The ability of economies to remain innovative and competitive relies on the availability of competences of skilled workers in line with rapidly evolving market trends. Arising technologies driving the digital transformation reshape the way of doing business and impact the speed of change of the e-skills and competences needed. Amending the mismatch between the skills available and those demanded for digital transformation of the economy has been a key priority since the European Commission developed a long term e-skills strategy. While the number of ICT students is now increasing and Member States are stepping up their efforts, the changing e-skills needs that face employers and the ICT workforce have clearly left their marks. Internet Access Centers play a key role in local economies, becoming more and more a reference point for developing e-skills of local communities.
In this context, local e-facilitators are playing a key role being at the center of the fight against the digital divide. They work in many different areas to be close to the main target groups such as: youth, job seekers, seniors, disadvantaged, and women. They should mobilize very diverse skills and knowledge both technical (ICT) and educational. These should be adapted to beneficiaries of various levels of qualification, including very low levels. Unfortunately, their recognition is very unbalanced or non-existent in European countries. In most cases it is not even considered as a profession, but more like a set of skills added to other specialties as: librarian, teacher, and social worker. When it is recognized as a profession there is often no diploma or special training. Working conditions of e- facilitators and quality of service provided by them are therefore often poor. Illustrating the situation is the fact that in Europe, heterogeneous positions exist in terms of recognition initiatives of skills of the e-facilitator, eg. in Catalonia (Spain) and Toscana (Italy), where the job profiles are well structured and recognized by the competent authorities (however, at region level). These examples could help to guide the work of other countries. To do this, it is also important to ensure the harmony of all initiatives within a common European framework permitted by ECVET.
Based on the work in other previous projects (VET4ei, RAISE4ei) this project proposes to identify, among the countries represented in the partnership, the skills, knowledge and levels of responsibility and autonomy that must master an e-facilitator to allow obtaining recognition of the skills and whatever learning process by which he/she obtained it.
We will work for:
- Creation of the e-facilitator professional profile (the first phase of the project)
- Creation and adaptation of specific e-skills training modules based on the e-facilitator’s professional profile
Our partnership aims to achieve these goals using three key interventions:
- Development of appropriate tools in the context of learning throughout life, as promoted by the EU ECVET system, to enable the recognition of e-skills both national and transnational level
- Create a sustainable organizational partnership that will continue to support e-skills development projects at European level
- Promote the exchange of pre- existing training tools and good practice in valuing distance learning such as: e-learning modules, workshops
Our goal is to move towards the recognition of e- facilitators by developing the tools necessary to go a step further: Working professional profiles through a comparison matrix between profiles, and to organizing e-learning modules consistent with ECVET recommendations based on the exchange of good practices between project partners.