable by presenting information in a narrative format. These methods not only make learning more engaging but also improve the retention of information.
As shown, investing in robust online learning programs is not just a means to keep skills up-to-date, but also a strategic approach to fostering a motivated and committed workforce, and a critical component of talent retention strategies in the modern digital workplace. But… how difficult is it to succeed?
In other words, how is it possible to develop quality online learning experiences with an effective impact on the retention of the digital workforce? In terms of professional roles, although a multitude of profiles contributes to the conception and development of truly impactful online learning tools and courses, 2 of the most critical ones are learning architects and instructional designers, which are presented next.
The role of learning architects and instructional designers in curating the learning experience
In the realm of online learning, learning architects and instructional designers play crucial roles in designing effective and engaging educational experiences. Their expertise is essential in developing learning solutions that align with organisational goals and cater to the diverse needs of employees.
Learning architects
Learning architects are professionals who design the overall structure and strategy of learning programs. They take a holistic view of the educational needs within an organisation and develop comprehensive plans to meet these needs. Their responsibilities include conducting needs assessments, designing curriculum frameworks, and ensuring that learning initiatives are aligned with business objectives and meet organisational needs. Learning architects focus on the big picture, creating a cohesive and scalable learning environment that supports continuous professional development.
Instructional designers, on the other hand, are more focused on the specifics of creating educational content and experiences. They use instructional theories and models to develop detailed learning materials, including course content, assessments, and multimedia elements. Instructional designers ensure that the content is pedagogically sound and engaging for learners. They often collaborate with subject matter experts to create materials that are accurate and relevant.
The distinctions between these roles can sometimes blur, especially in smaller organisations where one person may wear multiple hats. However, both roles are integral to the success of online learning programs and, together, ensure that online learning experiences are well-structured, relevant, and impactful, driving employee engagement and retention. Figure 8 depicts a summary of the skills and qualities these role should profile.
Why are these roles so important in the corporate learning environment?
In the corporate learning environment, learning architects and instructional designers contribute significantly to the development of effective learning experiences. Their work ensures that learning initiatives are not only educational but also engaging and relevant to the employees’ roles and career aspirations. What is more, a report by Deloitte highlights not only the importance of these roles in creating impactful learning experiences but also leading to increased companies’ innovation (+92%), employees’ productivity (+37%) or employees’ preparation to meet future demand (+58%). All in all, by leveraging their expertise, learning architects and instructional designers help organisations maximise the return on investment in employee development.
As the demand for continuous learning grows, the roles of learning architects and instructional designers will become increasingly important t in helping organisations stay competitive and innovative.
But how do these profiles create effective learning experiences that, in turn, maximise talent retention? The next sections address the most notable online learning strategies impacting talent retention and the main design principles when implementing this kind of learning development.
Key contributions of online learning solutions
Storytelling and gamification are two novel approaches in online learning that aim to make the learning process more interesting and thus more effective.
Storytelling
Storytelling is a powerful tool in corporate online learning, significantly enhancing both engagement and retention of knowledge. Instructional Designers often incorporate storytelling into their materials because presenting information in a narrative format makes learning more relatable and memorable. Research indicates that 63% of individuals retain information better when it’s wrapped in a story, compared to just 5% from standard presentations. Particularly, a recent research study (Medupin, 2024) has found that, after using storytelling as a learning strategy, 89% of respondents said it helped them think more clearly about story structure; 84% said it helped them understand course content better; 63% said it motivated them to learn; and 58% said it was more useful and helpful than direct lecture delivery. This is crucial in a corporate setting where around 40% of people are visual learners, 40% are auditory learners, and 20% are kinaesthetic learners; storytelling effectively engages all these types of learners by combining visual, auditory, and experiential elements (Helps, 2020). Additionally, with average attention spans ranging between 8 seconds and 15 minutes, storytelling helps maintain active attention during learning sessions, making it an invaluable technique for enhancing employee engagement and retention. By embedding training content within compelling narratives, companies can foster a more committed and skilled workforce, ultimately boosting overall performance and job satisfaction.
Gamification
Gamification in eLearning refers to the application of game-design elements and principles in educational contexts to enhance user engagement, motivation, and learning outcomes. This approach incorporates features such as point scoring, leader boards, badges, and interactive challenges to make learning activities more enjoyable and rewarding. By integrating these elements, eLearning platforms can transform traditional training modules into dynamic and interactive experiences that appeal to various learning styles.
Gamification has emerged as a powerful strategy in corporate online learning, significantly enhancing employee engagement and retention. According to a 2019 survey by TalentLMS, 89% of employees reported feeling more productive when their work was gamified, and 88% felt happier and more motivated at work.
Furthermore, companies that have implemented gamified learning solutions have seen a 37% increase in employee engagement. Additionally, research indicates that organisations utilising gamification can improve retention rates by up to 60%.
These statistics underscore the value of gamification in creating an interactive and motivating learning environment that not only enhances learning outcomes but also fosters a more committed and satisfied workforce. Both storytelling and gamification (and any other more traditional approaches) can extend their impact by employing adaptive learning mechanisms.
Adaptive learning
Adaptive learning has become a crucial element in corporate online learning, significantly enhancing employee engagement and retention. Learning Architects and Instructional Designers employ adaptive learning technologies to personalise the educational experience, adjusting content and pace based on individual learner performance and preferences. This tailored approach ensures that each employee receives the most relevant and effective training, thereby increasing retention of information. For example, studies from Colorado Technical University showed how its adaptive learning platform improved course retention rates from 9% to 95%, and pass rates rose by 27%. Additionally, adaptive learning can reduce training costs by utilizing technology such as immersive simulations to measure skill application and dynamically adapt learning journeys based on skill gaps.
With AI becoming increasingly prevalent (used by 35% of companies and expected to be implemented by another 42%) the benefits of adaptive learning are amplified (Gligorea, 2023). Companies that invest in AI are projected to outperform non-AI-implemented companies by 25% by 2026. Overall, the adoption of adaptive learning in corporate training is expected to grow by 22% by 2028, underscoring its importance in enhancing employee potential and retaining top talent. By leveraging adaptive learning, companies can provide a more engaging, efficient, and impactful learning experience, ultimately supporting their long-term success and competitiveness.
Finally, learning analytics methods are nowadays exploited as a data-driven method for ensuring a continuously-optimised and effective learning outcome of adaptive learning strategies.
Learning analytics
Learning analytics is the systematic collection, measurement, analysis, and reporting of data about learners and their contexts to understand and optimise learning and the environments in which it occurs.
Figure 10. Four categories of learning analytics questions | Source: HMCDeck.
This process involves using various data sources and analytical techniques to assess learner performance, engagement, and behaviour, providing actionable insights to improve educational outcomes and support personalised learning paths. Key aspects of learning analytics include data collection, data analysis, reporting and visualisation and actionable insights. There are four categories of learning analytics (descriptive, diagnostic, predictive, and prescriptive) that assist organisations in gathering diverse data and then obtaining the answers to their particular inquiries, contingent upon the requirements of the user. Learning analytics play a crucial role in enhancing the effectiveness of online learning programs in corporate settings, particularly in boosting talent retention. By systematically collecting and analysing data on learner performance and engagement, organisations can make informed, data-driven decisions to refine the content and delivery of training materials. For example, companies that leverage learning analytics can identify specific areas where employees may need additional support, essentially leading to more targeted and effective interventions.
Designing effective online learning solutions
The innovative capabilities offered by today’s new online learning techniques need to be appropriately exploited to deliver impactful learning experiences, driving not only employee engagement and retention but also supporting organisations’ long-term success and adaptability in a rapidly changing business environment. In this sense, designing effective online learning solutions requires a holistic approach that includes comprehensive needs analysis, personalised learner profiling, engaging content development, diverse delivery methods, and continuous assessment and feedback.
Needs analysis and learner profiling
The foundation of any successful e-learning solution starts with a thorough needs analysis. This process involves identifying specific competencies and knowledge gaps within the organisation and understanding the unique needs and preferences of learners. Aligning learning architecture with organisational goals is essential for fostering employee engagement and addressing learning gaps effectively. A comprehensive needs analysis helps tailor the learning experience to ensure relevance and effectiveness. Learner profiling goes a step further by collecting data on individual employees’ current competencies, learning styles, and career aspirations. This information is crucial for creating personalised learning paths that cater to each employee’s needs, thereby enhancing the learning experience and outcomes.
Note how the previously mentioned techniques (i.e., adaptive learning and learning analytics) are integral to needs analysis and learner profiling. Learning analytics, with its systematic collection and analysis of data on learners’ performance and engagement, supports accurate and dynamically updated learner profiling, enabling the creation of personalised adaptive learning paths.
Content development and delivery
Content development and delivery are the cornerstones of any successful online learning program. Here’s how these phases work together.
Development
Instructional designers use different pedagogical theories and models (like Bloom’s Taxonomy) to ensure the material is appropriate for the learning objectives, which may include multimedia elements that can significantly enhance learner engagement; several studies support the important role of multimedia in terms of increased retention, increased engagement, improvement in learning outcomes, or increased learner motivation and persistence.
Delivery
Once the content is developed, how it is delivered is equally important. Modern online learning platforms (commonly known as Learning Management Systems, or LMS) offer a variety of tools, including virtual classrooms, webinars, interactivity, and social networking, to facilitate knowledge exchange and learner engagement. These platforms (like Blackboard or Moodle) allow instructors to manage learner enrolment, track progress, and administer assessments, also involving continuous monitoring and analysis. These features enable the application of the above-mentioned learning analytics / adaptive learning strategies.
By strategically combining well-developed content with a user-friendly delivery platform, companies can create impactful online learning experiences that keep their workforce engaged and empowered.
Assessment and feedback
Effective online learning solutions must include robust assessment and feedback mechanisms to measure learning outcomes and ensure continuous improvement. Assessments should be designed to accurately gauge learners’ understanding and application of the material. This can include quizzes, practical assignments, and interactive simulations that provide real-time feedback. Likewise, feedback is essential for learners to understand their progress and areas for improvement. Regular, constructive feedback helps maintain motivation and engagement, ensuring that learners stay on track and achieve their learning goals. Continuous feedback loops also allow instructional designers to refine and improve the learning content and delivery methods based on learner performance data.
Conclusion
The war for top-tier digital talent is a fierce one, and companies are struggling to both attract and retain these highly skilled professionals. The fierce competition and high demand for skilled professionals require companies to implement innovative strategies to stay competitive. A key strategy for success lies in robust online learning programs through methods such as storytelling, gamification, adaptive learning, and learning analytics. These kind of programs offer a multitude of benefits, including: flexibility (employees can access learning materials anytime, anywhere, fitting learning into their busy schedules), personalisation (adaptive learning tailors content to individual needs and preferences, ensuring relevance and engagement), engagement (techniques like storytelling and gamification transform dry training modules into interactive and enjoyable experiences), or retention (engaging and effective online learning experiences lead to a more knowledgeable and satisfied workforce, with higher retention rates). As the demand for digital talent continues to grow, businesses that prioritize comprehensive and innovative learning solutions will be better positioned to drive innovation and maintain a competitive edge in the digital economy.
About the author
Josué Iglesias is a Telecommunications Engineer with more than 15 years as an ICT professional. With experience both in private companies (Ericsson, Telefónica R&D, etc.) and in the public sector (as a university researcher and professor), he is currently focused on ICT innovation consultancy, specialising in highly technological environments (AI, IoT, Blockchain, etc.) applied to a wide variety of sectors (health, mobility, finance, creative cultures, etc.). An expert in technical proposal writing, his activity focuses on European programmes (Horizon Europe, EIC Accelerator, Eurostars, etc.), but also on USA initiatives (e.g., SBIR/STTR). His technical background and experience are complemented by specific training in communication and innovation management. He has recently been hired as an associate professor at the Complutense University of Madrid – where he teaches several subjects related to computational linguistics.
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.
On July 15th, A1’s newest initiative – STEMfem Junior – was launched, where girls in 11th and 12th grade will have the opportunity to study in the field of technology.
The program aims to bring together girls in the final years of high school with a keen interest in technology and help them develop their knowledge and skills in this area. This is planned to be achieved through a combination of meetings with professionals, training sessions, networking opportunities, and mentoring support.
The program will last for two months and will include lessons related to ICT, business, and working with different software applications, as well as training to strengthen their social skills such as emotional intelligence and personal effectiveness. Additionally, participants will have the opportunity to attend a career guidance session to help them with their career choices.
At the end of STEMfem Junior, all participants will receive a certificate and a select few will be invited to an internship at A1.
The Internet Freedom Fund is the primary opportunity through which Open Technology Fund supports innovative global internet freedom projects. These projects are focused on technology development and implementation, but can also include applied research, convenings, and digital security projects. See below for more details about each category.
OTF prioritizes projects coming from individuals or organizations who are applying for the first time, identify as under-represented within the field, and address areas that are underfunded.
Application Process and Award Information
Applications to the Fund go through a two-stage application process and are accepted on a rolling basis.
Awards are between $10,000 and $900,000 for up to 24 months. Ideal applicants seek funding between $50,000 and $200,000 for efforts between 6 and 12 months.
Funding awards are performance-based contracts signed directly with the applicant or applicants. Funding is dispersed upon completion of stated objectives, activities, and deliverables per a schedule outlined in the contract. All payments are made in U.S. dollars and will comply with local laws, regulations, and ethics rules.
Successful applicants are paired with an OTF program manager who will oversee all project monitoring and evaluation for the duration of the contract. Monitoring and evaluation assessments are based on predetermined and agreed-upon metrics, deliverables, and goals as laid out by the applicant in the project proposal.
Funding Categories
Technology Development
OTF supports the development of innovative internet freedom technologies from the prototype phase to deployment phase, in addition to supporting core infrastructure projects that serve the internet freedom and human rights communities.
Applications for this category can include, but are not limited to:
Taking an existing open-source internet freedom technology and improving upon its security, usability, and adaptability
Developing content redistribution methods to aid in content access behind government firewalls
Next-generation tools
Improving security standards, quality assurance, and best practices within core infrastructure projects
Improving accessibility and usability of existing projects
How to Apply:
Applying for the Internet Freedom Fund is a two-stage application process:
Stage 1: Submit a Concept Note through OTF’s online application system in which you tell us about your project idea through a short form.
Stage 2: Applicants whose Concept Notes are deemed to be highly competitive will be invited to submit a Proposal in which they will expand upon their project idea
The Internet Freedom Fund Advisory Council, comprising subject-matter experts who understand various relevant fields and issues related to internet freedom, will conduct a final review of competitive Proposals.
THE BULGARIAN SUPERCOMPUTER DISCOVERER WILL BE AWARDED
17.07.2024
The Bulgarian supercomputer Discoverer is to be awarded to enhance its capabilities and provide new, specialized services related to artificial intelligence.
Discoverer is a petascale supercomputer with 4.5 petaflops of computing power and 6 petaflops of peak performance. It is located in Sofia Tech Park and is part of the world’s top-ranked high-performance machines.
The upgrade of the supercomputer will increase its power and performance and add new features that will support user needs. This will open the door to new customers involved in training artificial intelligence. In addition, with its newly acquired capabilities, the machine will significantly benefit the development of science and the development of applications of societal importance for Europe.
How to become a digital ninja for World Youth Skills Day
15.07.2024
Digital transformation is changing how we live, work, and learn. While it offers many benefits, keeping up with new technology can be challenging, leading to skills becoming outdated quickly and a gap between what we know and what the job market needs. Digital technology is now essential for the professional success and education of today’s youth. With over 90% of jobs across all sectors requiring at least basic digital competencies, it’s vital to empower young Europeans with the skills they need to thrive in this digital age. Digital tools are popping up everywhere—from business to transportation, to farming. However, around 42% of Europeans still lack basic digital skills, including 37% of those in the workforce. Beyond just the basics, improving our digital skills is key.
Why digital skills?
Because they’re not just for fixing our Wi-Fi; they’re essential for innovating and transforming our future! Digital skills can open doors to careers in digital marketing, social media, and more. As the demand for these skills continues to rise, strengthening Europe’s digital capabilities will enhance our competitiveness in the global market and help drive us towards a fairer society. That is why the EU is investing in programmes to train Europeans and expand the talent pool in Europe so we can be confident about our future in the digital world.
Let’s celebrate World Youth Skills Day by empowering young people with digital skills!
The Digital Skills and Jobs Platform supports all Europeans in improving their digital skills and advancing their careers, benefiting both individuals and organizations. Whether you’re just starting in the digital world or you’re already a pro, our platform offers all you need to thrive online with a click!
How to power up your digital skills
The Platform provides open access to a wide variety of high-quality information and resources for everyone interested in the broad topic of digital skills and jobs. Here’s what we offer:
We’ve got the ultimate toolkit for anyone eager to level up their digital skills, check the opportunities page and supercharge your skills.
Boost your digital skills and enhance your platform experience with Learning Paths.
Join the community, share your content, connect with digital enthusiasts, promote your organisation and meet new project partners.
The Digital Europe Programme enhances digital skills through Master’s programs and standalone modules. The 7th round of calls for proposals, with a budget of 55 million EUR, will fund education at the bachelor’s, master’s, and doctoral levels. Focus areas include virtual worlds, edge computing, quantum computing, photonics, robotics, automation, and advanced green digital skills in sectors like agriculture, transport, renewable energy, and waste management, as well as skills for government and public services. The goal is to elevate higher education institutions to global leaders in digital training and foster collaborative educational ecosystems that attract top talent from academia, industry, and research.
Get to know the Jury of the European Digital Skills Awards 2024!
12.07.2024
The 2024 European Digital Skills Awards wrapped up last week with an official ceremony announcing the winners. Five projects from around Europe bring back the trophy for best practices in the five awards categories.
But who had the challenging task of selecting the winners? The Digital Skills and Jobs Platform team began by pre-evaluating 267 applications based on published criteria: impact, sustainability and scalability, inclusion and accessibility, innovation and originality. They also assessed the clarity of the presentations and the effectiveness of outreach and communication efforts—after all, a great project needs to reach its target audience to make a difference.
From these applications, 25 finalists were chosen across the five award categories. The jury then faced the difficult task of selecting the winners. Despite the high quality and diverse projects, the final decisions were clear during the concluding meeting.
Anu is Chief Business Officer HeadAI, with 20 years’ experience in edtech business and learning solutions. She is responsible for building the market intelligence, business growth, customer success and scaling sales. Anu is deeply inspired and involved in Artificial Intelligence for talent growth and learning – to build a sustainable future ecosystem for skills and work.
Aiga Irmeja, Latvian IT Cluster/Digital Innovation Hub
Aiga is Executive Director at Latvian IT Cluster/Digital Innovation Hub, with 20 years of experience in marketing or administrative roles in the IT industry. She has made a strategic commitment towards the organization’s shift to become an industry digitalization hub and European Digital Innovation Hub, as well as a core stakeholder in National digitalization initiatives and an expert in SME digital transformation initiatives.
Andrei Kelemen, Cluj IT Cluster
Andrei is CEO Cluj IT Cluster Co-founder and Head of Internationalization DIH4Society. Cluj IT is a cluster based organization formed of active organizations in the information technology field. Andrei has held various management positions in private and public sectors, managing projects. He has lead the Information Compartment in an EU structural funds management structure of the Ministry of Labor.
Mads Ronald Dahl, MSc, PhD, MI, Special Consultant Aarhus University
Mads Ronald Dahl is an educational developer at Aarhus University, recognized for his contributions to digital education. With a focus on integrating relevant technology into teaching, learning, and assessment, blending traditional educational principles with contemporary digital advancements. Mads has become a voice in advancing European educational framework, advocating for technology-supported learning environments.
Esther Murphy, DigiAcademy and Digi-ID programme Trinity College Dublin: School of Engineering
Dr. Esther Murphy is Principal Investigator for research projects focusing on digital inclusion for people with intellectual disabilities based at School of Engineering’s Robotics and Innovation Lab at the Trinity College Dublin. She is also founder of the DigiAcademy, winner of the European Digital Skills Awards 2023. Esther has 15 years experience in social science, disability health and inclusive technology research, teaching and practice in academia and non-governmental sectors.
Enjoy this picture of Aiga and Anu at the European Digital Skills Awards 2024!
In line with the Digital Decade Policy Programme 2030, DESI is now integrated into the State of the Digital Decade report and used to monitor progress towards the digital targets. According to the 2024 edition of Digital Decade report Lithuania’s performance in digital skills has room for improvement it has made an important progress in some indicators over the recent years, in particular in the area of ICT specialists. Still, Lithuania will need to continue the sustained efforts in view of the Digital Decade digital skills’ 2030 targets.
Almost half of the Lithuanian population masters at least basic digital skills, slightly below the EU average (52.9% vs 54%). The data on above basic digital skills show a similar difference, where Lithuania scores 23% against the EU average of 26%. The share of ICT specialists in total employment is 4.4%, below the EU average of 4.6% but significantly higher than last year (3.8%) and thereby converging quickly with the EU average. ICT graduates currently account for 4.7% of all graduates in Lithuania. Notably, the country remains significantly above the EU average in terms of gender balance among in the ICT workforce. Lithuanian enterprises are modestly investing in ICT training: only 13% provided specialised ICT training to their employees, against the EU average of 22%.
In IMD World Competitiveness Yearbook 2022 Lithuania is 2nd (among 63 countries) in Digital/Technological skills (2 points above the average), with 10th rank in Use of digital tools and technologies (7.55 vs average 6.29) showing that companies are very good at using digital tools to improve performance. Report also states that Digital transformation in companies is generally well implemented (6.79 vs average 5.95) and funding for technological development readily available (rank 25th).
National Digital Coalition in Lithuania was organized in 2013 with a mission to reduce the shortage of ICT specialists, improve the conditions for employees of the private and public sectors and the entire population to acquire and constantly improve the ICT and general skills necessary for work, to create an IT business and develop the digital market to entice more young people to choose ICT and other exact sciences studies and careers; to ensure the acquisition of the digital and universal skills necessary for work by studying other exact sciences; and to ensure the acquisition of digital and universal skills necessary for work by studying other exact sciences. Six associations and the Ministries of Education and Science, Communications, Social Security, and Labour, Vilnius University and Kaunas University of Technology are the founding members of the National Digital Coalition with the association “Langas ateiti” serving as coordinator of the initiative group.
Overview of state strategies and national initiatives
State strategies
The “Lithuania 2030” Progress Strategy is an omnibus document that enables the management of strategic objectives and the optimisation of a number of other strategic planning documents. The objective of the strategy is to foster progress-oriented values in the economy, government, and society. These developments will consolidate progressive values and advance sustainable development principles. In the smart society domain, the development, application, and recognition of individual talents are essential changes.
OECD Skills Strategy Lithuania was prepared in 2020 collaboratively with Lithuanian Ministries to develop policy responses that are tailored to the country’s specific skills needs. It identifies opportunities and makes recommendations for Lithuania to better equip young people with skills for work and life, increase adults’ and enterprises’ participation in learning, make better use of people’s skills at work, and strengthen the governance of skills policies.
Lithuanian Industry Digitisation Roadmap 2020-2030 proposes key medium-term measures to be implemented by 2027 and long-term measures to be implemented by 2030, with an emphasis on implementing lessons learned and corrective actions from 2021 to 2027. Targeting technologies that will have the biggest impact on the digitisation of Lithuanian industry up to 2030, such as additive manufacturing, automation, robotics, mechatronics, smart sensors, photonics, internet of things, cyber security, cloud manufacturing, automated warehouse management systems, artificial intelligence augmented reality, business management systems.
National initiatives
Lithuania’s Recovery and Resilience Plan dedicate a 31.5% of total budget for the digital transformation. Its primary objectives for the next 12 months will form the foundation for innovative technological solutions in business and daily life, the efficacy of public services, the transformation of public information technology governance, and the steps towards 5G.
The Plan allocates 32% of its resources to digital transformation, including 117 million euros for Lithuanian language technology. The latter intends to facilitate universal access to digital resources and permit academia and industry to develop bespoke technologies. A €35 million project, for instance, seeks to develop language resources to improve national language AI systems and to aid in the preservation of the Lithuanian language. The plan supports the establishment of a State Cloud Services Infrastructure (€95 million) and has the widespread deployment of 5G as one of its primary focuses (€73.5 million).
Digital Education Transformation “EdTech” purpose is to promote the adoption of digital educational innovations in schools and enhance the digital skills of educators. The initiative encompasses the development of digital teaching tools, the digitization of instructional content, and the acquisition of equipment for distance and hybrid learning. A network of educator innovators and a testing environment for digital educational innovations will be established. By providing opportunities for pedagogues to obtain a master’s degree in IT, digital pedagogical competencies will be enhanced. The initiative, led by the National Education Agency in collaboration with institutions of higher education, began in 2022 and will conclude in 2024.
Millennium School Progress Programme aims to reorganize and improve school infrastructure and guarantee equal access to education for all children in Lithuania, regardless of where they reside or their socioeconomic status. The programme provides support for school activities, teacher training, and infrastructure development, while establishing requirements for municipalities seeking support. The programme will receive 210 million euros from the Recovery and Resilience Facility. It was launched in January 2022. A significant proportion of municipalities have already designated schools to participate in the programme. Advisory services are provided so that high-quality investment plans can be formulated. By the end of June 2026, at least 80% of Lithuanian municipalities will have implemented the Millennium School programme, and 150 schools will be supported.
Senior Citizens Online Days Lithuania is yearly campaign organized by the association Langas ateiti from 2018. It invites seniors to be interested in the innovations of electronic services, learn to critically evaluate information, and improve their digital skills.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of the Lithuanian National Digital Skills and Jobs Coalition and in the article on the Digital Skills and Jobs Platform.
KURSUOK is a national one-stop-shop adult education platform where people can choose the training they need and which is relevant to their national priorities, and receive up to €500 in total funding. KURSUOK aims to encourage adults to develop their general and professional competences, to contribute to the promotion of a culture of lifelong learning in society, and to enable people who want to learn to apply for public funding.
The KURSUOK platform offers a wide range of training providers – from arts to technology training programmes. The key priority area of strengthening digital competences receives 50% of the €5.4 million total budget for this year.
More than 4,000 people have already completed training on the national adult education platform, which was launched at the beginning 2024, and almost as many adults have registered for various training courses funded by the state according to identified priority areas.
The funding for the learning programmes comes from the Recovery and Resilience Facility and the State Budget of the Republic of Lithuania. The funding and administration of the Learning Programmes is the responsibility of the European Social Fund Agency (ESFA). In 2024, the total budget for learning programmes funding is €5.4 million. Up to €12 million is planned to be made available by spring 2026.
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 but also as activities in Horizon, Erasmus+, ESIF and EEA grant schemes. You may find more on the page of the Lithuanian National Digital Skills and Jobs Coalition.
Recovery and resilience facility
The Recovery and resilience plan of Lithuania supports the digital transition with reforms and investments totalling €73 million in connectivity to advance the implementation of very high-capacity networks, such as 5G and fibre infrastructure, in rural and remote areas. The plan also includes substantial reforms and investments to digitalize the public sector (€117 million), promote digital literacy among students, employees, civil servants, and senior citizens, and address the labour market shortage of IT professionals. In addition, the plan includes reforms and investments in the private sector’s adoption of advanced digital technologies, particularly in the areas of science-business cooperation for innovative technologies and the digitalization of the cultural sector. In particular, the plan invests 117 million euros in the development of innovative tools, including those tailored to the Lithuanian language, enabling universal access to digital resources and allowing scientific and business communities to develop innovative technologies, services, and products.
KURSUOK is a national one-stop-shop adult education platform where people can choose the training they need and which is relevant to their national priorities, and receive up to €500 in total funding. KURSUOK aims to encourage adults to develop their general and professional competences, to contribute to the promotion of a culture of lifelong learning in society, and to enable people who want to learn to apply for public funding.
The KURSUOK platform offers a wide range of training providers – from arts to technology training programmes. The key priority area of strengthening digital competences receives 50% of the €5.4 million total budget for this year.
More than 4,000 people have already completed training on the national adult education platform, which was launched at the beginning 2024, and almost as many adults have registered for various training courses funded by the state according to identified priority areas.
The funding for the learning programmes comes from the Recovery and Resilience Facility and the State Budget of the Republic of Lithuania. The funding and administration of the Learning Programmes is the responsibility of the European Social Fund Agency (ESFA). In 2024, the total budget for learning programmes funding is €5.4 million. Up to €12 million is planned to be made available by spring 2026.
Transformation of public information technology governance initiative with €95 million grant, will enable all budgetary institutions to migrate their IT systems to a new cloud-based information and communication technology infrastructure that is managed centrally. By 2026, 325 institutions will have access to consolidated, safer, and more efficient IT services.
Digital Education Transformation “EdTech” purpose is to promote the adoption of digital educational innovations in schools and enhance the digital skills of educators. The initiative encompasses the development of digital teaching tools, the digitization of instructional content, and the acquisition of equipment for distance and hybrid learning. A network of educator innovators and a testing environment for digital educational innovations will be established. By providing opportunities for pedagogues to obtain a master’s degree in IT, digital pedagogical competencies will be enhanced. The initiative, led by the National Education Agency in collaboration with institutions of higher education, began in 2022 and will conclude in 2024.
National Funding
The website esinvesticijos.lt is important platform for information about EU investments, providing potential applicants, project promoters, partners and other public groups with all the detailed information about EU investments in one place. Website is currently mostly focused on potential applicants, constantly updating information about the ministries’ plans to publish calls for proposals for project implementation plans, and all other information needed by applicants: legal acts, forms, methodological materials. The website also publishes information about funding sources and opportunities, implemented projects, their executors, the amount of funding provided, winners of public procurements, project results, and a calendar of events.
On Projects subpage are published information about projects for which EU investment programs and “New Generation Lithuania” plan funds are allocated. On that page you may find data on funding for projects, their implementation period, project executors and partners, with information updated once a month.
Other funding options
Next Generation Internet (NGI Search), a project co-funded by the European Union through Horizon Europe, has the objective to fund projects that will develop technologies and solutions centred on internet and web related activities as well as privacy and trust for users who are searching and discovering information and resources on the internet/web.
Different funding options are also available on the Digital Skills and Jobs platform, you may find a listing for Lithuania on this link.
Towards an innovative banking sector in Croatia: a training program for future FinTech leaders promises a bright(er) future
09.07.2024
The Croatian banking industry has its fair share of challenges in the digital age, and end is nowhere in sight. As one of the most regulated sectors, the banking industry is subject to frequent digital checks and verifications. At the same time, FinTech is growing in popularity – and this growth has in turn triggered a number of changes shaking through the sector. Finally, banks also share some of the problems of other industries – such as difficulties in finding the best staff to fill vacant positions. The size of Croatia’s relatively small labour market is another hindrance to success.
Croatian banks in the Digital Decade
Feeling the effects of the digitalisation, the banking sector is changing – fast. The preferences of banks’ clients also shift, with requests for personalised services, easy cross-border and currency transfers, and needs in line with globalisation and urbanisation augmenting. Information on an entity’s sustainability and corporate social responsibility levels is also often requested.
For Romana Ćaćić, Head of Division for Employee Development and Organisational Capacity in the Human Resources Management Office of the Croatian Postal Bank, the task at hand seems almost like mission impossible. Not only does bank management have to reconcile a variety of unique challenges while balancing a range of financial and privacy elements; but also has to chart a way forward for Croatian banks, enabling them to make the most out of the digital transformation openness and creativity.
FinTech training on emerging digital trends: banking sector edition
To support the development of future-proof skills and forward-looking processes across banks in Croatia, in 2023 the Croatian Postal Bank, together with Algebra University and its MBA Business School, launched an education program titled ‘Digital Skills Provision for leaders of innovatively targeted national banks in the context of the digital economy’. The program is designed specifically to address the challenges posed by the digital society and its emerging trends on the financial and banking industry and aims itself at managers, business executives, and senior level employees.
Challenges and trends of digitalisation with impact for the financial sector
The education program takes into account the particular challenges of the banking sector, taking examples from both national and global level to illustrate foundational concepts. It does not assume that the challenges identified are unique for the banking industry – but rather aims to foster specialised knowledge, fresh thinking, and an understanding of technology’s disruptive effect for participants, especially in the context of an increasingly digital economy.
Whether this is learning the changing specifics of business model transformation, discussing different digitalisation topics, or learning about the main theoretical aspects underpinning the trends we see in a digital society, soft skills – such as leadership, critical thinking, or problem-solving – can be found throughout different modules and themes.
A one-size-fits-all-employees versus a more tailored approach?
According to staff working in the School of Management and Business Administration in Algebra, tailor-made training is gaining popularity with more and more companies across industries in Croatia requesting this as part of planned learning activities. This also has links to understanding better employees’ needs, and designing strategies to develop skillsets the organisation may need.
For Arsen Šolić, e-Leadership manager at Algebra High College, this is perhaps the biggest challenge out there: education and training programs are becoming more demanding, and companies that want to involve employees in digital education need to have the funding, expertise, and even motivation to maintain it. This includes encouraging employees to develop further and getting them to experience knowledge areas that may not have appeared available or interesting before, thereby discovering new strengths.
A training session in Algebra High College, Croatia. Image credits: Algebra.hr
Informed and data-driven decision-making for leaders in FinTech
Why this program? The goal of the joint initiative by the Croatian Postal Bank and Algebra MBA Business School extends to supporting strong future leaders with sound skillsets, who are not only more resilient in the face of fast changes and adverse circumstances, but are also much more in tune with the realities of the labour market.
The training itself is structured in the most beneficial way for bank executives and senior management – participants are taught the fundamentals of being an agile leader, main existing solutions to address concrete changes, and do a run through of major global trends. This means that while learning theory, students also develop their analytical, creative and strategic management skills.
Towards a data-driven future for the banking industry
Looking at digital technologies, knowledge areas, and skillsets, there is no denying that the major technologies of today have a large influence on day-to-day banking operations, the way employees perform work-related tasks, or even the future of the FinTech sector itself.
Romana Ćaćić explains that this effects comes from the vast amount of data in the banking sector. Data-driven decision-making, or making decisions based on multiple sets of data, is a key skill bank executives of the future will have to own. Given the dominance of digitalisation and new tech solutions, a data-driven approach allows for management organisation based on measurable, relevant, and accurate data, thereby reducing uncertainties in business operations and resulting in greater transparency and accountability at all levels of the organisation.
Digital technologies may have made it easier for us to collect and manage large volumes of data – but in order to actually make data-driven decisions within financial organisations, banking executives and employees need to have specific skills – and managers should be trained in strategies to guide employees towards problem-solving strategies.
Disruptive trends: significance and potential for the banking sector
The programme consisted of 5 modules: Strategic management for innovative and agile organisations (lecturer Greg Fisher), a Window to disruptive trends and technologies in the banking sector (Božidar Pavlović), Creative thinking and problem-solving (.prof. Dr Sc. Robert Kopal and Darija Korkut), the Digital transformation of business models (Senad Kulenović) and Leadership through the challenges of continuous disruption (Ines Bezjak Kožnjak).
Real-world cases and challenges are also being utilised for training purposes. This means participants are exposed to a wide range of examples of how digitalisation can be put into work to transform and optimise business practices, bringing tangible benefits for the organisation, while insight is extracted and used to enhance the program’s usefulness.
Mock exercise: putting lessons learned into practice
Participants get the chance to develop group projects and benefit from trainer moderation, often bringing out a completely new perspective to an already ongoing project. The digitalisation of the Croatian banking sector is multi-faceted: the awareness of these different dimensions has brought additional knowledge, motivation, and a fresh perspective for each individual student.
In 2022, Croatia introduced the Euro, switching from the Croatian Kuna – an anticipated grand challenge that ended up being smooth sailing. According to Kristina Ivandić, a specialist in the Staff Development and Organisational Capacity Unit of the Human Resources Management Office, 2022 would have proven a much more challenging year had it not been for the IT sector already preparing ahead by deploying major IT developments and releases and setting the scene as early as the second half of 2020.
Who are the winners of the European Digital Skills Awards 2024?
08.07.2024
The wait is over! The winners of the European Digital Skills Awards 2024 have been announced: 5 projects from around Europe bring back the trophy for best practices in the 5 awards categories.
On 4 July evening in Brussels, during the EDSA24 awards ceremony, Rehana Schwinninger-Ladak, Head of Unit ‘Interactive technologies, Digital for Culture and Education’, at the European Commission’s Directorate-General for Communications Network, handed out the awards to 5 outstanding projects that are successfully supporting Europeans in getting the fundamental – and advanced – digital skills they need.
This year’s winners highlight a lively and varied mix of projects and organizations, showing the exciting progress in digital skills across Europe. The winners include everything from public-private partnerships to local grassroots efforts, as well as citizen groups, local schools, and EU consortia of top technical universities.
“How would you react if you woke up to a cyberattack in the company where you work?” asks Erlend Andreas Gjære, who is co-founder and CEO of Secure Practice. “The problem is that most people don’t know what to do because they have not received proper training,”!
Secure Practice provides data-driven tools to cultivate security among colleagues in a workplace. Supported by scalable cloud services, the company is putting special focus on the role of employees in cybersecurity. The project was chosen as the winner of this category because it addresses a critical gap in cybersecurity: the lack of proper training among employees. Their EU-wide campaign for interactive preparedness exercises brings together IT and security professionals to train, share perspectives, and learn collaboratively, significantly enhancing the overall security posture of organizations.
CitizenCode is an initiative launched by TRALALERE in 2021 to make digital culture, skills, and jobs accessible to everyone, from primary and middle school onwards.
CitizenCode supports children, teens, and educators, with essential digital skills and an understanding of the key elements of digital culture – with a focus on digital jobs. The project emphasizes promoting diversity in tech by including girls and structurally marginalised groups within its approach. CitizenCode won the Digital Skills in education award for its efforts to make digital culture, skills, and careers accessible to students from primary and middle school onwards. CitizenCode’s emphasis on diversity and inclusion, including collaboration with organizations like HandiTech to support children with special needs, addresses important gaps in digital education and prepares a wide range of students for the digital job market.
Digital Inclusion, by Česko.Digital and Notum, is creating an educational platform to enhance the digital skills of social workers in the Czech Republic.
This initiative aims to help social workers provide better digital support to their clients and improve the digital skills of the digitally excluded and vulnerable, who make up 30% of the population. Digital Inclusion enhances digital literacy among social workers and clients, addressing critical needs for digitally excluded populations. Recognized for its impact, Digital Inclusion promotes independence and well-being among vulnerable individuals in the Czech Republic through effective digital education… and this is why the project is the winner of the Digital Upskilling @ Work category.
‘Women Go Tech’ is a Lithuania-based NGO whose mission is to guide women towards careers in tech through mentoring sessions, providing content, organising events, and community building.
‘Women Go Tech’ empowers women to enter the technology sector through mentoring sessions led by industry professionals, curated tech content, engaging events, and a supportive community. The organization has become a vital partner to businesses, helping women navigate and meet the sector’s needs and requirements. This initiative is responding to a real need within the ICT sector: the underrepresentation of women in the ICT sector in Lithuania, and the broader European region. “Women Go Tech” aims to continue scaling in the Central and Eastern Europe region with a focus on Poland, Czech Republic, Romania, Estonia, Latvia, and Lithuania. The project ‘Women Go Tech,’ was recognized with the EDSA24 Awards in the Women in ICT Careers Award due to its impactful efforts in addressing the underrepresentation of women in the tech sector.
Founded in 2015, ReDI School of Digital Integration is a non-profit tech school that offers migrants and marginalized locals free and equitable access to digital education. The school provides high-quality coding and basic computer courses alongside a distinctive career and mentorship program.
This includes opportunities for collaboration with tech companies, startups, and industry leaders. ReDI School’s mission is to equip learners with essential digital skills, foster a growth mindset, enhance career capabilities, and build a robust network of tech professionals. More than 1.500 IT experts from over 30 countries are trained every semester as coaches, mentors or teachers, making the ReDI network an engaging success and encouraging more and more people to jumpstart their careers. ReDI’s career support network also bridges the gap between companies seeking talent, and jobseekers and helps learners become confident players in the world of work, no wonder the project was chosen as the winner for the Inclusion in the Digital World category.
On behalf of the Digital Skills and Jobs Platform, we extend our heartfelt thanks to all 267 projects, organisations and initiatives that applied this year. Your dedication to advancing digital skills across Europe is truly commendable. Each application showcased innovation, commitment, and a profound impact on our communities.
We celebrate your achievements and look forward to seeing the continued impact of your work across our continent. Thank you for your inspiring contributions to the European digital landscape!
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.
Commission publishes 2024 State of the Digital Decade Report
03.07.2024
On 2 July 2024, the Commission published the second annual report on the State of the Digital Decade, which evaluates the progress – at both the EU and national levels – towards realising the objectives and targets set by the Digital Decade Policy Programme 2030.
It explores the key drivers and challenges to achieve the EU’s digital transformation, including a new geopolitical paradigm, fostering competitiveness in a complex economic context, entering a new age shaped by generative AI, and keeping people and societies engaged in an increasingly hybrid context.
State of the Digital Decade 2024
This year’s report is a call for strengthened action to Member States to be more ambitious, as achieving the Digital Decade goals in digital infrastructure, businesses, skills and public services is critical for the EU’s future economic prosperity and societal cohesion. In this context, the Commission also updated country-specific and cross-cutting recommendations for every EU Member State to address the identified gaps.
The report shows that significant work remains to be done to reach the 2030 targets on digital skills: only 55.6% of EU’s population have at least basic digital skills and, at the current pace, the number of ICT specialists will reach just 12 million by 2030 – well below the EUR 20 million target. Amid an aging population, and increasingly technology-driven society and growing competition for digitally skilled talent, the report calls for a more coherent and strategic framework of investment, governance, and capacity-building for effective and inclusive digital skills and talent development.
Member States should prioritise investment in digital education and skills in line with the Council Recommendation on improving the provision of digital skills and competences in education and training, including targeted policies for groups most in need. In particular, they should support early exposure of young people, particularly girls, to STEM, promote VET and lifelong learning in the domain of ICT, increase the academic offer in advanced digital skills, facilitate collaboration among higher education institutions, boost industry integration and foster diversity and inclusion, particularly of women.
Further information
More information on the 2024 State of the Digital Decade package can be found on the official webpage of the European Commission.
Unlocking the Future of Food Safety: Introducing TRUSTFOOD's New Blockchain Training Courses
02.07.2024
Globalization has led to the fragmentation of the food supply chain, with different stages of production, processing, packaging, and distribution often occurring in more than one country. This complexity can make it challenging to monitor and ensure the safety and quality of food products. Additionally, with food products travelling across borders, there is an increased risk of contamination, adulteration, and foodborne illnesses. Ensuring the safety of food products throughout the supply chain has become a significant challenge. Finally, consumers are becoming more conscious about the origin of their food and the ethical practices involved in its production. However, due to the complexity of global supply chains, it can be difficult to provide transparency and traceability.
Blockchain technology can offer solutions to these challenges by providing a decentralized, immutable, and transparent ledger for tracking and tracing food products throughout the supply chain. It has the potential to revolutionize the food supply chain by improving traceability, enhancing food safety, increasing efficiency, and fostering greater transparency and trust between stakeholders.
TRUST-FOOD’s Objective
Blockchain is a rapidly growing field, and individuals with expertise in this technology are in high demand across various industries, including the food supply chain. Training in Blockchain can open up new career opportunities for participants, equip them with valuable technical skills making them contributors to innovation within the food supply chain by leveraging Blockchain’s capabilities to address challenges such as traceability, transparency, and food safety.
TRUST-FOOD project provides a comprehensive and adaptable set of courses on Blockchain technology (BCT), specifically designed to enhance the skills of employees and jobseekers within the agri-food sector.
TRUST-FOOD’s Solution
TRUST-FOOD accommodates multidisciplinary approaches to provide affordable access to high-quality specialized BCT training courses through the development of an integrated learning environment that leverages both theoretical knowledge and interactive learning to enhance the effectiveness of the training process. The courses are tailored to meet the real needs of agribusinesses, reflecting the latest advancements in BCT. They cover a broad spectrum of topics, ranging from foundational knowledge on Blockchain technology and digital assets to specialized applications within the food supply chain, such as traceability, smart contracts, and tokenization.
Each course is designed to cater to a diverse set of learning objectives and styles, incorporating a variety of interactive elements like quizzes, videos to ensure a rich and engaging learning experience, and will be delivered through various learning methods and environments, including online and onsite lessons, utilizing the online learning environment in the second option to address every need.
Figure 1. Main Methodological Structure of the Project’s Design
The Training Courses
TRUST-FOOD partners have successfully completed the creation of a series of 20 specialized courses, available in 7 languages (English, Greek, Slovenian, Lithuanian, Ukrainian, Italian and Romanian) and the training offer officially starts in July 2024:
Introduction to Blockchain Technology and Digital Assets
Exploring Digital Asset Management and Tokenization
MiCA (The Markets in Crypto-assets) Regulation and CBDC (Central Bank Digital Currency
FinTech with Example Applications in Food Supply Chain
Tokenization with Example Applications in Food Supply Chain
Introduction to Blockchain in the Food Supply Chain: Building Trust and Ensuring Safety
Basic Blockchain Skills
Advanced Blockchain Skills
Areas of application for Blockchain Technology
Smart Contracts with Example Applications in Food Supply Chain
Blockchain platforms
Blockchain and Traceability in relation to Food Supply Chain Integrity
Blockchain Applications for Food Quality Assurance and Certification
“ESG and SDGs in Food Supply Chain using Blockchain Technology
Climate Action, Energy transition and Blockchain in Food Supply chain
Blockchain Adoption Strategies for Small and Medium-sized Enterprises in the Food Sector
Ethical Considerations and Governance in Blockchain-enabled Food Supply Chains
Combined Powers: Blockchain and Internet of Things in Transforming the Food Supply Chains
Combined Powers: Blockchain and Artificial Intelligence in Transforming the Food Supply Chain
Roadmap for the use of Blockchain Technologies in the Food Supply
This consultation aims to understand the needs of various stakeholders regarding digital transformation, explore the benefits of DIGITAL, and identify potential improvements. The consultation targets broad stakeholder groups including small and medium-sized enterprises, academia, social partners, public authorities, and other public and private organisations, non-governmental organizations, and citizens and from EU Member States and associated countries.
About the Digital Europe Programme
The Digital Europe Programme is an EU funding initiative aimed at enhancing the EU’s digital capabilities and promoting widespread adoption of digital technologies across businesses, citizens, and public administrations. With a budget of over €7.9 billion, the Digital Europe Programme is focused on bringing digital technology to businesses, citizens and public administrations.
Why contribute?
The Commission will publish a summary report of the consultation findings and stakeholder responses. This feedback will be key in identifying potential improvements within the Digital Europe Programme (DIGITAL) and guiding the design of future initiatives. The insights gained from this consultation will enhance the current program and help shape effective strategies and policies for future digital initiatives across the EU.
Who are the winners of the European Digital Skills Awards 2023?
28.06.2023
The wait is over! The winners of the European Digital Skills Awards 2023 have been announced: 6 projects from around Europe bring back the trophy for best practices in the 5 awards categories.
Yesterday evening in Brussels, during the EDSA23 awards ceremony, June Lowery-Kingston, Deputy Director and Head of Unit at DG CNECT, European Commission, handed out the awards to 6 outstanding projects that are successfully supporting Europeans in getting the fundamental – and advanced – digital skills they need.
The level of the 330 entries in 2023, European Year of Skills, was extremely high, across all 5 categories. There are so many engaging projects happening all across Europe showing that digital skills are for everyone – regardless of age, gender, dis/ability, and location. Each of these award-winning projects is each making a real difference in innovative and effective ways, offering potentially life-changing opportunities for girls, children, those with intellectual disabilities, and non-tech professionals.
June Lowery-Kingston, Deputy Director and Head of Unit at DG CNECT, European Commission
Among the winners very different projects and organisations: from private-public partnerships to local grassroots projects, from citizen organisations and local schools to EU consortia putting together high profile technical Universities, this year’s winners show a lively picture when it comes to digital skills in Europe.
Ubbu is a computer science and programming platform that teaches kids, aged 6 to 12, how to code through game-based lessons. Kids learn to solve logical challenges and develop problem-solving skills while learn the Sustainable Development Goals.
It was developed by the Portuguese education and social impact startup Ubbu and its implementation in public schools in Portugal is supported by the Ministry of Education, the Foundation for Science and Technology, the University of Aveiro, Altice foundation, Santa Casa da Misericórdia Lisboa, Montepio bank and Siemens Portugal
The project was chosen as the winner of this category for its capacity to scale and have a wide impact in multiple countries, and for its attractive format. It is a platform specifically conceived to be used by families, teachers, and people with no coding experience, therefore making it a formidable tool for children and adults to learn together. Additionally, Ubbu’s business model makes it highly sustainable over time.
Open the Box was launched in 2020 in the midst of the COVID-19 pandemic with the goal to build a scalable and effective media literacy project. It focuses on tackling online disinformation, and targets teachers and educators to enhance the digital skills of students between the ages of 11 and 18.
Dataninja is the leading organisation behind this project, working together with partners such as SkyTg24, Meet Digital Culture Center – Fondazione Cariplo, Fondazione Compagnia di San Paolo, Fondazione Agnelli, Sapere Digitale, Provincia Autonoma di Bolzano, Liceo Peano di Cuneo, Istituto Avogadro, Capgemini.
The Jury selected Open the Box as the winner based on the project’s sustainability and scalability. After the initial 3-year pilot phase in secondary schools, the initiative plans to expand its reach to primary schools teachers and educators. It also aims to collaborate with NGOs and educators working in disadvantaged areas, as well as with public libraries, cultural centres and foundations, thereby ensuring accessibility for marginalised groups, vulnerable people, people with special needs. The future step for Open the box is to expand the project in other European languages and countries.
Pix is an online public service used to assess, develop, and certify digital skills in France, Belgium, and across Europe. Over the course of 6 years, PIX has helped +4,5 million students per year improve their digital skills through fun and challenging tests, but also teachers monitor digital literacy of students. The project is led by the French Ministry of National Education, the Ministry of Higher Education and GIP Pix.
Pix was selected as the winner for its particular scope and impact on students, teachers, and schools. It has played a crucial role in enhancing digital literacy not only in France and Belgium but also across Europe. With its mission to support the digital skills of young learners, Pix has been instrumental in improving digital skills and fostering lifelong learning opportunities for individuals.
Digi-ID is a pan-European multidisciplinary project funded by EIT Health, launched by Trinity College Dublin, together with National Learning Network/Rehabcare, Brothers of Charity, Avista, St Michael’s House, Central Remedial Clinic, Stewarts Care, MADoPA, Karolinska Institut, University of Zagreb. It focuses on health, education, and technology for individuals with intellectual disabilities (ID). Building upon the experiences and activities with over 500 people with ID, the team developed “DigiAcademy”: an accessible digital skills education platform. The project stood out as a deserving candidate for the award due to its co-design and co-development process involving people with ID. By prioritizing accessibility, user-friendliness, and tailoring the platform and content to the specific needs of the target audience, DigiAcademy offers a unique and valuable resource for digital skills education.
Launched in 2014 in Italy, Girls Code It Better is a free digital creativity and entrepreneurship project that brings girls closer to tech and STEM careers. The project is led by Officina Futuro Fondazione W-Group.
There are two key reasons for selecting Girls Code it Better as a winner of EDSA23. Firstly, the project promotes not only digital but also entrepreneurship paths for girls and secondly, the initiative’s impressive reach and impact played a significant role in its selection. With 522 clubs established across 223 secondary schools and over 10,000 girls participating from 17 Italian regions, Girls Code It Better demonstrates its scalability and effectiveness in engaging girls and nurturing their interest in ICT and STEM careers.
The Master in Artificial Intelligence for Public Services (AI4Gov) is a higher education programme funded by the European Union and developed by four leading European universities in the fields of digital, technology, and engineering science (Universidad Politécnica de Madrid, Spain, Politecnico di Milano, Italy, Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany and the Tallinn University of Technology, Estonia). Participants acquire the expertise to revolutionize public service delivery through ethical and impactful AI implementation.
The project has been selected as winner of the Awards for representing innovative approach to higher education, combining the fields of AI, public services, and digital transformation. The project pioneers a unique educational pathway that addresses the growing demand for AI skills in government and administration.
About the Jury of the EDSA23
The Digital Skills and Jobs Platform of the European Commission, who organised the Awards, received 330 applications from all European countries. The 6 winners were selected from a list of 28 finalist applications by a jury composed of 5 experts: Alice Bougnères, Stefano Kluzer, Keith Quille, Veronica Stefan and Juliane Reppert-Bismarck.
Working together with the National Coalitions for Digital Skills and Jobs: the winners and the jury of the EDSA23 co-create solutions and concrete actions for digital skills
Representatives from the winning projects were invited to receive the awards during the dedicated ceremony in Brussels, but also took part the following day in an interactive workshop together with the National Coalitions for Digital Skills and Jobs.
Both winners and three of the jury members, Alice Bougnères, Stefano Kluzer and Veronica Stefan, put their hands-on experience and expertise to the service of the Europe-wide network of Coalitions: local national organisations that are supporting and promoting digital skills at all levels in their own countries.
During the workshop challenges were identified and interesting solutions were co-created together, and these will inform potential future initiatives in European countries.
PTSOC – the .PT Security Operations Centre was created in 2019 within the DNS.PT Association with the primary objective of strengthening the Portuguese ccTLD’s capabilities to detect, respond to, and prevent security incidents and cyber threats, while simultaneously increasing levels of cooperation within the domain name management ecosystem and promoting digital skills, in particular cybersecurity best practices and the adoption of secure protocol standards.
About the DNS.PT Association
The DNS.PT Association is a private non-profit association responsible for managing domain names under the .pt ccTLD. Its mission is to ensure stable and reliable domain management, focusing on technological innovation that meets the needs of the national community and respecting privacy and data protection laws.
The DNS.PT Association has been working closely with the Portuguese authorities, registrars and the user community to promote a safer and more reliable cyberspace under the .pt domain. To this end, a catalogue has been developed with tailor-made and free services based on collaboration and institutional dialogue, with the aim of strengthening cybersecurity skills and good practices in online presence and communications.
This allows citizens, professionals, and small and medium-sized enterprises (SMEs) to benefit from training and awareness-raising in cybersecurity areas, technical support in implementing security standards (such as DNSSEC), cybersecurity content such as that provided in PTSOC News, and cooperation in detecting and responding to security incidents.
Why is PTSOC a good practice?
The commitment to strengthen the Portuguese was reinforced in 2023, with the close collaboration of several national reference players, particularly INCoDe.2030, Rampa Digital, National Police (PSP), CISCO, and NAU, enabling a range of significant achievements, including:
Successful organisation of 16 cybersecurity workshops – particularly in regions marked by regional asymmetries – an action that reached over 600 people throughout Portugal, and simultaneously takes into account disadvantaged and vulnerable communities in line with the objectives under the Skills Agenda for Europe and also the Digital Decade targets of the European Commission by 2030.
Building a collaborative environment of like-minded stakeholders and partners via sharing of cybersecurity awareness materials with a network of contacts and partners, through the website and social networks, and via highlighting PTSOC’s news – a quarterly magazine created to inform, enlighten and educate through news, analysis, opinion articles, documents and relevant indicators in the area of cybersecurity.
Development and promotion of free massive open online courses (MOOCs) – on the topics of “Cybersecurity Risk Management for Organisations” and “Business Continuity Management” – with over 5000 people throughout Portugal participating.
Fostering skills-building and security through PTSOC
By providing training opportunities designed specifically for cybersecurity professionals, PTSOC is instrumental in bridging the skills gap identified in the Portuguese labour market.
Established collaborative networks between universities and private organisations has already started to lay down the foundations of a strong national talent pool. Internships, workshops and certification programs developed in this context have helped to improve the skills landscape in Portugal to a massive extent. PTSOC is working on more and more of those as part of their commitment to promoting cybersecurity skills, and leaving no one behind.
On 25.06.2024, the fourth edition of the youth science festival “Hello, Space|Bulgaria Calling!” took place. The initiative is focused on encouraging children and young people to pursue careers in the space science and STEAM fields and is a day where young and old can be inspired by the many companies present, the inspiring speakers, the engaging workshops, and the exciting demonstrations.
This year’s edition was held in Sofia Tech Park and gathered over 1500 children from all over Bulgaria. The festival included over 50 interactive booths, over 15 workshops, over 15 intriguing lectures, and numerous demonstrations.
Attendees had the opportunity to enjoy amazing technologies such as Yettel’s recycler, Samsung’s cube, drones, rockets, 3D modeling machines, and one of the greatest human inventions – Gutenberg’s printing press.
The children also enjoyed the many workshops that included exciting Minecraft missions, robot demonstrations, experimenting with DNA molecules, making space devices out of everyday materials, building a LEGO robot, and much more.
The highlight of this edition was the personal presence of the former NASA astronaut, now Astronaut Commander at Axiom Space – Michael Lopez-Alegria. On stage, he talked about his space missions, the future of space and answered questions from 10 curious children. His talk sent everyone into space and inspired young and old to chase their dreams to the stars, moon, Mars, and beyond.
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.
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.
The Computational Thinking Programme, a collaborative effort between the Directorate for Digital Literacy and Transversal Skills and the eSkills Malta Foundation, represents a strategic initiative currently in its pilot phase, implemented in 10 Maltese State Primary schools, one from each college.
At its core, this programme has two primary objectives. The first is establishing a sustainable educational framework spanning the entire spectrum of Primary Education, starting with kindergarten classes and progressively targeting specific learning outcomes in subsequent school years. This ensures that computational thinking becomes an integral part of the students’ educational journey from the very beginning. The second objective is to make computational thinking and coding activities a sound aspect of school culture. Instead of sporadic efforts, these skills will become a fundamental and ever-present part of students’ learning experience.
The Computational Thinking Programme places significant emphasis on providing both educators and learners with crucial skills. Equip educators with the necessary knowledge, skills and attitude to effectively integrate computational thinking into their teaching practices, thereby empowering learners to develop their computational thinking competences. In addition, students actively engage in the programme, and acquire problem-solving skills that allow them to break down complex challenges into more manageable tasks, by logically arranging them. In addition, they cultivate logical and rational thinking, which lays a solid foundation for making informed decisions and resolving complex issues, and ensures that they are well prepared for a successful life.
The programme includes:
Training sessions offered by the respective providers: Between October 2022 and January 2023, a series of hands-on training sessions were conducted by the respective providers. Education Officers (Curriculum), the Primary Digital Literacy Support Team, school coordinators, as well as two educators from each participating primary school attended these engaging training sessions. During these training sessions, participants became more familiar with the concepts of Composite Thinking and Learning Outcomes. These sessions helped educators improve their ability to effectively integrate Computational Thinking concepts into classroom environments.
Provision of resources: Through the collaboration with eSkills Malta Foundation, the resources were procured following thorough market research and received procurement approval from MEYR. These resources were provided to the participating schools.
Curriculum Alignment: The programme includes the mapping of computational thinking and coding activities to the curriculum, and ensures that they align with the educational goals and standards of the primary school system.
Field support: The Primary Digital Literacy Support Team provides continuous on-site support during classroom activities and Curriculum Time sessions. This support aims to facilitate the smooth integration of computational thinking into the educational process.
Inheritance: The Comprehensive Thinking Programme has a broad vision that extends beyond the boundaries of the classroom. It seeks to cultivate a mindset among students, one that values curiosity, adaptability and resilience. This mentality empowers them to thrive in a rapidly changing world, where the ability to adapt and solve new problems is paramount.
Through partnerships with various stakeholders, the programme also aspires to fundamentally transform education itself. The aim is to integrate computational thinking into curricula, thereby redesigning the very foundation of the education system. This change not only prepares students for the digital age but also ensures that education aligns with the needs of an ever-evolving world, effectively putting the next generation to success.
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.
The San Blas Digital Skills School, an initiative by Ayuntamiento de Madrid and its partners, is part of the “Madrid, Digital Capital” strategy to position Madrid as a benchmark city in digital transformation. Located in the refurbished Santa Marta de Babio educational complex in the San Blas-Canillejas district, the school focuses on creating a training and employment space for young people and new technologies. The goal is to establish a new management model for training, education, and employment promotion activities.
Who are the Beneficiaries?
The primary beneficiaries of the San Blas Digital Skills School are citizens of Madrid, companies interested in digital innovation, and public and private entities committed to digital transformation. The school aims to stimulate and promote employment related to digital transformation, innovation, and the use of digital environments. The school targets young people, job seekers, and professionals seeking to enhance their digital skills and employability by offering various resources and activities. Additionally, companies presenting innovative proposals for digitalisation benefit from the school’s initiatives, making it a comprehensive hub for digital skills development in Madrid.
Current Impact
Since its launch in February 2023, the San Blas Digital Skills School has seen steady growth in participation. Throughout the year, 9,108 individuals engaged in the school’s activities, with the latter half recording monthly participation figures exceeding 1,000. Over 546 activities were conducted in 2023, with 66% focused on digital training and education. The school hosted significant events such as the 1st San Blas Job Fair. These efforts have contributed to transforming citizens’ vision regarding job opportunities in an increasingly digitalised environment, fostering the creation of digital talent geared towards innovative processes.
Why is it a Good Practice?
The San Blas Digital Skills School exemplifies best practices in digital education and employment promotion by addressing the critical need for digital literacy and employability. By providing a wide range of activities, including training sessions, workshops, exhibitions, and professional conferences, the school ensures that participants gain both theoretical knowledge and practical experience. The mentoring and advice from professionals, along with modern facilities equipped with state-of-the-art devices, create an optimal learning environment. The school’s comprehensive approach, including leisure activities to develop personal, social, and digital skills, ensures the holistic development of participants. The collaboration with citizens, companies, and public and private entities further strengthens its impact, making it a model for digital skills development and employability in the city of Madrid.
Sparks, an initiative by Lascò and partners, addresses the profound educational challenges posed by the COVID-19 pandemic, which disrupted the learning pathways of nearly 1.6 billion students globally. This disruption threatened to cause a ‘long-term learning loss’ as students struggled to re-engage with educational activities. Recognising the need to keep students engaged, Sparks developed gamification-based tools to create innovative and engaging learning experiences, leveraging game elements to enhance learner motivation.
Who are the Beneficiaries?
Sparks primarily targets Vocational Education and Training (VET) providers, aiming to address the pandemic-induced challenges of maintaining learner engagement and motivation. The initiative supports VET learners, teachers, and trainers in adapting to online learning and increasing their digital skills. Additionally, Sparks involves school, higher, and adult education providers, policy-makers, other relevant EU projects and initiatives, experts in ICT and gamification, and the media. The initiative aims to enhance the digital competencies of educators and provide learners with opportunities to improve their transversal and lifelong skills.
Current Impact
Since its inception, Sparks has directly engaged over 1,200 VET professionals and learners. The project outputs have been downloaded more than 1,500 times, with 87% of educators and 89% of students recommending the Learning Management System to their colleagues or peers. The dissemination activities have reached over 25,000 recipients, significantly increasing the competencies and tools available to VET educators for delivering gamified eLearning experiences. The initiative has been recognised as a best practice by the UN Global Compact for its contribution to the Sustainable Development Goals.
Why is it a Good Practice?
Sparks addresses the critical need to keep students engaged in learning during the pandemic, mitigating the risk of long-term learning loss. The initiative enhances the ability to use digital technologies creatively and collaboratively by developing innovative tools and practices for VET providers. Providing a conceptual framework and gamified eLearning program templates supports the design of engaging learning experiences. The gamified Learning Management System, available in seven languages, facilitates creating, delivering, and managing gamified courses, offering practical examples and step-by-step guidance. The initiative’s comprehensive approach, including best practices reports, facilitator guides, and eLearning modules, equips VET educators with the skills and resources needed to motivate learners effectively. Sparks exemplifies the successful integration of gamification into education, fostering a more engaging and resilient learning environment in the face of unprecedented challenges.
Funding opportunities for upskilling and reskilling to support the digital competences of individuals and organizations are available in form of grants, loans 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+, Interreg and EEA grant schemes. You may find more information on the EC page of Latvian Recovery and Resilience Plan.
When it comes to digital skills and digital transformation, the lines of action are outlined in the Digital transformation Guidelines 2021-2027. Related funding opportunities are channeled throughout EU schemes, the RRF and other National funding schemes.
In Latvia, 188 million from EU funds are allocated for digital skills, including 79 million from the national RRF, in the period 2021-2027:
30 million for digital basic skills
106 million for above-basic-medium skills
49 million for advanced digital skills
Funding is available to support the actions in the following domains:
Impact focused investment
The place of Digital competences in education and training systems
The role of industry, social partners and other stakeholders
Advanced digital skills for Labour force
Governance of digital skills and education policies
The funds of the RRF can be combined with other forms of European funds, such as the 2021-2027 EC Social funds, Regional Development funds, and other forms of partnership.
Latvia’s recovery and resilience plan supports the digital transition thanks to investments in the digitalisation of public administration and public services (€129 million) and by supporting the digital transformation of businesses and by creating a better environment for research and innovation with measures to improve the digitalisation of small and medium sized enterprises (€125 million). The plan includes measures to deploy high-speed broadband that should help further improve digital infrastructure (€12.5 million) and reforms in favour of digital upskilling, such as improving the basic and advanced digital skills of citizens, enterprises and public administration (€95 million).
The main instruments used by the National Government in support of the digital transition, and the uptake of digital skills to bridge the digital divide are targeted to different audiences:
The Digital competences development for Adults life long learning activity is coordinated by Ministry of Education and Science of Latvia, and it includes different digital competence development programs which are mapped to Digital Competence Framework levels 1-6.
Funding allocated to digital competence development programs by State Employment agency. These programs are developed to enhance the competitiveness and promote the labor market integration of individuals who are unemployed, job seekers, and those at risk of unemployment (hereinafter referred to as the target group). As part of the allocated funding, the State Employment Agency will provide career counseling, retraining, and upskilling programs for the unemployed. Additionally, they will assess the professional competences acquired outside the formal education system.
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
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
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.
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.
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.
Vivacom becomes one of the first mobile carriers in the world and the first in Bulgaria to start testing the latest mobile technology – 5.5G.
5.5G launches the next stage of 5G technology, following the latest mobile network standards. The tests have confirmed a network capacity increase of nearly 10 times. 5.5G technology is expected to bring even greater productivity, efficiency, and less latency. Additionally, artificial intelligence is envisioned to be a large part of the network and provide optimization of power consumption. 5.5G will ensure the use of next-generation applications and services requiring higher capacity and faster data transmission. It is believed that this new technology will support the transition to 6G, which is expected to begin within 5 years.
As the first mobile carrier in the country to test the technology, Vivacom has positioned itself among the innovators in the telecommunications sector and achieved incredible results in lab tests. The company says that in case of successful tests, their next step will be the gradual introduction of the technology in Bulgaria, making us one of the first countries to use 5.5G.
Following the success of the first edition of Technovation, Manager magazine is preparing the second edition in 2023. This year’s Technovation event will discuss how the sector is developing in Bulgaria and around the world, as well as what investors are looking for and how to enter foreign markets. What kind of relationship will we develop with artificial intelligence? What does the next generation of technology have in store for us? How will the fintech scene evolve? What are some successful examples of creating new business opportunities through innovation?
In 4 discussion panels, leading executives and experts with recognized authority will discuss how technology is improving the business environment.
Audience: C-level reps/decision makers from tech companies as well as other sectors – retail, trade, heavy and light industry, transportation, healthcare; entrepreneurs; investors; consumers with a passion for technology.
Distribution: The event is being recorded and videos from the individual panels will be posted a few days after the event on manager.bg, Facebook and LinkedIn.
This year’s tech event will look at:
How the sector is developing in Bulgaria and around the world, as well as what investors are looking for and how to enter foreign markets?
What relationships will we develop with artificial intelligence?
What does the next generation of technology have in store for us?
How will the fintech scene evolve?
What are some successful examples of creating new business opportunities through innovation?
PROGRAMME:
Panel One: Investments in tech: staying ahead
Panel Two: AI era: Hello, I am here
Panel Three: Fintech 2023: What’s coming?
Panel Four: Flying in the clouds
Details of the topics, panelists and a registration form for free attendance in the room can be found here.
THE BEST TEACHING PRACTICES FOR THE YEAR WERE AWARDED AT THE LARGEST EDUCATIONAL FORUM IN BULGARIA
03.05.2023 |
Over 400 teachers, principals and education experts took part in this year’s edition of the educational event “Best Practices in Focus” on 29 and 30 April in Sofia.
Art Therapy Studio to improve students’ emotional competencies; project-based learning to celebrate the holidays of different ethnicities in school and develop tolerance among students; a student portfolio in biology to develop scientific literacy, short-term memory and motivation; and a comprehensive school strategy for environmental education and developing awareness of global challenges related to climate change. These are the educational practices that were rated highest in this year’s Best Practices in Focus competition. For the second year in a row, the competition collects, describes and promotes good examples of the work of teachers in Bulgaria.
The awards were presented on 29 April in Sofia during the largest educational event of the same name, which brought together more than 400 teachers, principals and educational experts to exchange experiences, inspiration, practical workshops and search for new approaches to engage students in the 21st century.
The organizers of the competition and the final event “Good Practices in Focus” are the Foundation “Together in class” and the educational website prepodavame.bg.
The winning practices are reviewed and evaluated by an expert jury of over 40 people. In the selection criteria, they look for practices that are effective, sustainable and improve the well-being of children, promote youth participation and support students’ academic progress.
“We often talk about what is not happening in Bulgarian classrooms, what needs to be changed and fixed. This gives the wrong impression that meaningful and inspiring things are not happening. With Good Practices in Focus, we want to show just how much resource and potential there is in the country’s schools. We have received many good examples that we believe will be useful for teachers in other schools – to find inspiration, to find like-minded people and to look for new opportunities to be even more helpful to their pupils.”
In addition to jury awards, audience awards and additional special awards were presented to some of the partners in the event.
In the program of the event, in addition to the awarding of the best practices, teachers from all over the country had the opportunity to participate in an important discussion on how we provide quality education to all students with the participation of Anelia Andreeva from the National Inspectorate of Education, representatives of the World Bank and education experts. [recording of the discussion coming soon]
After the discussion, the forum participants drew on the experience of Dr. Rima Shore, head of the Bank Street College of Education in New York. She inspired the attendees with a lecture on “Empowering Teachers”, which focused on the power and impact of teacher empowerment [lecture recording coming soon]. She also led two hands-on workshops on strategies for improving student well-being and progress and adapting best practices from elsewhere. The workshops were highly appreciated by teachers and helped many of them to imagine how they could innovate more in their teaching practice.
In addition to the international guest, the teachers at the forum learned experientially through practical workshops prepared by teachers from Sofia, Varna, Staza Zagora, Knezha, S. Bohot, S. Rumyantsevo.
The first day of the event also introduced teachers to over 30 educational organizations and initiatives during a special educational exhibition.
More about the event and a full list of the award winners can be found here.
REGISTRATION FOR THE COMPETITION "DIGITAL INNOVATORS IN EDUCATION" OPENS
03.05.2023 |
Traditionally, the campaign and the award ceremony will be held under the patronage of the Minister of Education and Science
From today, 3 May 2023, the registration for the Digital Innovators in Education Teacher Competition 2023, organised by BAIT for the fourth consecutive year, will open.
The aim of the competition is to reward and encourage best practices in the use of digital content, the connection of schools with business and the preparation for the establishment of STEM centers. The competition is looking for teachers – digital innovators, teaching from 1st to 12th grade.
All teachers, including assistant teachers, teaching students from 1st to 12th grade in all subjects included in the curricula of the Ministry of Education can participate. Any teacher may apply or be nominated* in one or more categories. (*Nominations also require completion of all fields on the application form, as well as supporting evidence.)
Registration in the competition is done by submitting an Application Form.
Deadline for registration: 26.05.2023 by 17:00.
Links to posts, testimonials, comments from students and parents on Facebook, LinkedIn, learning platforms, received via email, test scores, videos, links to materials and videos will be accepted.
The competition will determine award winners in the following 4 categories:
1.Technological Innovation:
Application of ICT in the overall learning process – tests, homework, visualization and examples;
Additional technological innovations – simulation environments, automation, generation of unique tests with the same degree of difficulty (scoring and individualization), authorship check;
Use of special technological tools in extracurricular activities – 3D printers, computer aided design systems /CAD systems/, virtual reality, etc.;
Contribution to the learning of the material (comparison of test results with previous years).
2. Quality learning content:
Interactive presentation of content: engaging students in the delivery and preparation of the lesson;
Learning through fun with a platform based on games and building different worlds that encourages creativity, collaboration and problem solving /games, quizzes and other forms with a competitive element/;
Feedback from parents , students and guest speakers;
Multiple use by other teachers and/or schools.
3. Practical orientation of information technology teaching:
Teacher participation in the Business Teaches NP (by updating knowledge and introducing examples from practice to enhance the practical focus of teaching and/or using practitioners as teaching assistants, guest lecturers). Using practical examples and knowledge of new technologies acquired during training in companies in the teaching process;
Other forms of collaboration with business to make classroom learning more practical;
Extracurricular forms of cooperation with business – internships, workshops and visits to companies.
4. Contribute to a quality STEM center:
Preparing for the use of the STEM center in the learning process;
Preparation of attractive and interactive content for after-school activities/clubs;
Preparing teachers to successfully use the technology tools in the STEM center;
Programs to generate interest in STEM;
STEM Skills Formation Programs.
The jury, which includes the members of the Management and Supervisory Boards of BAIT, will award the best applications from 1st to 3rd place in each of the four categories.
The winners will be awarded at an official ceremony at TechnoMagicLand on 27.06.2023.
The story of WordPress is curious and exciting, it is one of those rare series of events that show how beautiful life online can be and what amazing possibilities it creates.
Today, different programming languages, platforms, and libraries are multiplying faster than ever, which is why it’s especially impressive that more than 1/3 of the sites on the Internet today are based… on the same technology. And it’s jazz-related.
WordPress came along at the right time to become the venture that allowed anyone to make their well-designed website easily and without digging deep. The story is particularly interesting, Matt Mullenweg created the platform willy-nilly, insisting on its independence and general accessibility while at the same time… managing to amass a serious fortune. And to remain one of the most positive characters in the times of ubiquitous internet.
Jazzzz
WordPress came along just in time at the moment when the web suddenly became accessible and websites were ready to offer a variety of content. The open source platform has rallied a huge community around it. Thanks to it, today it’s easier than ever to have a well-designed website without being a programmer, designer, or having any experience.
It’s very hard to realize what 1/3 of today’s internet means. Different sources give differing figures, but it is approximately 450 million web pages! With not only the number, but the ratio not stopping growing in recent years, WordPress is adding 2% to its “share” of the web per year, and some say it has even passed the 40% mark!
Today, the project’s main database houses 423,759 lines of code, and because the programmers work on a volunteer basis, 112 years of hours of work have been put into the project so far.
And it all started completely by accident, from the curiosity of a kid.
It’s 2003, and 19-year-old Matt Mullenweg is a freshman at the University of Houston. He decided to start a blog and chose the b2/cafelog platform. He wants to show his classmates the pictures he took on a trip to Washington. The blog was called Photomatt.net, and later became simply Ma.tt.
At that time only 2000 sites were made using b2/cafelog. The platform is far from perfect, Matt needs minor improvements so he can upload his photos. So he’s trying to get in touch with the people who created the project… And today, all of us who use WordPress are very lucky that he’s hitting rock bottom.
The creator of the platform is gone, and Matt decides to seek advice in one of the popular programming forums. “My blog’s software dilemma,” the youngster christens the topic, and explains, “The platform login software I use hasn’t been updated in months, and the main developer has disappeared. I can’t find him anywhere, but I hope he’s at least okay.”
Days pass, only one comment appears below. One Mike Little writes: “If you’re serious about the idea of making a successor to b2, I’d be interested in getting involved.”
Summertime
And then, things just happen. Slowly but surely, their project began to gain a following to become what WordPress is today – the platform that gives everyone the chance to be featured in the online world.
Symbolic or not, the project was officially created on April Fool’s Day, the date becoming WordPress’ birthday.
People don’t stop preferring WordPress until today because in its basic form, you don’t need to know how to code. The system is simple, intuitive, and time-tested. And if you do a little programming, you can develop your project without limits. Of course, there are no perfect solutions, WordPress is not always the best choice. But it’s definitely a myth that it’s only suitable for more modest projects, and today it’s used by BBC America, Bloomberg Professional, TechCrunch and The New Yorker.
But we mentioned jazz… What does it have to do with a platform for websites? It’s a stylish decision by the developers, which WP fans are well aware of, to name each new version of the platform after a favourite jazz artist. The first official version, from January 2004, is named after Miles Davis, and the latest, from November 2022, is named after pianist Mikhail Alperin – Misha. With the release of each new version, the creators of WordPress also release a short playlist of their favorite performances of the selected jazzman.
“Technology is most useful when it brings people together,” says Matt Mullenweg.
But how did he and his followers walk the long road to success? How did he manage to become a successful entrepreneur despite becoming popular with open source? What are the WordPress creator’s views on the future of the web and the big questions of today? Read on the Digital Stories website.
Some think women don’t understand technology. However, this is far from the case and the proof is in the fact that there are many women professionals who have proven their worth in a wide variety of professions. We present to you a few of the most stunning ladies who have left their name in the history of programming:
Countess Ada Lovelace
Have you heard of her? She’s the daughter of the great poet George Byron. And shocking as it may be, she was the world’s first computer programmer. She was born in London in 1815. As a little girl, Ada loved to curl up in some secluded corner with a pen and a notebook. Her mother feared that her daughter had inherited her father’s literary talent and would carry on his work. Ada, however, was not interested in poetry at all-she was obsessed with the idea of the airplane she was designing.
When she was 17, Ada met mathematician Charles Babbage, who is known as the inventor of the first computer. The girl translated Babbage’s work, Elements of Charles Babbage’s Analytical Engine. Interestingly, the translation itself was accompanied by her personal explanations of 52 pages, writes iskamdaznam.
Among other things, she describes the algorithm for calculating Bernoulli’s numbers in order for the computer to understand them. Her calculation sequence can safely be considered the first computer program. Many of the girl’s ideas became the basis for the development of modern programming. In her notes, things like “work cell”, “subroutine”, “loop” are mentioned for the first time in the world.
Grace Hopper
As a child, she was famous for her proverbial curiosity. She remained so. Little Grace dismantled seven alarm clocks – quite puzzling her mother with these actions. Because of her father’s illness, she didn’t want to be another American wife who would be nothing more than a housewife. A decent dowry, however, was not as important as a good education. Therefore, the father chose the latter, which determined his daughter’s fate. The talented Grace Hopper quickly earned her doctorate at Yale. When World War II began, the girl went to serve in the Navy. In 1943, she was transferred to the Artillery Computer Bureau at Harvard University. She was among the first programmers of the Mark I computer. Grace Hopper created the COBOL programming language, which is still current. She first used the term “bug” in her bug report.
Marisa Mayer
Mayer breaks all existing stereotypes about female intelligence by becoming CEO of Yahoo! She was born into a family of an engineer and an artist in 1975 in Wisconsin, USA. After graduating with an MBA from Stanford, she began working at Google, where she became the first female software engineer. Later she worked from one department to another, doing web design, dealing with management, marketing, staff training. As a result, the indefatigable blonde found herself president of the IT product development department.
Marissa Mayer found herself in a difficult situation when she was offered the CEO position at Yahoo because she was pregnant. It is well known that this is not a prerequisite for career development. However, Marissa impressed the board of directors. The company’s management did not doubt for a moment that she was the one to lead Yahoo out of the crisis. After she left Yahoo in 2017, together with her colleague Munoz Torres, she founded Lumi Labs, which is a technology business incubator. The new company is based in Palo Alto, California, and its operations are focused on artificial intelligence and consumer media. She owes her career primarily to her character, which is an incredible “explosive mixture” of pedantry and workaholism.
FEWER RESTRICTIONS ON TEACHING WILL LEAD TO HIGHER QUALITY SECONDARY EDUCATION
02.05.2023 |
Time to consider differentiated remuneration to retain good teachers in priority subjects
The frameworks set out by the Ministry of Education are the stumbling block in the modern training of young talent. The inability to have the power to implement a newer and genuinely useful approach to training processes. Freedom must be given. The head teacher should be able to assign classes to people from the business who within 4-5 hours can come and teach. This will certainly motivate the students, give them another perspective, and motivate the teachers, which in turn will raise the level and lead to better quality education in the state.
Around this opinion united teachers from the Professional High School of Computer Modeling and Computer Systems – city. Varna and Professional School of Computer Science and Mathematical Analysis “Prof. Minko Balkanski – town of Stara Zagora at the next meeting-discussion organized by BASCOM with IT schools in Bulgaria. At the meetings some of the most successful technology schools present and exchange best practices from their training models in order to study their experience and multiply it in other cities of the country. The moderator of the meeting was Ivan Rusev – part of the BASCOM working group that deals with education issues.
Both schools in Varna and Stara Zagora were established less than three years ago and are already an established centre of attraction for young people from their respective regions. Eng. Vyara Dukova, Director of the Professional High School of Computer Modelling and Computer Systems in Stara Zagora, Bulgaria. Varna, said that the curriculum is key for any high school. “The main thing we rely on is that in the elective classes children study mathematics. We believe that no engineer or programmer would be successful if they don’t have a good level of math knowledge. The idea of student learning is to achieve lasting knowledge in something, not to go over material that students cannot understand and master. It’s important for us to build a foundation that the business or university will then build on.”
Eng. Dukova is adamant that today’s children are very different in their perceptions and we should find an approach and language to them. “We have tried to build a model where university professors enter the classes at high school level. This was not a successful practice because the university lecturer imparts a knowledge while the student should be taught. Much more examples and work with children at the high school level is needed,” she says.
Kamelia Krumova, Director of PGKNMA “prof. Minko Balkanski” – town of Stara Zagora
The issue of personnel is another big topic that was discussed in the meeting.
“It is very difficult to find teachers who meet the requirements and at the same time to be able to retain them. Often they come to us for a period of time, we put resources into their education and before long the IT industry swallows them up. Teaching is not just a job, it’s a cause and it’s not for everyone,” said Kamelia Krumova, director of Prof. Minko Balkanski” – town of Stara Zagora. Kamelia Krumova added that we have many applications for teachers from people from other sectors, such as banking, who once acquired teaching qualifications and decided to try their hand as teachers years later. There is a need to find a mechanism to support these people, for example to update their knowledge and assess it, because in general there is a mistrust and among these candidates there may be many valuable educators with unrealised potential. As an advice to future technology schools in other cities, Ms. Krumova stressed that it is absolutely important to be able to rely on a core of great teachers in the first place, as well as on the strong support of the local government – the formula for success of the school in the city of Krumova. The main reason for the success of Stara Zagora’s school.
Dobroslav Dimitrov raised the topic of how long it takes teachers to prepare their materials and what a big effort it is. “I myself am the co-founder of a coder training academy, which I have been developing for 10 years and I know how labor-intensive the process is. I can boldly say that since two months we are much more productive thanks to the AI-based tools we implemented. It’s a colossal transition that can solve in a large percentage the problems with content creation or a complete course. Artificial intelligence could help teachers, for example, to come up with specific assignments or coursework for each student in a way that is interesting and personalised to their level of knowledge and understanding. Using these tools, good materials can be prepared and the overall teaching process can be improved. This frees up creative resources that could be directed towards students. The application of artificial intelligence makes sure that the new juniors are at the level of midlevel and this is already happening,” said Dobroslav Dimitrov.
The participants in the discussion were in consensus that at least twice a year IT school principals, together with representatives of the Ministry of Education and Science and business, need to meet to exchange information and share cases that can find their solution through such discussions. They re-emphasized the importance of having a regular government and a Minister of Education as soon as possible to address all the issues raised.
Are you currently considering your career path after graduation? Have you thought about the dynamic and constantly evolving field of IT? Look no further! Join this upcoming event to learn about the exciting opportunities available as a programmer or designer. Take the first step towards your dream career and discover the opportunities that await you!
When?
04 May at 19:00
Where?
We are waiting for you at the boulevard. “Blvd. “Cherni Vrah” 51, floor 2″ (The entrance is on the back side of the building, from Boris Nikolov – Mokata Str.)
What is the event?
The event will take the form of a discussion, with a short presentation. The best teachers from IT STEP ACADEMY ( in the field of “Programming” and “Design”) will participate in it. You will have the opportunity to get to know their stories and get inspiration from their experience.
The event will be held in two parts (in two different rooms), and you will be able to choose where you want to attend and which is the most curious and useful for you.
BESCO: IT'S TIME TO ENCOURAGE TECHNOLOGY INVESTMENT OUTSIDE SOFIA
26.04.2023 |
Svetozar Georgiev, Chairman of the Board of BESCO – Bulgarian Entrepreneurs Association, Dobromir Ivanov, Executive Director of BESCO, in “Business Start”
The Investment Promotion Act in Bulgaria is not adequate to what our neighbouring countries are doing. Neighbouring countries are doing better than us because the way they define the classes of investors and the way state aid is given – what the state actually supports to make deals happen – are fundamentally different. We now have draft laws in place that should change the situation. We propose amendments to the law to focus on medium- and high-tech companies that are outside Sofia and, as a consequence, to change the way in which the relevant classes of investors are defined. This was commented by Svetozar Georgiev, Chairman of the Board of BESCO – Bulgarian Entrepreneurial Association, and Dobromir Ivanov, Executive Director of BESCO, in the TV show “Business Start” with host Hristo Nikolov.
Sofia is now considered a more developed region and especially when it comes to high-tech businesses, there is even cannibalism between companies in the capital and it is very important to develop the regions outside Sofia, the participants explain.
“In Sofia, the competition for staff is so great that at the moment of the arrival of a technology giant to extract more engineers to work for it, it is not clear whether this would help the ecosystem in the city at all…When a competition is too intense and we have a closed market, as in Sofia, we already become uncompetitive at the regional level because the cost of labor becomes too high.”
According to the interlocutors, it is very important to change the size of the budget with which we attract investors. At the moment, the budget of our Investment Agency is about BGN 9 million. By comparison, Serbia entered into a deal with 300 million euros a few weeks ago.
“Accordingly, we do not meet the basic requirements when an investor looks at the region to be able to be competitive with what other countries around us are offering.”
According to the interlocutors, urgent changes are needed in the education system and a key priority in the field is the creation of a standard for the quality of teachers’ work.
“Educational institutions, schools and universities need to be clear about what kind of product they produce in the end…At the moment the system is extremely formal, there are no quality criteria and we are lagging spectacularly behind Europe and the rest of the world.”
Commenting on the results of the parliamentary elections, the interlocutors stressed that the expectations of the business and the people are related to having a regular government that does its job. The state has been in a caretaker mode for two years, the caretaker government is not a body that can legitimise the important issues and the long-term commitments that need to be made and we need to get out of this mode.
Society is fragmented, but this is not just a Bulgarian phenomenon. Only – as in business, we cannot wait for all factors and conjuncture to line up perfectly to start doing work, it cannot be done, we have to work with what we have. Our plea to politicians is to stop trying for an ideal scenario as it will not happen. During this time, key aspects of Bulgaria’s way forward are actually questionable or to be postponed, or even neglected – like our membership in the euro area, in Schengen, the Recovery and Sustainability Plan is delayed too much, and to this we can add many institutions with expired mandates.
“We are a parliamentary republic, it has to be governed that way and the political parties that are in parliament – in whatever configuration they are – have to work”, the interlocutors point out.
The whole conversation can be seen in the video here.
Policy in the Bar is a BESCO networking event that brings together people from the entrepreneurial ecosystem in an informal setting over a beer. These include a variety of business owners, investors, policy makers and journalists. The meetings are in a friendly atmosphere and are aimed at networking and discussing ideas that can improve Bulgaria’s economic model.
GigsRemote will also be at the event to share more human cloud services of the future. GigsRemote is an innovative platform connecting freelancers from Eastern Europe with businesses in need of high quality talent to deliver their projects. The company acts as an impresario for freelancers, finding the best projects according to their experience and desire for professional growth. GigsRemote enables companies to implement their dual IT project implementation strategy, leveraging a core of key personnel within the company and hiring specialized external specialists.
The model is optimized for all involved, presenting the company with a cost- and time-effective alternative to the traditional model of recruiting through staffing agencies or hiring employees.
Come and meet us so that together we can build the future of Bulgaria!
Rails Girls is a free two-day workshop aimed at ladies with zero or minimal experience in programming and technology.
The main goal is to show that programming is a fun, interesting, exciting and very useful skill that can be used in many different ways. You will have the opportunity to create your first web application, in an enjoyable atmosphere and under the guidance of experienced instructors. More about the event ↓
The event requires (free) registration in advance.
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.
The Professional Association for Robotics and Automation (PARA) is recruiting participants for the third consecutive time for its educational program, PARA Robotics Incubator.
PARA Robotics Incubator is an incubator for robotics aimed at students and young professionals. The initiative selects projects from young people and helps them develop these projects to the “prototype” level.
Participants in the program will receive mentorship guidance, hardware, and access to specialized equipment in laboratories. The main goal of the program is for participants to create a working prototype based on a pre-designed project, thereby fostering entrepreneurship.
To enroll in the program, participants must be at least 14 years old and possess basic programming skills. Over the course of the six-month program, each participant is expected to complete their prototype. The projects encouraged should be focused on the fields of robotics, artificial intelligence, and automation.
In the third season of the incubator, projects sought are those aimed at: drones, industrial solutions, machine vision and artificial intelligence, agriculture, technical solutions for sustainable living, and the Internet of Things.
The five selected projects from across Bulgaria will have the opportunity to receive:
– Hardware
– Access to a prototyping space
– Mentorship assistance
– An interactive educational program
– A chance to win a prize of 5000 leva
Desired skills for participants in the program:
– Motivated to develop in the field of technical sciences
– Have their own technical project or idea
– Open to receiving feedback
– Technical knowledge above the average level
– Want to develop their project into a working prototype
Program Modules
What will you learn?
Module 1: Design Thinking
Concepts for developing new products, applications, and innovations within teams
Module 2: Sales and Marketing
Models for reaching the end customer through commercial and advertising tools
Module 3: Collaboration
How people and robots can work together, an overview of methods for coordination, collaboration, and assigning tasks to robots
Module 4: Machine Vision and Machine Orientation
An overview of models and methods for detecting, tracking, and recognizing objects, as well as applying these models to solve problems in real-world environments
And here is some more information about the main stages of the program:
The selection of teams will take place on April 6th this year during the special event Demo Day at The Venue in Sofia Tech Park. All teams will present their ideas there, and the jury will choose 5 projects to participate in the program.
The educational program will start on April 7th and will run until September 26, 2024. It will include active work with lectures, participation in mentorship sessions, visits to laboratories, and various activities for project development.
On September 26th, during the annual Robotics Strategy Forum, the final demonstration of the developments will take place. On that day, the winners of the third edition of the incubator will be announced and awarded.
More information about the program can be found on the official website of the PARA Robotics Incubator.
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:
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
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.
REGISTRATION FOR JAVA2DAYS 2023 IS OFFICIALLY OPEN
17.05.2023 |
Registration for Java2Days 2023 is officially open! Don’t miss your chance to be part of the most anticipated Java event of the year, which will take place from 27 to 29 June in the beautiful seaside resort of Albena, located in a picturesque and ecologically clean bay on the Black Sea.
Java2Days 2023 promises to give you a unique and unforgettable experience, bringing together the brightest minds in the Java community for three action-packed days of innovative lectures, hands-on workshops and unparalleled networking opportunities.
By attending Java2Days 2023, you will have the opportunity to:
Learn from world-class speakers, including Java Champions and industry leaders, as they share their insights, experiences, and techniques to help you level up your Java game.
Dive into practical, skill-building workshops designed to sharpen your expertise and expand your knowledge of the Java ecosystem.
Participate in thought-provoking conversations exploring the future of Java and its impact on the ever-evolving world of technology.
Connect with fellow Java enthusiasts, developers, and professionals from around the globe to share ideas and forge lasting relationships.
Grab your limited-edition Java2Days 2023 swag and merchandise to show off your Java pride!
Don’t miss this amazing opportunity to dive into the world of Java. The event will contribute significantly to your professional development. Secure your place at Java2Days 2023 today by selecting your ticket type here.
Register now and join to Java2Days for an extraordinary experience, where sun, sea, and code come together!
THE BEST TEACHING PRACTICES FOR THE YEAR WERE AWARDED AT THE LARGEST EDUCATIONAL FORUM IN BULGARIA
03.05.2023 |
Over 400 teachers, principals and education experts took part in this year’s edition of the educational event “Best Practices in Focus” on 29 and 30 April in Sofia.
Art Therapy Studio to improve students’ emotional competencies; project-based learning to celebrate the holidays of different ethnicities in school and develop tolerance among students; a student portfolio in biology to develop scientific literacy, short-term memory and motivation; and a comprehensive school strategy for environmental education and developing awareness of global challenges related to climate change. These are the educational practices that were rated highest in this year’s Best Practices in Focus competition. For the second year in a row, the competition collects, describes and promotes good examples of the work of teachers in Bulgaria.
The awards were presented on 29 April in Sofia during the largest educational event of the same name, which brought together more than 400 teachers, principals and educational experts to exchange experiences, inspiration, practical workshops and search for new approaches to engage students in the 21st century.
The organizers of the competition and the final event “Good Practices in Focus” are the Foundation “Together in class” and the educational website prepodavame.bg.
The winning practices are reviewed and evaluated by an expert jury of over 40 people. In the selection criteria, they look for practices that are effective, sustainable and improve the well-being of children, promote youth participation and support students’ academic progress.
“We often talk about what is not happening in Bulgarian classrooms, what needs to be changed and fixed. This gives the wrong impression that meaningful and inspiring things are not happening. With Good Practices in Focus, we want to show just how much resource and potential there is in the country’s schools. We have received many good examples that we believe will be useful for teachers in other schools – to find inspiration, to find like-minded people and to look for new opportunities to be even more helpful to their pupils.”
In addition to jury awards, audience awards and additional special awards were presented to some of the partners in the event.
In the program of the event, in addition to the awarding of the best practices, teachers from all over the country had the opportunity to participate in an important discussion on how we provide quality education to all students with the participation of Anelia Andreeva from the National Inspectorate of Education, representatives of the World Bank and education experts. [recording of the discussion coming soon]
After the discussion, the forum participants drew on the experience of Dr. Rima Shore, head of the Bank Street College of Education in New York. She inspired the attendees with a lecture on “Empowering Teachers”, which focused on the power and impact of teacher empowerment [lecture recording coming soon]. She also led two hands-on workshops on strategies for improving student well-being and progress and adapting best practices from elsewhere. The workshops were highly appreciated by teachers and helped many of them to imagine how they could innovate more in their teaching practice.
In addition to the international guest, the teachers at the forum learned experientially through practical workshops prepared by teachers from Sofia, Varna, Staza Zagora, Knezha, S. Bohot, S. Rumyantsevo.
The first day of the event also introduced teachers to over 30 educational organizations and initiatives during a special educational exhibition.
More about the event and a full list of the award winners can be found here.
REGISTRATION FOR THE COMPETITION "DIGITAL INNOVATORS IN EDUCATION" OPENS
03.05.2023 |
Traditionally, the campaign and the award ceremony will be held under the patronage of the Minister of Education and Science
From today, 3 May 2023, the registration for the Digital Innovators in Education Teacher Competition 2023, organised by BAIT for the fourth consecutive year, will open.
The aim of the competition is to reward and encourage best practices in the use of digital content, the connection of schools with business and the preparation for the establishment of STEM centers. The competition is looking for teachers – digital innovators, teaching from 1st to 12th grade.
All teachers, including assistant teachers, teaching students from 1st to 12th grade in all subjects included in the curricula of the Ministry of Education can participate. Any teacher may apply or be nominated* in one or more categories. (*Nominations also require completion of all fields on the application form, as well as supporting evidence.)
Registration in the competition is done by submitting an Application Form.
Deadline for registration: 26.05.2023 by 17:00.
Links to posts, testimonials, comments from students and parents on Facebook, LinkedIn, learning platforms, received via email, test scores, videos, links to materials and videos will be accepted.
The competition will determine award winners in the following 4 categories:
1.Technological Innovation:
Application of ICT in the overall learning process – tests, homework, visualization and examples;
Additional technological innovations – simulation environments, automation, generation of unique tests with the same degree of difficulty (scoring and individualization), authorship check;
Use of special technological tools in extracurricular activities – 3D printers, computer aided design systems /CAD systems/, virtual reality, etc.;
Contribution to the learning of the material (comparison of test results with previous years).
2. Quality learning content:
Interactive presentation of content: engaging students in the delivery and preparation of the lesson;
Learning through fun with a platform based on games and building different worlds that encourages creativity, collaboration and problem solving /games, quizzes and other forms with a competitive element/;
Feedback from parents , students and guest speakers;
Multiple use by other teachers and/or schools.
3. Practical orientation of information technology teaching:
Teacher participation in the Business Teaches NP (by updating knowledge and introducing examples from practice to enhance the practical focus of teaching and/or using practitioners as teaching assistants, guest lecturers). Using practical examples and knowledge of new technologies acquired during training in companies in the teaching process;
Other forms of collaboration with business to make classroom learning more practical;
Extracurricular forms of cooperation with business – internships, workshops and visits to companies.
4. Contribute to a quality STEM center:
Preparing for the use of the STEM center in the learning process;
Preparation of attractive and interactive content for after-school activities/clubs;
Preparing teachers to successfully use the technology tools in the STEM center;
Programs to generate interest in STEM;
STEM Skills Formation Programs.
The jury, which includes the members of the Management and Supervisory Boards of BAIT, will award the best applications from 1st to 3rd place in each of the four categories.
The winners will be awarded at an official ceremony at TechnoMagicLand on 27.06.2023.
We are pleased to introduce you to the new modules and courses launching at SoftUni in May.
The programme of each course has been selected and developed with the most sought-after skills by employers in mind. The technologies emphasized in them are in line with the latest trends.
On May 2 the advanced training “C++ Advanced” with lecturer Doncho Angelov will start: https://bit.ly/3mZhzVA
The new course “Containers and Cloud” with lecturer Martin Gradev will introduce you to best practices for creating containers with Docker: https://bit.ly/3oxLkNr
The “MySQL” course with lecturer Nikolay Bankin starts on May 10: https://bit.ly/40AS62v
With the training “HTML & CSS” with lecturer Konstantin Dankov you will learn to create modern websites with HTML & CSS: https://bit.ly/3V3BP4R
The module “Algorithms with Java” with speaker Nikolay Bankin starts on May 22: https://bit.ly/43VJ96G
The module “Algorithms with C#” with lecturer Atanas Atanasov starts on May 22: https://bit.ly/3LnfPPh
Microsoft Excel module with lecturer Desislava Topuzakova starts on May 25: https://bit.ly/43VP0ZN
Course “Microsoft Excel Fundamentals” with lecturer Desislava Topuzakova starts on May 25: https://bit.ly/3Arbe8g
You can find out more about the courses and modules here.
FEWER RESTRICTIONS ON TEACHING WILL LEAD TO HIGHER QUALITY SECONDARY EDUCATION
02.05.2023 |
Time to consider differentiated remuneration to retain good teachers in priority subjects
The frameworks set out by the Ministry of Education are the stumbling block in the modern training of young talent. The inability to have the power to implement a newer and genuinely useful approach to training processes. Freedom must be given. The head teacher should be able to assign classes to people from the business who within 4-5 hours can come and teach. This will certainly motivate the students, give them another perspective, and motivate the teachers, which in turn will raise the level and lead to better quality education in the state.
Around this opinion united teachers from the Professional High School of Computer Modeling and Computer Systems – city. Varna and Professional School of Computer Science and Mathematical Analysis “Prof. Minko Balkanski – town of Stara Zagora at the next meeting-discussion organized by BASCOM with IT schools in Bulgaria. At the meetings some of the most successful technology schools present and exchange best practices from their training models in order to study their experience and multiply it in other cities of the country. The moderator of the meeting was Ivan Rusev – part of the BASCOM working group that deals with education issues.
Both schools in Varna and Stara Zagora were established less than three years ago and are already an established centre of attraction for young people from their respective regions. Eng. Vyara Dukova, Director of the Professional High School of Computer Modelling and Computer Systems in Stara Zagora, Bulgaria. Varna, said that the curriculum is key for any high school. “The main thing we rely on is that in the elective classes children study mathematics. We believe that no engineer or programmer would be successful if they don’t have a good level of math knowledge. The idea of student learning is to achieve lasting knowledge in something, not to go over material that students cannot understand and master. It’s important for us to build a foundation that the business or university will then build on.”
Eng. Dukova is adamant that today’s children are very different in their perceptions and we should find an approach and language to them. “We have tried to build a model where university professors enter the classes at high school level. This was not a successful practice because the university lecturer imparts a knowledge while the student should be taught. Much more examples and work with children at the high school level is needed,” she says.
Kamelia Krumova, Director of PGKNMA “prof. Minko Balkanski” – town of Stara Zagora
The issue of personnel is another big topic that was discussed in the meeting.
“It is very difficult to find teachers who meet the requirements and at the same time to be able to retain them. Often they come to us for a period of time, we put resources into their education and before long the IT industry swallows them up. Teaching is not just a job, it’s a cause and it’s not for everyone,” said Kamelia Krumova, director of Prof. Minko Balkanski” – town of Stara Zagora. Kamelia Krumova added that we have many applications for teachers from people from other sectors, such as banking, who once acquired teaching qualifications and decided to try their hand as teachers years later. There is a need to find a mechanism to support these people, for example to update their knowledge and assess it, because in general there is a mistrust and among these candidates there may be many valuable educators with unrealised potential. As an advice to future technology schools in other cities, Ms. Krumova stressed that it is absolutely important to be able to rely on a core of great teachers in the first place, as well as on the strong support of the local government – the formula for success of the school in the city of Krumova. The main reason for the success of Stara Zagora’s school.
Dobroslav Dimitrov raised the topic of how long it takes teachers to prepare their materials and what a big effort it is. “I myself am the co-founder of a coder training academy, which I have been developing for 10 years and I know how labor-intensive the process is. I can boldly say that since two months we are much more productive thanks to the AI-based tools we implemented. It’s a colossal transition that can solve in a large percentage the problems with content creation or a complete course. Artificial intelligence could help teachers, for example, to come up with specific assignments or coursework for each student in a way that is interesting and personalised to their level of knowledge and understanding. Using these tools, good materials can be prepared and the overall teaching process can be improved. This frees up creative resources that could be directed towards students. The application of artificial intelligence makes sure that the new juniors are at the level of midlevel and this is already happening,” said Dobroslav Dimitrov.
The participants in the discussion were in consensus that at least twice a year IT school principals, together with representatives of the Ministry of Education and Science and business, need to meet to exchange information and share cases that can find their solution through such discussions. They re-emphasized the importance of having a regular government and a Minister of Education as soon as possible to address all the issues raised.
The shortage of staff in the IT sector is an undeniable fact. The right way to address it is multi-layered and dynamic, just like the industry itself. “TBS Academy” was established with a clear mission – to offer the best practical and personalized training in the field of IT infrastructure.
Established in 2021, “TBS Academy” has been able to train a total of 40 professionals, 21 of whom are already working in the company, having chosen the department they want to develop in themselves. Completely free of charge, the Academy enables anyone with an interest in the field to not only gain knowledge, but also to get a chance for future career development at TBS after successfully completing the training. At its core are the drive of the teaching team and a clear awareness of a holistic transformation of learners. The academy is gaining popularity, starting with 25 candidates in 2021, a number that has grown significantly to 122 for the last training.
A new, more ambitious stage in the Academy’s history, encouraged by its great success, is its expansion to other Balkan countries following the same model, with TBS offices becoming educational hubs of sorts. Up-to-date, different and practically oriented, the Academy successfully combines ambition and the drive for knowledge with the need for well-trained IT staff.
About the Academy
The training starts with a three-month technology-focused theoretical part that covers the basics of modern IT infrastructure. Upon successful completion of the first stage, it progresses to a paid three-month practical internship, during which trainees get the opportunity to get involved in real company projects on an ongoing basis. For many, the final step is to start a job at TBS that guides them in their overall career development.
After gaining hands-on experience, new experts are encouraged to take a company-sponsored, internationally recognized certification exam. For this purpose, the Academy’s own certification centre, part of the Pearson VUE network, is located in the TBS office in Sofia. It is also available to external candidates. The centre offers certification exams of leading IT companies such as Microsoft, Cisco, VMware, Dell, IBM and many others. Nearly 300 certification exams have been conducted in the last year, half of them by TBS employees and the other half by external candidates.
Since human resource is the core of TBS’s progress, creating professionals with the right focus and understanding of market needs is an absolute must. It is crucial to invest in initiatives that support and develop young professionals. Thanks to optimized training content, adequate planning and vast teaching experience, the “TBS Academy” is considered one of the main pillars in the company’s strategic development. Future trainings will build on the knowledge base in line with TBS’s long-term vision and with a focus on current expert needs.
The Tuk-Tam “Go, Study and Come Back” Scholarship Fund is launching for the eighth consecutive year and will be the largest ever with a total fund of nearly 100,000 BGN!
The fund is a Tuk-Tam initiative that supports motivated Bulgarians to continue their education with a Master’s degree at a foreign university, and then apply what they learn here – this is how we build a brighter future in Bulgaria.
You can take part in the competition REGARDLESS of the field and country you apply to, as long as you have:
Bulgarian citizenship
Bachelor’s or Master’s degree obtained by 31 July 2023
Started application process to a Master’s programme at a foreign university
At least B2 level of proficiency in the language in which the training will be conducted
A clear intention to pursue a career in Bulgaria.
If you are targeting an Engineering (or similar) Master’s degree abroad, you can apply for the 10,000 BGN Specialist Scholarship from Sensata Technologies.
Apply by May 10! More about the fields, as well as all the conditions and the application form, can be found here.
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.
The Professional Association for Robotics and Automation (PARA) is recruiting participants for the third consecutive time for its educational program, PARA Robotics Incubator.
PARA Robotics Incubator is an incubator for robotics aimed at students and young professionals. The initiative selects projects from young people and helps them develop these projects to the “prototype” level.
Participants in the program will receive mentorship guidance, hardware, and access to specialized equipment in laboratories. The main goal of the program is for participants to create a working prototype based on a pre-designed project, thereby fostering entrepreneurship.
To enroll in the program, participants must be at least 14 years old and possess basic programming skills. Over the course of the six-month program, each participant is expected to complete their prototype. The projects encouraged should be focused on the fields of robotics, artificial intelligence, and automation.
In the third season of the incubator, projects sought are those aimed at: drones, industrial solutions, machine vision and artificial intelligence, agriculture, technical solutions for sustainable living, and the Internet of Things.
The five selected projects from across Bulgaria will have the opportunity to receive:
– Hardware
– Access to a prototyping space
– Mentorship assistance
– An interactive educational program
– A chance to win a prize of 5000 leva
Desired skills for participants in the program:
– Motivated to develop in the field of technical sciences
– Have their own technical project or idea
– Open to receiving feedback
– Technical knowledge above the average level
– Want to develop their project into a working prototype
Program Modules
What will you learn?
Module 1: Design Thinking
Concepts for developing new products, applications, and innovations within teams
Module 2: Sales and Marketing
Models for reaching the end customer through commercial and advertising tools
Module 3: Collaboration
How people and robots can work together, an overview of methods for coordination, collaboration, and assigning tasks to robots
Module 4: Machine Vision and Machine Orientation
An overview of models and methods for detecting, tracking, and recognizing objects, as well as applying these models to solve problems in real-world environments
And here is some more information about the main stages of the program:
The selection of teams will take place on April 6th this year during the special event Demo Day at The Venue in Sofia Tech Park. All teams will present their ideas there, and the jury will choose 5 projects to participate in the program.
The educational program will start on April 7th and will run until September 26, 2024. It will include active work with lectures, participation in mentorship sessions, visits to laboratories, and various activities for project development.
On September 26th, during the annual Robotics Strategy Forum, the final demonstration of the developments will take place. On that day, the winners of the third edition of the incubator will be announced and awarded.
More information about the program can be found on the official website of the PARA Robotics Incubator.
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:
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
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.
REGISTRATION FOR JAVA2DAYS 2023 IS OFFICIALLY OPEN
17.05.2023 |
Registration for Java2Days 2023 is officially open! Don’t miss your chance to be part of the most anticipated Java event of the year, which will take place from 27 to 29 June in the beautiful seaside resort of Albena, located in a picturesque and ecologically clean bay on the Black Sea.
Java2Days 2023 promises to give you a unique and unforgettable experience, bringing together the brightest minds in the Java community for three action-packed days of innovative lectures, hands-on workshops and unparalleled networking opportunities.
By attending Java2Days 2023, you will have the opportunity to:
Learn from world-class speakers, including Java Champions and industry leaders, as they share their insights, experiences, and techniques to help you level up your Java game.
Dive into practical, skill-building workshops designed to sharpen your expertise and expand your knowledge of the Java ecosystem.
Participate in thought-provoking conversations exploring the future of Java and its impact on the ever-evolving world of technology.
Connect with fellow Java enthusiasts, developers, and professionals from around the globe to share ideas and forge lasting relationships.
Grab your limited-edition Java2Days 2023 swag and merchandise to show off your Java pride!
Don’t miss this amazing opportunity to dive into the world of Java. The event will contribute significantly to your professional development. Secure your place at Java2Days 2023 today by selecting your ticket type here.
Register now and join to Java2Days for an extraordinary experience, where sun, sea, and code come together!
THE BEST TEACHING PRACTICES FOR THE YEAR WERE AWARDED AT THE LARGEST EDUCATIONAL FORUM IN BULGARIA
03.05.2023 |
Over 400 teachers, principals and education experts took part in this year’s edition of the educational event “Best Practices in Focus” on 29 and 30 April in Sofia.
Art Therapy Studio to improve students’ emotional competencies; project-based learning to celebrate the holidays of different ethnicities in school and develop tolerance among students; a student portfolio in biology to develop scientific literacy, short-term memory and motivation; and a comprehensive school strategy for environmental education and developing awareness of global challenges related to climate change. These are the educational practices that were rated highest in this year’s Best Practices in Focus competition. For the second year in a row, the competition collects, describes and promotes good examples of the work of teachers in Bulgaria.
The awards were presented on 29 April in Sofia during the largest educational event of the same name, which brought together more than 400 teachers, principals and educational experts to exchange experiences, inspiration, practical workshops and search for new approaches to engage students in the 21st century.
The organizers of the competition and the final event “Good Practices in Focus” are the Foundation “Together in class” and the educational website prepodavame.bg.
The winning practices are reviewed and evaluated by an expert jury of over 40 people. In the selection criteria, they look for practices that are effective, sustainable and improve the well-being of children, promote youth participation and support students’ academic progress.
“We often talk about what is not happening in Bulgarian classrooms, what needs to be changed and fixed. This gives the wrong impression that meaningful and inspiring things are not happening. With Good Practices in Focus, we want to show just how much resource and potential there is in the country’s schools. We have received many good examples that we believe will be useful for teachers in other schools – to find inspiration, to find like-minded people and to look for new opportunities to be even more helpful to their pupils.”
In addition to jury awards, audience awards and additional special awards were presented to some of the partners in the event.
In the program of the event, in addition to the awarding of the best practices, teachers from all over the country had the opportunity to participate in an important discussion on how we provide quality education to all students with the participation of Anelia Andreeva from the National Inspectorate of Education, representatives of the World Bank and education experts. [recording of the discussion coming soon]
After the discussion, the forum participants drew on the experience of Dr. Rima Shore, head of the Bank Street College of Education in New York. She inspired the attendees with a lecture on “Empowering Teachers”, which focused on the power and impact of teacher empowerment [lecture recording coming soon]. She also led two hands-on workshops on strategies for improving student well-being and progress and adapting best practices from elsewhere. The workshops were highly appreciated by teachers and helped many of them to imagine how they could innovate more in their teaching practice.
In addition to the international guest, the teachers at the forum learned experientially through practical workshops prepared by teachers from Sofia, Varna, Staza Zagora, Knezha, S. Bohot, S. Rumyantsevo.
The first day of the event also introduced teachers to over 30 educational organizations and initiatives during a special educational exhibition.
More about the event and a full list of the award winners can be found here.
REGISTRATION FOR THE COMPETITION "DIGITAL INNOVATORS IN EDUCATION" OPENS
03.05.2023 |
Traditionally, the campaign and the award ceremony will be held under the patronage of the Minister of Education and Science
From today, 3 May 2023, the registration for the Digital Innovators in Education Teacher Competition 2023, organised by BAIT for the fourth consecutive year, will open.
The aim of the competition is to reward and encourage best practices in the use of digital content, the connection of schools with business and the preparation for the establishment of STEM centers. The competition is looking for teachers – digital innovators, teaching from 1st to 12th grade.
All teachers, including assistant teachers, teaching students from 1st to 12th grade in all subjects included in the curricula of the Ministry of Education can participate. Any teacher may apply or be nominated* in one or more categories. (*Nominations also require completion of all fields on the application form, as well as supporting evidence.)
Registration in the competition is done by submitting an Application Form.
Deadline for registration: 26.05.2023 by 17:00.
Links to posts, testimonials, comments from students and parents on Facebook, LinkedIn, learning platforms, received via email, test scores, videos, links to materials and videos will be accepted.
The competition will determine award winners in the following 4 categories:
1.Technological Innovation:
Application of ICT in the overall learning process – tests, homework, visualization and examples;
Additional technological innovations – simulation environments, automation, generation of unique tests with the same degree of difficulty (scoring and individualization), authorship check;
Use of special technological tools in extracurricular activities – 3D printers, computer aided design systems /CAD systems/, virtual reality, etc.;
Contribution to the learning of the material (comparison of test results with previous years).
2. Quality learning content:
Interactive presentation of content: engaging students in the delivery and preparation of the lesson;
Learning through fun with a platform based on games and building different worlds that encourages creativity, collaboration and problem solving /games, quizzes and other forms with a competitive element/;
Feedback from parents , students and guest speakers;
Multiple use by other teachers and/or schools.
3. Practical orientation of information technology teaching:
Teacher participation in the Business Teaches NP (by updating knowledge and introducing examples from practice to enhance the practical focus of teaching and/or using practitioners as teaching assistants, guest lecturers). Using practical examples and knowledge of new technologies acquired during training in companies in the teaching process;
Other forms of collaboration with business to make classroom learning more practical;
Extracurricular forms of cooperation with business – internships, workshops and visits to companies.
4. Contribute to a quality STEM center:
Preparing for the use of the STEM center in the learning process;
Preparation of attractive and interactive content for after-school activities/clubs;
Preparing teachers to successfully use the technology tools in the STEM center;
Programs to generate interest in STEM;
STEM Skills Formation Programs.
The jury, which includes the members of the Management and Supervisory Boards of BAIT, will award the best applications from 1st to 3rd place in each of the four categories.
The winners will be awarded at an official ceremony at TechnoMagicLand on 27.06.2023.
We are pleased to introduce you to the new modules and courses launching at SoftUni in May.
The programme of each course has been selected and developed with the most sought-after skills by employers in mind. The technologies emphasized in them are in line with the latest trends.
On May 2 the advanced training “C++ Advanced” with lecturer Doncho Angelov will start: https://bit.ly/3mZhzVA
The new course “Containers and Cloud” with lecturer Martin Gradev will introduce you to best practices for creating containers with Docker: https://bit.ly/3oxLkNr
The “MySQL” course with lecturer Nikolay Bankin starts on May 10: https://bit.ly/40AS62v
With the training “HTML & CSS” with lecturer Konstantin Dankov you will learn to create modern websites with HTML & CSS: https://bit.ly/3V3BP4R
The module “Algorithms with Java” with speaker Nikolay Bankin starts on May 22: https://bit.ly/43VJ96G
The module “Algorithms with C#” with lecturer Atanas Atanasov starts on May 22: https://bit.ly/3LnfPPh
Microsoft Excel module with lecturer Desislava Topuzakova starts on May 25: https://bit.ly/43VP0ZN
Course “Microsoft Excel Fundamentals” with lecturer Desislava Topuzakova starts on May 25: https://bit.ly/3Arbe8g
You can find out more about the courses and modules here.
FEWER RESTRICTIONS ON TEACHING WILL LEAD TO HIGHER QUALITY SECONDARY EDUCATION
02.05.2023 |
Time to consider differentiated remuneration to retain good teachers in priority subjects
The frameworks set out by the Ministry of Education are the stumbling block in the modern training of young talent. The inability to have the power to implement a newer and genuinely useful approach to training processes. Freedom must be given. The head teacher should be able to assign classes to people from the business who within 4-5 hours can come and teach. This will certainly motivate the students, give them another perspective, and motivate the teachers, which in turn will raise the level and lead to better quality education in the state.
Around this opinion united teachers from the Professional High School of Computer Modeling and Computer Systems – city. Varna and Professional School of Computer Science and Mathematical Analysis “Prof. Minko Balkanski – town of Stara Zagora at the next meeting-discussion organized by BASCOM with IT schools in Bulgaria. At the meetings some of the most successful technology schools present and exchange best practices from their training models in order to study their experience and multiply it in other cities of the country. The moderator of the meeting was Ivan Rusev – part of the BASCOM working group that deals with education issues.
Both schools in Varna and Stara Zagora were established less than three years ago and are already an established centre of attraction for young people from their respective regions. Eng. Vyara Dukova, Director of the Professional High School of Computer Modelling and Computer Systems in Stara Zagora, Bulgaria. Varna, said that the curriculum is key for any high school. “The main thing we rely on is that in the elective classes children study mathematics. We believe that no engineer or programmer would be successful if they don’t have a good level of math knowledge. The idea of student learning is to achieve lasting knowledge in something, not to go over material that students cannot understand and master. It’s important for us to build a foundation that the business or university will then build on.”
Eng. Dukova is adamant that today’s children are very different in their perceptions and we should find an approach and language to them. “We have tried to build a model where university professors enter the classes at high school level. This was not a successful practice because the university lecturer imparts a knowledge while the student should be taught. Much more examples and work with children at the high school level is needed,” she says.
Kamelia Krumova, Director of PGKNMA “prof. Minko Balkanski” – town of Stara Zagora
The issue of personnel is another big topic that was discussed in the meeting.
“It is very difficult to find teachers who meet the requirements and at the same time to be able to retain them. Often they come to us for a period of time, we put resources into their education and before long the IT industry swallows them up. Teaching is not just a job, it’s a cause and it’s not for everyone,” said Kamelia Krumova, director of Prof. Minko Balkanski” – town of Stara Zagora. Kamelia Krumova added that we have many applications for teachers from people from other sectors, such as banking, who once acquired teaching qualifications and decided to try their hand as teachers years later. There is a need to find a mechanism to support these people, for example to update their knowledge and assess it, because in general there is a mistrust and among these candidates there may be many valuable educators with unrealised potential. As an advice to future technology schools in other cities, Ms. Krumova stressed that it is absolutely important to be able to rely on a core of great teachers in the first place, as well as on the strong support of the local government – the formula for success of the school in the city of Krumova. The main reason for the success of Stara Zagora’s school.
Dobroslav Dimitrov raised the topic of how long it takes teachers to prepare their materials and what a big effort it is. “I myself am the co-founder of a coder training academy, which I have been developing for 10 years and I know how labor-intensive the process is. I can boldly say that since two months we are much more productive thanks to the AI-based tools we implemented. It’s a colossal transition that can solve in a large percentage the problems with content creation or a complete course. Artificial intelligence could help teachers, for example, to come up with specific assignments or coursework for each student in a way that is interesting and personalised to their level of knowledge and understanding. Using these tools, good materials can be prepared and the overall teaching process can be improved. This frees up creative resources that could be directed towards students. The application of artificial intelligence makes sure that the new juniors are at the level of midlevel and this is already happening,” said Dobroslav Dimitrov.
The participants in the discussion were in consensus that at least twice a year IT school principals, together with representatives of the Ministry of Education and Science and business, need to meet to exchange information and share cases that can find their solution through such discussions. They re-emphasized the importance of having a regular government and a Minister of Education as soon as possible to address all the issues raised.
The shortage of staff in the IT sector is an undeniable fact. The right way to address it is multi-layered and dynamic, just like the industry itself. “TBS Academy” was established with a clear mission – to offer the best practical and personalized training in the field of IT infrastructure.
Established in 2021, “TBS Academy” has been able to train a total of 40 professionals, 21 of whom are already working in the company, having chosen the department they want to develop in themselves. Completely free of charge, the Academy enables anyone with an interest in the field to not only gain knowledge, but also to get a chance for future career development at TBS after successfully completing the training. At its core are the drive of the teaching team and a clear awareness of a holistic transformation of learners. The academy is gaining popularity, starting with 25 candidates in 2021, a number that has grown significantly to 122 for the last training.
A new, more ambitious stage in the Academy’s history, encouraged by its great success, is its expansion to other Balkan countries following the same model, with TBS offices becoming educational hubs of sorts. Up-to-date, different and practically oriented, the Academy successfully combines ambition and the drive for knowledge with the need for well-trained IT staff.
About the Academy
The training starts with a three-month technology-focused theoretical part that covers the basics of modern IT infrastructure. Upon successful completion of the first stage, it progresses to a paid three-month practical internship, during which trainees get the opportunity to get involved in real company projects on an ongoing basis. For many, the final step is to start a job at TBS that guides them in their overall career development.
After gaining hands-on experience, new experts are encouraged to take a company-sponsored, internationally recognized certification exam. For this purpose, the Academy’s own certification centre, part of the Pearson VUE network, is located in the TBS office in Sofia. It is also available to external candidates. The centre offers certification exams of leading IT companies such as Microsoft, Cisco, VMware, Dell, IBM and many others. Nearly 300 certification exams have been conducted in the last year, half of them by TBS employees and the other half by external candidates.
Since human resource is the core of TBS’s progress, creating professionals with the right focus and understanding of market needs is an absolute must. It is crucial to invest in initiatives that support and develop young professionals. Thanks to optimized training content, adequate planning and vast teaching experience, the “TBS Academy” is considered one of the main pillars in the company’s strategic development. Future trainings will build on the knowledge base in line with TBS’s long-term vision and with a focus on current expert needs.
The Tuk-Tam “Go, Study and Come Back” Scholarship Fund is launching for the eighth consecutive year and will be the largest ever with a total fund of nearly 100,000 BGN!
The fund is a Tuk-Tam initiative that supports motivated Bulgarians to continue their education with a Master’s degree at a foreign university, and then apply what they learn here – this is how we build a brighter future in Bulgaria.
You can take part in the competition REGARDLESS of the field and country you apply to, as long as you have:
Bulgarian citizenship
Bachelor’s or Master’s degree obtained by 31 July 2023
Started application process to a Master’s programme at a foreign university
At least B2 level of proficiency in the language in which the training will be conducted
A clear intention to pursue a career in Bulgaria.
If you are targeting an Engineering (or similar) Master’s degree abroad, you can apply for the 10,000 BGN Specialist Scholarship from Sensata Technologies.
Apply by May 10! More about the fields, as well as all the conditions and the application form, can be found here.
EU enterprises continued to adopt various AI technologies to enhance their operations in 2024.
Artificial intelligence refers to systems that use technologies such as text analysis (or text extraction—transforming unstructured text into structured data for easier analysis), computer vision (enabling computers to identify and understand objects and people in images and videos), speech recognition, natural language generation, machine learning, and deep learning to collect and/or use data for predicting, recommending, or decision-making.
In 2022, the shortage of cybersecurity professionals in the EU ranged between 260,000 and 500,000, while the EU’s cybersecurity workforce needs were 
It was developed by the Portuguese education and social impact startup Ubbu and its implementation in public schools in Portugal is supported by the Ministry of Education, the Foundation for Science and Technology, the University of Aveiro, Altice foundation, Santa Casa da Misericórdia Lisboa, Montepio bank and Siemens Portugal
Dataninja is the leading organisation behind this project, working together with partners such as SkyTg24, Meet Digital Culture Center – Fondazione Cariplo, Fondazione Compagnia di San Paolo, Fondazione Agnelli, Sapere Digitale, Provincia Autonoma di Bolzano, Liceo Peano di Cuneo, Istituto Avogadro, Capgemini.
Pix was selected as the winner for its particular scope and impact on students, teachers, and schools. It has played a crucial role in enhancing digital literacy not only in France and Belgium but also across Europe. With its mission to support the digital skills of young learners, Pix has been instrumental in improving digital skills and fostering lifelong learning opportunities for individuals.
The project stood out as a deserving candidate for the award due to its co-design and co-development process involving people with ID. By prioritizing accessibility, user-friendliness, and tailoring the platform and content to the specific needs of the target audience, DigiAcademy offers a unique and valuable resource for digital skills education.
There are two key reasons for selecting Girls Code it Better as a winner of EDSA23. Firstly, the project promotes not only digital but also entrepreneurship paths for girls and secondly, the initiative’s impressive reach and impact played a significant role in its selection. With 522 clubs established across 223 secondary schools and over 10,000 girls participating from 17 Italian regions, Girls Code It Better demonstrates its scalability and effectiveness in engaging girls and nurturing their interest in ICT and STEM careers.
The project has been selected as winner of the Awards for representing innovative approach to higher education, combining the fields of AI, public services, and digital transformation. The project pioneers a unique educational pathway that addresses the growing demand for AI skills in government and administration.
This year’s edition was held in Sofia Tech Park and gathered over 1500 children from all over Bulgaria. The festival included over 50 interactive booths, over 15 workshops, over 15 intriguing lectures, and numerous demonstrations.
The highlight of this edition was the personal presence of the former NASA astronaut, now Astronaut Commander at Axiom Space – Michael Lopez-Alegria. On stage, he talked about his space missions, the future of space and answered questions from 10 curious children. His talk sent everyone into space and inspired young and old to chase their dreams to the stars, moon, Mars, and beyond.
