item 5.3 - christophe demunter (eurostat) · christophe demunter, eurostat ... 40 25 7 10 23 41 43...

Working Party Working Party on Indicators for the on Indicators for the Information SocietyInformation Society

OECD, 3OECD, 3--4 May 2006, Paris4 May 2006, Paris

EUROPEAN COMMISSION

EUROSTAT

Directorate F: Social Statistics and Information Society

E-skills measurement(item 5.3 of the agenda)

Christophe Demunter,Christophe Demunter,EurostatEurostat

europa.eu.int/comm/eurostat/

WPIIS May 2006: « E-skills measurement »

Measurement of eMeasurement of e--skillsskills

Outline

Relevance

Definition problems and scope of Eurostat’s work

Skills measurement in the household survey

Future work: ad hoc module on digital literacy in the 2007 household survey and on e-skills in the 2007 enterprise survey



Relevance

Labour market needs: jobs more and more require user skills (for using applications) or specialist skills (for developing applications, solutions and networks)

e-Inclusion: no « Information Society for all » without« e-skills for all » …


Proportion of Proportion of employedemployed personspersons usingusing computers in computers in theirtheirnormal normal workwork routine (2005)routine (2005)

Source: Eurostat, Community survey on ICT usage and e-commerce in enterprises

14 1623 25

2933

36 36 37 38 3843 45 45 48 48 48 49 51 53 53 54 57 59 60

63 64 65 6669

0

10

20

30

40

50

60

70

80

90

100

RO BG LV LT HU PT EL CZ SK PL IT EE MT CY ES SI LU UK EU25 IE AT IS DE NL NO DK BE SE FR FI


Proportion of Proportion of individualsindividuals not not regularlyregularly usingusing the Internet / the Internet / nevernever havinghaving usedused a computer (2005)a computer (2005)

Source: Eurostat, Community survey on ICT usage in households and by individuals

57

32

51

8177

53

2822

46

68

84

69

48

34 27 61 57 25 22 64 2580

10

2030

405060

7080

90100

Total

Aged 1

6-24

Aged 2

5-54

Aged 5

5-74

Lower-

level

educ

ation

Mid-lev

el ed

ucati

on

Higher-

level

educ

ation

Studen

ts

Employe

es, s

elf-em

ploye

dUne

mploye

d

Reitred

, inac

tive,

etc.

Objecti

ve 1

region

Outside

Obje

ctive

1

Not regularly using the Internet Never used a computer


Proportion of Proportion of individualsindividuals nevernever havinghaving usedused a computer / a computer / not not regularlyregularly usingusing the Internet (2005)the Internet (2005)


24 2719

26 26

57

72 74 7266

8 8 10 13

34

53 5356

82

65

8

57

0

10

20

30

40

50

60

70

80

90

100

SE DK IS NO NL EU25 PT CY IT HU EL

Not regularly using the Internet Never used a computer



Definition problem

No commonly agreed definition of e-skills available

No reference point for the question design

Eurostat questions were a first attempt for measurementof e-skills, without using a commonly adopted conceptualframework

Scope of Eurostat’s work on e-skills:

Focuses on basic e-skills (or IT literacy) as the survey isaddressed to the general public, not to IT professionals

Other questions also touch topics as participation in courses on computer use, use of internet for training purposes, use of internet for job searching and lack of skills as a barrier to internet use


Household survey: eHousehold survey: e--skills moduleskills module

2005 and 2006 survey (more detailed module on digital literacy for i2010 in the 2007 survey)

Set of four questions

Additional (more indirect) data on digital literacy from othermodules (e.g. computer use, Internet use, barriers, etc.)

Last time the individual has participated in a training course (of at least 3 hours) on anyaspect of computer use

Scope: all individuals who ever used a computer

Breakdown: 5 categories (last 3 months; between 3 and 12 months ago; between 1 and 3 years ago; more than 3 years ago; never taken one)


Most Most recentrecent training course (of training course (of atat least 3 least 3 hourshours) ) on computer use (2005)on computer use (2005)


11 12 11 815

7 8 104

12 10 13 13 11 8 13 8 12 1117 17 16 13 12

11 8 1413

9

710

1214

9 11 7 10 99

77

10 9

18 16 15 1713

1913

32

2430

10

1416 13 15

10

21

10 18 1110

17 16

2537

25 23 27

0

10

20

30

40

50

60

70

80

90

100

EU25 CZ DK DE EE EL ES IE IT CY LV LT LU HU AT PL PT SI SK FI SE UK IS NO

Taken a computer course in the last year Betw een 1 and 3 years ago More than 3 years ago



Computer related activities the individual has already carried out

Scope: all individuals who ever used a computer

Checklist of 6 items (via self-assessment):Copying or moving a file or folderUsing copy & paste tools to duplicate or move information within a doc.Using basic arithmetic formulas in a spreadsheetCompressing filesConnecting and installing new devices, e.g. a printer or a modemWriting a computer program using a specialised programming language

Categorical data (although some ordinality in terms of level of complexity)

Output: results for the separate items + 3 levels of basic computer skills:

i. Low: individuals having ticked 1 or 2 of the activities

ii. Medium: individuals having ticked 3 or 4 of the activities

iii. High: individuals having ticked 5 or 6 of the activities


Distribution of Distribution of levelslevels of basic computer of basic computer skillsskills (2005), (2005), aggregateaggregate data, by sociodata, by socio--demographicdemographic backgroundbackground


37

34

39

10

29

65

61

29

11

4

25

39

68

15

15

13

17

14

13

19

12

11

16

19

14

26

23

29

37

29

15

17

30

35

41

31

25

13

22

29

15

40

25

7

10

23

41

43

28

17

6

16

Total

Men

Women

Age 16-24

Age 25-54

Age 55-74

Lower-level education

Mid-level education

Higher-level education

Student

Employees, self-employed

Unemployed

Retired, inactive, etc.

No basic computer skills Low level Medium level High level



Internet related activities the individual has already carried out

Scope: all individuals who ever used the Internet

Checklist of 6 items (via self-assessment):Using a search engine to find informationSending e-mails with attached files (documents, pictures, etc.)Posting messages to chatrooms, newsgroups, online discussion forumUsing the Internet to make telephone calls Using peer-to-peer file sharing for exchanging movies, music, etc. Creating a web page

Categorical data (although some ordinality in terms of level of complexity)

Output: results for the separate items + 3 levels of basic Internet skills:

i. Low: individuals having ticked 1 or 2 of the activities

ii. Medium: individuals having ticked 3 or 4 of the activities

iii. High: individuals having ticked 5 or 6 of the activities



How the individual obtained his/her computer or Internet skills

Formalised educational institution (school, college, university)

Training courses in adult education center (but not on the initiative of your employer)

Vocational training courses (on the demand of the employer)

Self-study using books, cd-roms, etc.

Self-study in the sense of learning-by-doing

Informal assistance from colleagues, relatives, friends

Some other way

Output: results for the separate items, broken down byThe usual breakdown by gender, age group, educationallevel, employment situation, degree of urbanisation, etc.

Additionally broken down by the low, medium, high level of basic computer skills


WayWay of of obtainingobtaining ee--skillsskills (2005)(2005)


Men Women Lower Middle Higher Low Medium High

Formalised educational institution (school, college, university, etc.) 31 29 33 34 28 35 16 30 47

Training courses in adult education centres, on own initiative 15 13 18 11 15 19 10 17 20

Training courses in adult education centres, on demand of employer 23 21 25 12 23 32 14 25 29

Self-study using books, cd-roms, etc. 28 35 21 22 27 37 10 26 48

Self-study (learning by doing) 58 64 52 52 57 65 38 61 76

Informal assistance from colleagues, relatives or friends 59 58 59 58 59 59 61 61 60

Some other way 4 4 3 5 3 3 4 3 4

Level of basic computer skills

Allcomputer

users

Gender Educational level


Future work: enterprise surveyFuture work: enterprise survey

2006 survey ( results: autumn 2006)

New questions focusing on shortages in e-skilled staff:

Did your enterprise have difficulties in recruitingpersonnel with ICT skills (from basic to professional), during 2005? [filter question]

Did your enterprise face the following problemswhen trying to recruit personnel, during 2005?

Personnel with required skills in the use of ICT applications not available or not entirelysuitable

ICT specialists with the required skills not available or not entirely suitable

High remuneration costs of ICT specialists


Future work: enterprise surveyFuture work: enterprise survey


Additional questions on different aspects of ICT specialistsand on user skills:

whether the enterprise employs ICT specialists

recruitment of personnel for jobs requiring ICT specialist skills and/or ICT user skills

difficulties for filling vacancies for jobs requiring ICT specialist skills and/or ICT user skills

whether the enterprise offers training to develop or upgrade ICT skills

outsourcing and offshore outsourcing of ICT functions


Future work: household surveyFuture work: household survey


Set of questions from 2005 has been maintained


Expansion of the self-assessment items (6 -> 8)

Respondent’s judgement on how suitable theirskills are for the labour market

Reasons for not taking computer related courses

Questions related to e-learning, e.g. use of Internet for learning/education purpose


ICT usage data for the EUICT usage data for the EU

Statistics are available free of charge on Eurostat’s website:

http://europa.eu.int/comm/eurostat

Click « Data »

Click « Population/social conditions »

Via the New Cronos database, user-defined tables can be requested

Metadata including a first release of the Methodological Manual:

http://europa.eu.int/estatref/info/sdds/en/infosoc/infosoc_base.htm

item 5.3 - christophe demunter (eurostat) · christophe demunter, eurostat ... 40 25 7 10 23 41 43...

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