Competencias Digitales: una visión...

Perspectivas Tecnológicas para la Universidad del futuro

Competencias Digitales: una visión europea

Juan Camarillo Casado Director Técnico del Área de Universidad Digital de la Universidad de Sevilla

Sesión Técnica: Directores de Informática


De “TI No importa”… al “Renacimiento de la TI”En 2003

https://hbr.org/2003/05/it‐doesnt‐matter

En 2016

http://blog.cionet.com/2016/03/24/it‐trend‐report‐2016‐the‐renaissance‐of‐it


La importancia de la Economía Digital• La economía digital se está desarrollando rápidamente en todo el mundo.• Es el motor más importante de la innovación, la competitividad y el crecimiento, y que posee un enorme potencial para los empresarios europeos y las pequeñas y medianas empresas (PYME).

• Por desgracia, sólo el dos por ciento de las empresas europeas están dando actualmente al máximo las nuevas oportunidades digitales. Cómo las empresas europeas adopten tecnologías digitales será un factor determinante de su futuro crecimiento.

• Las nuevas tendencias digitales, como la computación en nube, servicios web móviles, las redes inteligentes y las redes sociales, está cambiando radicalmente el panorama de los negocios, dando forma a la naturaleza del trabajo, los límites de las empresas y las responsabilidades de los líderes empresariales.

http://ec.europa.eu/growth/sectors/digitaleconomy/importance/index_en.htm


La importancia de la Economía Digital

https://ec.europa.eu/digital‐single‐market/sites/digital‐agenda/files/digital_single_market_factsheet_final_20150504.pdf

• Casi la mitad de la población de la UE (47%) no está adecuadamente cualificada digitalmente

• El 90% de los puestos de trabajo requerirá un cierto nivel de habilidades digitales


The Digital Economy & Society Index (DESI) 2016 Es un índice compuesto que resume los indicadores pertinentes en el rendimiento digital de Europa.

Poniéndose al día: son los que la puntuación está por debajo de la media de la UE, pero cuya puntuación creció más rápido que el de la UE en el último año.Estos países se están desarrollando más rápido que la UE en su conjunto y, por lo tanto, se están poniendo al día con la media de la UE.Los países de este grupo: España, Croacia, Italia, Letonia, Rumania y Eslovenia.

https://ec.europa.eu/digital‐single‐market/en/news/new‐monitoring‐framework‐digital‐economy‐and‐society


The Human Capital dimension of the DESI has two sub‐dimensions covering 'basic skills and usage' and 'advancedskills and development'. The basic skills and usage sub‐dimention includes indicators on internet use by individualsand digital skills ‐ individuals with at least basic skills in theDigital Skills Indicator. The second sub‐dimension includesindicators on ICT specialist employment and graduates inSTEM (Science, Technology Engineering and Mathematics).LU, FI, SE and DK score highest for basic skills and usage,while FI, SE, the UK and IE score best for advanced skills anddevelopment. BU, RO and EL score consistently at thebottom of the rankings for both sub‐dimensions.

6

For the Human Capital dimension, the highest score were achieved by Finland, Sweden, Denmarkand the United Kingdom. The weakest performance in this dimension were recorded for Romania,Bulgaria and Greece.

Digital Agenda Scoreboard 2015 – Digital inclusion and skills

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

FI SE DK UK NL LU IE BE DE EE FR AT CZ EU28

SK SI ES LT MT HU LV PL PT HR IT CY EL BG RO

Digital Economy and Society Index (DESI), Component 2 ‐ Human Capital, by aggregate scores, 2015

Basic skills and usage Advanced skills and development

Source: European Commission, Digital Agenda Scoreboard

EU 282a1 Internet Users% individuals (aged 16-74)

75%(2014)

2a2 Basic Digital Skills% individuals (aged 16-74)

59%(2014)

2b1 ICT Specialists% employed individuals

2.8%(2012)

2b2 STEM GraduatesGraduates in STEM per 1000 individuals (aged 20 to 29)

17(2012)

The Digital Econo

my & Society In

dex (DESI)

Perspectivas Tecnológicas para la Universidad del futuroDigital Agenda Scoreboard 2015 – Digital Inclusion and Skills

7

According to the composite index ofdigital skills*, based on the IPTS digitalcompetence framework**, 22% of the EUpopulation has no digital skills (2014) i.e.are not using the internet. This figureranges from 5% in Luxemburg to 45% inBulgaria and 46% in Romania. In eightcountries (PT, PL, HR, CY, IT, EL, BG andRO) 30% or more of the population haveno digital skills. In Italy, with its largepopulation, this equates to almost 18million people without digital skills.

Considering that to function effectively inthe digital society an individual needsmore than low level skills (e.g. only beingable to send emails), 40% of the EUpopulation can be considered asinsufficiently digitally skilled (having eitherlow digital skills or not using theinternet).*** Seventeen Member Stateshave rates higher than this. In Romania(80%) most of the population does nothave the digital skills they need tofunction effectively in the digital world.* http://ec.europa.eu/newsroom/dae/document.cfm?action=display& doc_id=9979

** Ferrari, A. (2013), DIGCOMP: A Framework for Developingand Understanding Digital Competence in Europe, JRCScientific and Policy Reports.

*** To be classified as Low skilled an individual has to havecarried out activities from only one of the four DigitalCompetence domains included in the index (information,communication, content‐creation and problem‐solving). Tohave basic skills, an individual has to have basic in at least onedomain, but no none. To be classified Above basic theindividuel has to score above basic in each of the four domains.

In 2014 40% of the EU population had an insufficient level of digital skills. 22% has none at all, as they did not use the internet. In2012 the figures were 45% and 27%, respectively.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

IS NO LU FI SE DK NL

UK EE DE FR AT BE

EU28 SK ES LT CZ LV SIMT

HU IE PT CY IT PL EL HR BG RO

Digital skills of the EU population(% individuals with Above Basic, Basic and Low digital skills and no

internet use)

No Use Low Basic Above Basic

Source: Commission services based on Eurostat data

The Digital Econo

my & Society In

dex (DESI)


8

Rates of digital skills amongst the labour forceare on average higher than for the averagepopulation in the EU. Only 13% of the EU labourforce has no digital skills. However, in somecountries rates are still relatively high. In eightcountries (HR, PL, PT, IT, CY, EL, BG and RO) ratesare at or above 20% of the labour force. InRomania and Bulgaria more than a third of thelabour force has no digital skills.

If we also add to this the percentage of thelabour force who have only a low level of skill,we get a figure of around a third of the EU labourforce (32%) that can be considered to beinsufficiently digitally skilled. In eighteenMember States (SK, SI, LT, ES, LV, CZ, HU, PT, IE,IT, EL, PL, CY, HR, BG and RO) the percentage ishigher. In Bulgaria (61%) and Romania (77%) it ismost of the labour force.

In 2014 32% of the EU labour force had an insufficient level of digital skills.13% had no digital skills at all, as they did not use the internet. In 2012 the figures were 39% and 14%, respectively.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

FI NO IS LU NL

DK SE UK DE EE FR AT BE MT

EU28 SK SI LT ES LV CZ HU PT IE IT EL PL CY HR BG RO

Digital skills of the labour force (% labour force with Above basic, Basic and Low digital skills and No internet use)

No Use Low Basic Above Basic

The Digital Econo

my & Society In

dex (DESI)


Competence areas

1. Information processing

2. Communication

3. Content creation

4. Safety

5. Problem solving

Competencias Digitales: Digcomp (Informe DESI)1. Information skills• Copied or moved files or folders• Saved files on Internet storage space• Obtained information from public authorities/services'

websites• Finding information about goods or services• Seeking health‐related information

Levels of information skillsBasic : one itemAbove basic: more than one item

2. Communication skills• Sending/receiving emails• Participating in social networks• Telephoning/video calls over the internet• Uploading self‐created content to any website to be shared

Levels of communication skillsBasic : one itemAbove basic: more than one item

3. Problem solving skillsA – Problem solving• Transferring files between computers or other devices• Installing software and applications (apps)• Changing settings of any software, including operationalsystem or security programsB – Familiarity with online services• Online purchases (in the last 12m)• Selling online• Used online learning resources• Internet banking

Levels of problem solving skillsBasic : one or more items only from A or only from BAbove basic: at least one item from A and B.

4. Software skills for content manipulationA – Basic• Used word processing software• Used spreadsheet software• Used software to edit photos, video or audio filesB – Above basic• Created presentation or document integrating text,pictures, tables or charts• Used advanced functions of spreadsheet to organise andanalyse data (sorting, filtering, using formulas, creating charts)• Have written a code in a programming language

Levels of content creation skillsBasic : none of the "above basic" from BAbove basic: at least one "above basic" from B


10

Over the period 2004‐2013employment of ICT specialists(Broad definition)* in the EU‐28grew significantly by 2.4 million;from around 4 million in 2004 to6.4 million in 2013. This resultedin an increase in the share of ICTemployment in total employmentfrom 1.9% to 3% over this period.On average, ICT employmentgrowth was more than 4% p.a.over this (allowing for the breakin the series in 2010‐2011). Bycontrast, the average growth rateof total employment has been0.4% p.a. over this period andoverall employment has beencontinuously falling since theonset of the crisis in 2008.

* ISCO codes 25 and 35 plus ICT graduates in certainadjacent ISCO codes.

All EU countries have seen animportant increase in ICT specialistemployment over the past decade.The largest employment gainswere made in the big MemberStates DE (524,000), the UK(451,000), FR (190,000), PL(189,000) and ES (186,000).However, growth in ICT specialistemployment has been verysubstantial in many smallercountries.

The Member States with thehighest rates of ICT specialistemployment in total employmentare FI (5%), SE (4.7%), DK and theUK (4.1%).The biggest employment gainshave been made outside the ICTsector and in the ICT servicessector.

On average ICT specialist employment has grown over 4% a year over the last decade. By contrast, total employment has been falling since the onset of the crisis in 2008.

0,00

0,50

1,00

1,50

2,00

2,50

3,00

0

1000

2000

3000

4000

5000

6000

7000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Employment of ICT specialists in the EU in absolute terms and as a share of total employment (broad definition), 2004-2013

ICT employment, 1000s share in total, %

Source: Eurostat

The Digital Econo

my & Society In

dex (DESI)


11

Despite the strong positive evolution in theemployment of ICT professionals in the EU overthe past decade, the employment potential ofICT is underexploited. Evidence shows that thereis a growing gap emerging between the demandand supply of ICT specialists in Europe. This gaphas been projected could reach 825 000 by 2020if not addressed.*

It is the purpose of the Commission's GrandCoalition for Digital Jobs initiative to address thisissue of lacking ICT professional skills.

Currently the largest ICT professional skills gap isto be found in Germany. However, latestforecasts suggest that over the period up to 2020the ICT professionals skills gaps will be severelyaggravated in the UK and Italy in particular;largely due to the insufficient production of ICTgraduates to keep up with strongly increasingdemand for ICT professionals in these countries.

* Tobias Hüsing, Werner B. Korte and Eriona Dashja: E‐skills and e‐leadership skills 2020. Trends and forecasts for the European ICTprofessional and digital leadership labour market (Working Paper),Bonn, May 2015

The EU has a growing deficit of ICT professional skills, forecast to reach 825,000 by 2020.

E-Skills Vacancies Estimate – Main forecast scenario:Distribution of vacancies per country ('000s)

The Digital Econo

my & Society In

dex (DESI)


Profesionales para la Transformación Digital..skills in the areas of Digital Security, Business Networks, Big Data Analytics, Internet of Things, Mobile Technologies, Cloud Computing, Business Change Management, InMemory Database, Integrated Product Service, Smart Grid Technologies or Novel Interfaces. Other trends that will disrupt the economy will include 3D printing, advanced robotics, artificial intelligence and virtual reality.

http://ametic.es/es/publicaciones/digitaleurope‐and‐ec%E2%80%99s‐skills‐strategy‐2016‐recommendations‐digitaleurope‐boosting

Only 17% of companies are confident they have the right skills


Gran Coalición para el Empleo Digital• Se calcula que en 2020 puede llegar a haber 800 000 vacantes sin cubrir para profesionales de las TIC y pueden faltar 200 000 líderes digitales.

• Tres países representan la mitad de los trabajos actuales en el sector de las TIC: Reino Unido, Alemania y Francia.

• Reino Unido y Alemania, pero también Italia. Los tres países, sumados, tendrán casi el 60 % de todas las vacantes de Europa.

• EEUU: Los salarios iniciales medios para los titulados en Informática e Ingeniería se sitúan en los 67 300 $ y los 64 400 $

• EEUU: Los inmigrantes altamente cualificados son la salvación de Estados Unidos para afrontar la carencia de competencias en las CTIM (STEM).

http://eskillsjobsspain.com/manifiesto/


Marcos de referencia para los profesionales IT

four building blocks required to mature the profession: a Body of knowledge (BOK), Competences, Education and Training, and Professional Ethics.


• Marco de referencia de 40 competencias TIC que pueden ser utilizadas y comprendidas por el usuario TIC y empresas suministradoras, sector público, agentes educativos y sociales de toda Europa.

• Desarrollado y evolucionado en el contexto de CEN (Comité Europeo de Normalización) sobre ICT Skills.

• Las 40 competencias del marco se han clasificado en cinco áreas principales de negocio de las TIC y enlaza directamente con el EuropeanQualifications Framework (EQF).

European e‐CompetenceFramework


GESTIÓN EMPRESARIAL

GESTIÓN EMPRESARIAL GESTIÓN TÉCNICAGESTIÓN TÉCNICA DISEÑODISEÑO DESARROLLODESARROLLO OPERACIÓN Y

SERVICIOOPERACIÓN Y SERVICIO SOPORTESOPORTE

Resp. SI empresarialResp. SI

empresarial

Director SI (CIO)

Director SI (CIO)

Resp. ExplotaciónResp. Explotación

Resp. Aseguramiento

Calidad

Resp. Aseguramiento

Calidad

Resp. De ServiciosResp. De Servicios

Resp. De Seguridad TIResp. De

Seguridad TI

Jefe de ProyectosJefe de Proyectos

Analista de NegociosAnalista de Negocios

Arquitecto de Sistemas

Arquitecto de Sistemas

Analista de SistemasAnalista de Sistemas

Arquitecto empresarialArquitecto empresarial

ProgramadorProgramador

Agente del Service deskAgente del Service desk

Especialista en medios digitalesEspecialista en medios digitales

Especialista en Chequeos

Especialista en Chequeos

Administrador de Base de Datos

Administrador de Base de Datos

Técnico especialistaTécnico

especialista

Administrador de Sistemas

Administrador de Sistemas

Especialista de Red

Especialista de Red

Gestor de cuentasGestor de cuentas

ConsultorConsultor

FormadorFormador

Experto en SeguridadExperto en Seguridad

European e‐Competence Framework


European e‐Competence Framework ‐ EXDSTIU

• Esta propuesta pretende atender la necesidad de actualizar la formación de los directores y responsables de servicios de Informática de las universidades.

• La propuesta ha sido aprobada por la sectorial TIC de la Conferencia de Rectores de Universidades Españolas (CRUE), y contará con su apoyo financiero y soporte.

• Para su elaboración se ha partido del perfil CIO (ChiefInformation Officer), propuesto por el Comité Europeo de Normalización en el documento “European ICT Professional Profiles". Dicho perfil establece las principales tareas encomendadas a un responsable de Informática.

• Las competencias a trabajar se han obtenido a partir de dicho perfil, complementado con el marco europeo de competencias digitales (European e‐Competence Framework).

CRUE‐TIC, Barcelona, nov‐2014

17

• Definir la estrategia TI corporativa• Dirigir el departamento de TI • Asegurar la calidad de las relaciones de TI con

clientes/usuarios y proveedores• Definir y verificar el cumplimiento de los Acuerdos de

Nivel de Servicio en TI• Negociar e implantar contratos TI complejos• Hacer recomendaciones sobre TI a la alta dirección

corporativa • Asegurar el soporte TI a los procesos de cambio• Asegurar la fiabilidad, confidencialidad, seguridad e

integridad de los Sistemas de Información

EXPERTO EN DIRECCIÓN DE SERVICIOS TI DE UNIVERSIDADES (EXDSTIU-2) (II ED)


¡ Gracias por su atención !

Competencias Digitales: una visión...

Documents

Transcript of Competencias Digitales: una visión...