Digital literacy and e-skills:
participation in the digital economy
Who is IBSA? Innovation & Business Skills Australia (IBSA) is one of eleven Industry Skills Councils (ISCs) funded by the Australian Government to: −− Provide integrated industry intelligence and advice to governments on workforce development and skills needs −− Maintain and improve training materials and supporting products and services; and • Provide advice on skills, training and workforce development to enterprises. IBSA is committed to building the capability of businesses and to ensuring individuals have contemporary skills through the vocational education and training system in telecommunications, education and training, small business administration, finance and the cultural and creative industries. IBSA is an expert intermediary on qualifications, skills needs and workforce planning and works as a central coordination point for the Australian Government’s workforce development programs.
For further information about this report or any other work being undertaken by Innovation & Business Skills Australia Ltd, please visit www.ibsa.org.au. Innovation & Business Skills Australia Ltd Level 11, 176 Wellington Parade East Melbourne Victoria 3002 T +61 3 9815 7000 F +61 3 9815 7001 www.ibsa.org.au
Project Contact Susan McCarthy Manager, Environment Scan and Workforce Development E
[email protected]
Acknowledgment This project was undertaken with funding provided by the Australian Government through the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. February 2013 Author IBSA wishes to acknowledge the Digital Economy and Regional Futures team at AMC, University of Tasmania, for undertaking this research and compiling this report. Dr. Marcus Bowles, Email:
[email protected]
Contents 1. Executive summary
1
1.1 Summary of findings
2
1.2 Confirmation of digital literacy skills sets in demand
4
2. I ntroduction
7
2.1 Overall project deliverables
7
2.2 IBSA broader ICT development model
8
2.3 National Broadband Network, digital literacy and e-skills
9
2.4 Digital literacy and the Foundation Skills Training Package
9
3. Digital literacy and e-skills consultations
10
4. Digital literacy and e-skill levels
16
4.1 Alignment of units of competency to digital literacy e-skill level
5. Feedback on digital literacy skill sets/competencies
22
25
5.1 ForwardIT
25
5.2 Remote indigenous community digital literacy needs
27
5.3 Digital literacy needs of people with disabilities
28
5.4 Addressing digital literacy needs in rural and remote communities
29
5.5 Emerging digital literacy skill sets
30
6. Digital literacy education and training: A commentary
33
7. Digital literacy units of competency and skill sets
35
7.1 Validated skill sets
35
7.2 Recommended new inclusion in the digital literacy skills sets (e-skills)
39
7.3 Potential new qualifications
41
7.4 Possible new units of competency required
42
8. Further online feedback
45
9. References
48
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Digital Literacy and e-skills: participation in the digital economy
ii
1. Executive summary
This is the final report for the project commissioned by Innovation & Business Skills Australia (IBSA) to confirm and validate, through consultation with experts, existing and new skill sets and competencies fundamental to digital literacy. Digital literacy –the ability to use information and communications technology (ICT) such as computers and the Internet – underpins not only a nation’s capacity to provide individuals and groups with equity of access to social opportunity, it is a necessity for participation in the Digital Economy. While this report has achieved its aim to confirm the broad skill sets and competencies underpinning digital literacy in Australia, it is the backdrop to this study that is most likely to become the focus. Outcomes from recent national consultations1 2 suggest that while national effort to address affordable access to information technology and broadband is being achieved, effort to improve ICT skills (called e-skills) is largely struggling to keep pace with demand. This has important implications for national investment in digital literacy skills as competition in the Digital Economy is primarily a function of two factors: affordable access to information technology and high-speed broadband and, secondly, the skills to effectively use ICT. Since the advent of the National Broadband Network (NBN) and efforts to improve access to a high-speed broadband Internet connection, IBSA has focused on research, analysis and workforce development strategies that address digital literacy and e-skills in Australia. This research, alongside other work commissioned by the IBSA Board, seeks to more precisely identify the demand for digital literacy skills. It investigates where variations exist that could
1 R egional Telecommunications Independent Review Committee [RTIRC] (March 2012). Regional Telecommunications Review, Empowering digital communities, Department of Broadband, Communications and the Digital Economy, accessed 11 October 2012 at http://www.rtirc.gov. au/2011-12_report. 2 Bowles, M. (6 December 2012b). Post-NBN Impact on Enterprises and E-skills, IBSA: Melbourne.
amplify the digital divide, resulting in negative socio-economic effects with people, regions and enterprises having unequal access to infrastructure and the skills to effectively use ICT. 3 The information contained in this report will assist IBSA and governments to focus on digital literacy and enabling participation in the Digital Economy by those groups most affected by low digital literacy. These groups include Australians that: • Have low incomes • Lack tertiary level education • Are older, aged over 55 years • Live in rural and remote areas • Have Aboriginal or Torres Strait Islander heritage • Have a disability, or • Have non-English speaking backgrounds.4 The findings from this project also argue that small businesses should be considered at risk of digital exclusion. Despite the Executive Director of the Council of Small Businesses of Australia (COSBOA) indicating the NBN offers an opportunity to “create a level the playing field” and “means to build long-term advantage”,5 over the past two years, IBSA’s concern that the digital divide is affecting smaller businesses has been heightened. Research from Sensis® eBusiness Reports in 2011 and 2012,6 show that only around one in five small businesses have a formal digital business strategy. IBSA’s own research consistently shows fewer than 15 percent of businesses employing less than 20 people have any
3 N ational Office for the Information Economy (6 June 2001), cited in The Australian Institute for Social Research [AISR] (April 2006). The Digital Divide and Barriers to E-Learning. Report presented to the Digital Bridge Unit, Science, Technology and Innovation Directorate, DFEEST, University of Adelaide, p.4, accessed 12 October 2012 at http://www.umic.pt/images/stories/ publicacoes/barriers_digitaldivide.pdf. 4 After AISR, 2006: 6. 5 S trong, P. (29 November 2012). Small Business Perspective on the Digital Economy and the NBN rollout, Presentation, The Digital Technology Convention, Crown Casino, EPIC: Melbourne. 6 Available at http://about.sensis.com.au/small-business/sensis- e-business-report/
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Digital Literacy and e-skills: participation in the digital economy
Figure 1: Digital literacy and e-skills
ICT Strategic
ICT skills demand specific to strategic level regional, industry or organisational adoption and deployment of ICTs
Extension ICT ICT occupations or occupational roles requiring ICT Foundation ICT (digital literacy, work, life, and home)
ICT skills demand beyond the ICT industry in occupations that include roles that require ICT adoption and use Equipping individuals with the foundation or essential ICT skills for life and work
(Bowles, 2010)
plans to leverage the NBN.7 Given the fact smaller businesses contribute over half industry employment and over one third of Australia’s GDP,8 any risk of their non-engagement in the Digital Economy or failure to improve ICT skill levels must be of significant concern.
1.1
Summary of findings
The aim of this project was to consult experts in order to validate known and new digital literacy skill sets and units of competency required to access and successfully utilise ICTs and the Internet. As depicted in Figure 1, ICT skills, otherwise known as e-skills, form the basis for digital literacy across the three broad levels of use shown below. Although the small sample size (n = 35) the overall median response of 4.191 indicates expert respondents agree somewhat or strongly that all skill sets require development. This is much higher than any previous e-skills survey or analysis conducted by IBSA, which until this point have not produced a median score above 3.581.10 11
However parallel research on business skills in NBN early release sites12, and later validation in this project, has confirmed that new skills may be required. It is noteworthy that these are not at the foundation level — Level 3 in Figure 1. All additions fell into the extension or strategic e-skill levels — levels 2 and 3 respectively in Figure 1. The new areas of skills initially validated in this project include:
While the sample size is small the underlying trend is that skills in demand prior to NBN connection remain the core requirement post NBN connection. This is the same irrespective of region, industry, business type, size or other variable studied.
• Digital information literacy • Commercialise a digital technology product, design or idea • Promote virtual access to 3D digitised cultural and community assets • Promote digital literacy skills in the local community/group
10 Bowles, 2012a.
12 Bowles, 2012b.
11 B owles & Wilson (16 December 2009). Stage 1 Review of the ICA05 Training Package; & Bowles & Wilson (September 2010b). Impact of the Digital Economy and the National Broadband Network on Skills; and Bowles, 2012a.
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Digital Literacy and e-skills: participation in the digital economy
• Develop online sales, service and marketing strategies • Serve and interact with customers online in real time • Develop online sales, service and marketing strategies • Manage telework • Work with others in a virtual/off-site/telework team These new skills have been formed into proposed skill sets — for packaging and validation into the Information and Communications Technology Training Package (ICA 11) or the Business Services Training Package (BSB07) — with up to an addition 42 competencies. This may sound like a lot but it encompasses comprehensive use of existing units of competency, although many will need to be updated to cover technology change and the Digital Economy. A total of 17 new competencies may be needed; an additional three relate to training and education competencies that an ICT skills coach should be required to hold in order to deliver in a local community.
6
2. I ntroduction
Digital literacy was identified in IBSA’s Environment Scan (Escan) 2012 as a critical skill in demand for the full Australian workforce and especially for participation in the Digital Economy, noting that these literacy capabilities vary across industries. A high-level outcome of the industry consultations for IBSA’s Galleries, Libraries, Archives, Records and Museums Workforce Development Strategy (WDS) was the need to ‘... use training package continuous improvement to support skills currency, particularly in new technologies’. Other research also emphasises that the breadth and depth of digital literacy needs in the Australian community remain poorly understood.13 This project investigated the levels of digital literacy required across IBSA’s industries, to inform development and packaging of digital literacy units of competency for use across all industries. This desktop research report provides a summary of: 1. IBSA’s response to the demand for digital literacy 2. Relevant national and international research in the area of digital literacy 3. IBSA digital literacy stakeholders, contacts and their expectations 4. Existing units of competency, coverage of the Australian Qualifications Framework (AQF) Levels 1 to 6 and alignment to relevant training packages. Access to ICT and the skills to effectively use ICT can affect not only how businesses, families, and communities connect, but also how restrictions imposed by physical or geographic limitations
can be avoided by enabling online access to government services, health, education, retail and other commercial services, along with opportunities that create employment. For businesses, the absence of digital literacy can directly affect productivity improvement and competitiveness.
2.1 Overall project deliverables The scope of the project was to generate recommendations for the development and packaging of units of competency in digital literacy. Consideration also needs to be given, but not limited to, identifying possible areas for new skill sets or competencies affecting industry upskilling needs in the areas of net-banking, e-security, e-health, logistics, privacy (rights and risks), intellectual property and social networking including Twitter, Facebook, Skype; plus security of home wireless computers and related networks. The purpose of the project was to: • identify and report on suitable units currently in Training Packages e.g. Information and Communications Technology Training Package (ICA11), Integrated Telecommunications Training Package (ICT10), Screen & Media Training Package (CUF07) and Business Services Training Package (BSB07) and gaps where units are not currently available (Stage 1) • identify suitable units available in State/Territory accredited courses • establish a small industry project reference group • develop an issues paper to be considered at industry consultations • identify gaps and propose new units for development
13 S mith, J. & Anderson, L. (April 2010). Scoping study identifying digital literacy skills: Cybercitizen and e-employee in the 21st century, IBSA: Melbourne, available at http://tiny.cc/0jwdi
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Digital Literacy and e-skills: participation in the digital economy
• identify any adjustments required for existing units, to be considered for future training package continuous improvement processes, and • identify ‘model’ skill sets in digital literacy.
2.2 IBSA broader ICT development model With business, telecommunications and the ICT industry within its multiple, cross industry coverage, IBSA now has extensive research and reports on the impact of broadband and the impact of ICT not just on skills, but also changes to work and competencies across many occupations. IBSA has long appreciated the parallel importance of digital literacy, the increased implications for the digital divide, and the necessity to ensure people across all industries, occupations, sectors of the economy and locations can equitably participate in the Digital Economy (e-democracy). As such IBSA has been
directly involved in not only developing an integrated model for mapping the impact of ICT development on work and skills, but also investigating digital literacy as the drive to a Digital Economy has increased. Since 2009, based on research into global practices — in particular by the European Commission and International Telecommunications Union — IBSA has used an ICT development model whereby the overall impact of the digital or ‘high-speed’ economy can be coherently examined. A high-level representation of this model is presented in Figure 3 adjacent. Using this model14 IBSA has implicitly acknowledged that digital literacy and closing the digital divide is a requirement for improving e-skills across the population, thus ensuring the foundations for ubiquitous access, universal adoption and the
Figure 3: National ICT Development model
14 Bowles & Wilson, 2010
8
desired socio-economic outcomes sought for Australia by the Australian Government’s National Digital Economy Strategy.
2.4 Digital literacy and the Foundation Skills Training Package
2.3 National Broadband Network, digital literacy and e-skills
While distinct in focus and outcomes, this project intersects with the IBSA sponsored Core Skills for Employment Framework and the Foundation Skills project work.23. From these related pieces of work mutual success lies in their contribution to development of a future national digital literacy strategy. Given the stated intention for the Core Skills Framework is to develop “a set of non-technical skills and knowledge necessary for effective participation in the workforce”,24 the project’s focus on addressing the foundation-level requirements for individuals seeking to use ICT should be acknowledged.
IBSA has completed a number of reports on aspects of this study of digital literacy and e-skills, including: • Review of international research and formation of an ICT development model for understanding high-speed broadband rollout, adoption, e-skills and related digital literacy and the impact of NBN on skills15 16 17 • National review of ICT skills including consultations to confirm formal training package skill sets including for digital literacy18 • Reports specifically on digital literacy19 • Reports specifically on digital media and online games industry20
This applied research project did not seek to predetermine any set parameters or ‘givens’; it sought to validate and, if required, advise on the competencies and skill sets requirements that could be drawn from existing Training Packages.
• Industry specific industry environmental scans and commentary21 There also exist a number of recent publications confirming the importance of high-speed broadband triggering efforts to address digital literacy and to close the digital divide, particularly in regional Australia.22
15 Bowles, M. (Jan. 2010). Applied Research project Telecommunications Industry: Review of occupations, skills demand and the impact of the National Broadband Network. IBSA: Melbourne.
23 Project site and materials are available at http://www.ibsa.org.au/news-and-projects/currentprojects/333.aspx.
16 Bowles, 2009a.
24 ITHACA Group (Draft, 4 May 2012). Core Skills for Employment Framework, DIISRTE, DEEWR and IBSA: Melbourne.
17 B owles, M. & Wilson, P. (16 December 2009). Stage 1 Review of the ICA05 Training Package, IBSA: Melbourne. 18 Bowles, M. and Wilson, P. (16 Dec. 2009b). Stage 1 Scoping Report into the Review and Research into the ICA05 ICT Training Package, IBSA: Melbourne, available at http://tiny.cc/9oye2. 19 Smith & Anderson, 201. 20 Bowles, M. (16 Dec. 2009). Review of the Digital Games Development: Game Art, Animation and Programming. DEEWR & IBSA: Melbourne, available at http://tiny.cc/vq9a4. 21 M ultiple reports available at http://www.ibsa.org.au/news-and-projects/reports-andpublications.aspx. 22 Ewing, S. & Thomas, J. (October 2011). Online media use in Australia 2007-2011, CCI & Swinburne University: Melbourne, available at http://tiny.cc/igrcow; Williams, T. (February 2011). Connecting Communities, A White Paper, Huawei, Sydney; & Bowles & Wilson, 2010.
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Digital Literacy and e-skills: participation in the digital economy
3. Digital literacy and e-skills consultations
The expert consultations and final stages of this research were completed under the oversight of a small national project reference group established to steer and review the consultation process and the final report. Members included: • John Price (Chair), Australian Information Industry Association • Andrew Johnson, Australian Computer Society • Ros Eason, Chair – IBSA ICT Sector Advisory Committee • Peta Pash, DFEEST SA, Information Economy Directorate, and • Gabriel Giofre, and then Linda Arnold, IBSA ICT Industry Managers. To optimise feedback on existing ICT competencies and skill sets identified as core to addressing digital literacy skills needs, this research and the consultations conducted targeted expert feedback. Experts, stakeholders and key individuals were consulted to provide added perspective in Stage 1, confirm any missing e-skills in Stage 2 and to confirm the validity of digital literacy skill sets and competencies. Overall over 100 people have visited the project website and downloaded information, 32 completed the online feedback questionnaire and 40 were
10
directly consulted – see Table 1 below. Due to ethics agreements in place and tool design, the online feedback is collected but is only presented in aggregate. Four of those interviewed chose not to be named in the report. All came from public education bodies or TAFE institutes facing serious and substantial funding changes in the areas of digital literacy and ICT skills training. The names of the organisations have been listed but not the individual contributor.
11
Service Industries Training p: +61 8 8942 1651 Advisory Council in the m: 0418 770 110 Northern Territory (SITAC) e:
[email protected] GPO Box 4900 DARWIN NT 0801
Executive Officer
State Director, Department of Industry, Enterprise Connect Innovation Science, – Tasmania Research and Tertiary Education Lead: ‘Creative
Melanie Brenton
Keith Calvert
CEO
Manager
Principal
Suzanne Campbell
Cherry Cole
Paul Daly
Island’
Australian Government’s IT Industry Innovation Council
Chair
Ian Birks
p: +61 3 6433 8001 m: 0420 961 125 e:
[email protected] Shop 9, Columnar Court, 4-22 Wilmot Street Burnie Tasmania 7320
m: 0408 641 122 e:
[email protected],
m: 0417 083 174 e:
[email protected]
Babelshark Consulting/ MEGA
m: 0401 122 333 e:
[email protected]
Workforce Development p: +61 3 9815 7000 Programs National e:
[email protected] Broadband Network, NBN Co
Australian Information m: 0438 408 909 Industry Association (AIIA) e:
[email protected]
AncillaryIPs
MD
Gavin Artz
p: +61 3 6334 2464 e:
[email protected]
MD (NBN Champion, Autech Tasmania)
Contact details
Darren Alexander
Company
Position
Name
Table 1: Individuals and organisations consulted
www.mega.org.au
http://www.nbnco. com.au
http://www.aiia.com.au
www.enterpriseconnect. gov.au
www.sitac.com.au
http://www.innovation. gov.au or http://tinyurl. com/3gm9y8b
www.ancillaryips.com
www.autech.com.au
Web
Logo
12
DFEEST, Digital Economy & Technology National Broadband Network, NBN Co
Coles
UNE
Researcher
Advisor Workforce Development Programs
Regional HR Manager Operations
Director, DEHub
Christoph Heitmann
Rod Hind
Brendan Holland
Dr Rosalind James
p: +61 2 6773 2944 e:
[email protected]
m: 0407 469 915 e:
[email protected] 53 Garfield Street Launceston 7250
p: +61 3 9209 7463 e:
[email protected] Level 40, 360 Elizabeth Street, Melbourne VIC 3000
p: +61 8 8207 8710 e:
[email protected]
p: 08 8944 6444 e:
[email protected] 70 O’Sullivan Circuit, East Arm NT 0828
Arnhemland Progress Aboriginal Corporation
Manager
Chris Hayward
http://www.dehub. edu.au
www.coles.com.au
http://www.nbnco. com.au
www.dfeest.sa.gov.au
http://www.alpa.asn.au
http://www.bigideas. org.au
Broadband industry Group m: 041 467-4666, e:
[email protected]
Chair
Peter Hawkins
http://www.acs.org.au
p. +61 7 3458 9080 e:
[email protected] Suite 2, 3464 Pacific Highway, QLD, 4127
p: +61 2 8296 4421 e:
[email protected] Level 3 160 Clarence Street Sydney NSW 2000
IC Central Pty Ltd
Team Leader
Wendy Golder
Learning & Development, Australian Computer Society
http://www.unep.edu.au
Web
Richard Gordon International Certification Services
General Manager, Professional Standards
Ruth Graham
University of New England p. 0402 897 871 Partners e:
[email protected]
Contact details
p. +61 8 8207 8718 www.skills.sa.gov.au m: 0407 390 335, e:
[email protected] Level 3, 11 Waymouth St Adelaide SA 5000
CEO
Richard Doyle
Company
Digital Literacy, Participation and Equity Directorate
Position
Name
Logo
Digital Literacy and e-skills: participation in the digital economy
13
CEO
Principal Policy Officer, Digital Productivity and Industry Engagement
Director
Senior Outreach Educator
Head Teacher, Information Technology
David Morgan
Joanne Murray
Peta Pash
Dr Don Perlgut
Glendon Pryor
Glendale Campus, Hunter TAFE
Financial Literacy section of ASIC
ForwardIT
DFEEST, Digital Economy and Technology
WorkLab
Council of Small Business Australia
CEO, Tasmania
CompTIA Australia, NZ and SE Asia
Robert Mallet
CEO
Henry Louey
The Australian Council of Deans of ICT (ACDICT)
NBN Co., Rollout Engagement Group
Executive Officer
Tony Koppi
Company
Lalla Mackenzie Lead Community Account Manager
Position
Name
http://www.comptia. org/global/en-AU/ home.aspx
http://www.acdict. edu.au
Web
e:
[email protected]
m: 0457 51 63 22
p: 02 4979 1702
p: +61 2 9911 5586 m: 0411 312 325 e:
[email protected]
e:
[email protected]
p: +61 8 8226 3121
L 4, 11 Waymouth Street, Adelaide SA 5000
m: 0414 745 899 e:
[email protected]
p: +61 8 8207 8729
p: +61 3 6234 9422 e:
[email protected]
p: +61 3 6231 9174 e:
[email protected]
http://www.hunter. tafensw.edu.au
http://www.asic.gov.au
http://www.forwardit. sa.gov.au
www.dfeest.sa.gov.au
http://www. theworklab.com.au
http://www.cosboa.org
P: +61 3 6236 4703 www.nbnco.com.au m: 0448 055 636 e:
[email protected] Level 40/360 Elizabeth street Melbourne 3000
Level 14, Lumley House, 309 Kent Street Sydney, NSW, 2000
p: +61 2 9248 0112, e:
[email protected]
e:
[email protected]
Contact details
Logo
14
p: +61 2 6773 3533 e:
[email protected]. au
p: +61 3 9320 6700
Library and Museum Technology Program, Business and ICT (North), Tasmanian Polytechnic University of New England p: +61 2 6773 3669
CEO
Ancient History School of Humanities, Convenor, Classics UNE and Ancient History
Department of Broadband, Communications and the Digital Economy
Educator
a/g Director
Manager, Telework Section
Teacher Coordinator
Faculty Academic Director, School of Education
Dominic Schipano
Dr Michael Schmitz
Trevor Smallwood
Nina Sochon
Stephen Wilkins
Assoc. Professor Stephen Winn
Australian Government Information Management Office, Department of Finance and Deregulation
CITT
IT Education for people with Disabilities, NSW
m: 0400 645 115 e:
[email protected]
PO Box 1308, Launceston TAS 7250
p: +61 3 6336 2329 e:
[email protected]
p: +61 2 6271 1235 m: 0418 470 216 Level G, 38 Sydney Avenue, Forrest ACT 2603
m: 0418 302 438, e:
[email protected]
m: 0419 335 188 e:
[email protected]
e:
[email protected]
[email protected]
m: 0437 813 913
p: +61 8 8207 8709
Kathryn Ryan
Department of Further Education, Employment, Science & Technology (DFEEST)
Senior Policy Officer, Digital Economy & Technology directorate
Contact details
Andrew Rasch
Company
Position
Name
www.une.edu.au
http://www. polytechnic.tas.edu.au
http://www.dbcde. gov.au www.telework.gov.au www.nbn.gov.au/ telework
http://www.finance. gov.au/agimo/ index.html
www.une.edu.au
http://www.citt.com.au
www.dfeest.sa.gov.au
Web
Logo
Digital Literacy and e-skills: participation in the digital economy
15
http://www.nsi. tafensw.edu.au
http://www.education. vic.gov.au/about/ department/structure/ eastern/Pages/ default.aspx http://www.tnqit.tafe. qld.gov.au
Anon
Anon
Anon
International Federation of Information Processing (IFIP)
Board member
http://www.ifip.org
http://tinyurl. com/3gm9y8b or
Web
http://www.ames.net. au
Immediate past President ACS;
CEO
m: 0414 881171 e:
[email protected]
Contact details
Anon
Australian Government’s IT Industry Innovation Council ; AGW Consulting
Chair of Education & Skills Working Group
Anthony Wong
Company
Position
Name
Logo
Digital Literacy and e-skills: participation in the digital economy
4. Digital literacy and e-skill levels
Figure 4: Types of e-skills
ICT Strategic
ICT skills demand specific to strategic level regional, industry or organisational adoption and deployment of ICTs
Extension ICT ICT occupations or occupational roles requiring ICT Foundation ICT (digital literacy, work, life, and home)
ICT skills demand beyond the ICT industry in occupations that include roles that require ICT adoption and use Equipping individuals with the foundation or essential ICT skills for life and work
(Bowles, 2010)
Digital literacy underpins e-skills: the ICT skills and knowledge required by citizens at work, life or home to participate in the social and economic activities undertaken in the Digital Economy.
adoption and use of technology, and a further higher level, can advance unique innovations when using ICT or plan and promote how groups e.g. enterprises, invest in and deploy technology.
It is important to note the level of complexity and related Australian Qualification Framework level for e-skills. In earlier reports to IBSA25 26 27 a view on e-skills has been promoted that acknowledges that digital literacy for people, and the digital divide separating communities, regions and industries, is not just about foundation skills, i.e. basic skills to use information technology and the Internet. It has to be extended to cover functional competence where people, competent in an existing job role extend their productivity or capability through the
As depicted in Figure 4 e-skills have three types by level: foundation or entry-level tied to foundation digital literacy, progressing or extension where existing ICT skills extend occupational skills or further enhance digital literacy, and strategic where the user may seek to manage ICT adoption for a group or deploy high-end ICT skills to the advantage of an organisation, community or industry. The descriptions of the e-skill levels are provided in Table 2 along with their alignment with levels in the Australian Qualification Framework (AQF). The Foundation level has been divided into three sub-levels to add detail.
25 Bowles, 2009a.
27 Smith & Anderson, 2010.
26 Bowles & Wilson , 2010.
16
Table 2: Levels of e-skills supporting digital literacy Digital Literacy E-skill Levels*
Description
Foundation e-skills 1.1 (AQF 1)
ICT skills at this level will be required by people wanting to gain the essential digital literacy skills in the routine use of a personal computer, software applications, the Internet and digital devices.
Foundation e-skills 1.2 (AQF 2)
ICT skills at this level will be required by people wanting to advance from foundation user competence to gain sufficient digital literacy to understand appropriate methods, tools and applications and perform a range of routine activities using communication technologies, the Internet, and software and the basic range of applications and functions associated with standard digital devices.
Foundation e-skills 1.3 (AQF 3)
ICT skills at this level will be required by people wanting to advance from foundation user competence to gain sufficient digital literacy to apply a methodical approach and understanding, and to perform a broad range of work, sometimes complex and non-routine, in a variety of environments.
Extension e-skills (Level 2-AQF 4-5)
ICT skills at this level will be required by people wanting to extend existing occupational competency to include advanced digital skills required to improve productivity, or to review and deploy information and communications technology consistent with standard methods, tools and applications within a specific context.
Strategic e-skills (Level 3-AQF 6+)
ICT skills at this level will be required by people wanting to extend digital skills to review technology and systems requirements, assess related resource requirements, build vendor relationships and deploy information and communications technology to enhance capacity to meet the strategic requirements of a business or community.
*While aligning to AQF the levels are also consistent with Skills Framework for the Information Age levels 1, 2, 3, 4 and 5-7 (www.sfia.org.uk).
The following table lists the original ICT skill sets in the ICA11, BSB07 and CUF07 Training Packages and related competencies that previous research had identified as essential to adoption and use of ICT, such as computers and the Internet.
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Digital Literacy and e-skills: participation in the digital economy
Table 3: Digital literacy skill sets and associated competencies by level Skill Set Title
Digital Literacy Skill Set
Pathway
1. eCitizen – Essential skills
Foundation E-skills 1 This skill set provides credit towards (AQF 1) ICA10111 Certificate I in Information, Digital Media and Technology from ICA11 Information and Communications Technology Training Package. • Possible vendor certification:
Competencies ICAICT101A Operate a personal computer ICAICT102A Operate word-processing applications ICAICT103A Use, communicate and search securely on the internet
• Strata IT Fundamentals (CompTIA) • European Computer Driving Licence (ECDL) • Microsoft Office Specialist (MOS) 2. IT users digital literacy – Essential Skills
Foundation E-skills 1 This skill set provides credit towards (AQF 1) ICA10111 Certificate I in Information, Digital Media and Technology from ICA11 Information and Communications Technology Training Package. • Possible vendor certification: • Strata IT Fundamentals (CompTIA)
BSBOHS201A Participate in OHS processes ICAICT101A Operate a personal computer ICAICT102A Operate word-processing applications ICAICT103A Use, communicate and search securely on the internet
ICAICT105A Operate spreadsheet • European Computer Driving Licence (ECDL) applications • Microsoft Office Specialist (MOS) ICAICT106A Operate presentation packages • Cisco IT Essentials • Microsoft Applications Specialist (MAS) 3. Internet Foundation E-skills 1 technology and (AQF 1) social networking – Essential Skills
This skill set provides credit towards ICA10111 Certificate I in Information, Digital Media and Technology from ICA11 Information and Communications Technology Training Package from the ICA11 Information and Communications Technology Training Package. • Possible vendor certification: • IC3 Internet and computing core certification
18
ICAICT104A Use digital devices ICAICT108A Use digital literacy skills to access the internet ICAICT103A Use, communicate and search securely on the internet ICAU1213B Conduct online transactions ICAS2243B Detect and protect from spam and destructive software ICAWEB201A Use social media tools for collaboration and engagement
Skill Set Title
Digital Literacy Skill Set
4. Small office Foundation E-skills 2 and home office (AQF 2) equipment and network set up – Essential skills
Pathway
Competencies
This skill set provides credit towards ICA20111 Certificate II in Information, Digital Media and Technology from the ICA11 Information and Communications Technology Training Package.
ICASAS202A Apply problem-solving techniques to routine IT malfunctions
• Possible vendor certification: • IC3 Internet and computing core certification • Strata IT Fundamentals (CompTIA)
ICASAS203A Connect hardware peripherals ICASAS205A Maintain IT system integrity ICASAS206A Detect and protect from spam and destructive software ICASAS207A Protect and secure information assets ICASAS208A Maintain IT equipment and consumables ICASAS209A Connect and use a homebased local wireless network
5. Digital content Foundation E-skills 3 development and (AQF 3) collaboration – Essential Skills
This skill set provides credit towards ICA30111 Certificate III in Information, Digital Media and Technology from the ICA11 Information and Communications Technology Training Package.
ICAWEB201A Use social media tools for collaboration and engagement ICAICT204A Operate a digital media technology package CUFDIG301A Prepare video assets CUFDIG302A Author interactive sequences CUFDIG304A Create visual design components ICAWEB303A Produce digital images for the web ICAGAM302A Design and apply simple textures to digital art
6. Web Development Essential Skills
Foundation E-skills 3 This skill set provides credit towards (AQF 3) ICA30111 Certificate III in Information, Digital Media and Technology from the ICA11 Information and Communications Technology Training Package.
ICAWEB302A Build simple websites using commercial programs ICAWEB303A Produce digital images for the web BSBEBU401A Review and maintain a website ICAWEB403A Transfer content to a website using commercial packages
7. Small office and Foundation E-skills 3 home equipment (AQF 3) and network set up
This skill set provides credit towards ICA30111 Certificate III in Information, Digital Media and Technology from the ICA11 Information and Communications Technology Training Package. Possible vendor certification: • IC3 Internet and computing core certification
ICASAS303A Care for computer hardware ICASAS304A Provide basic system administration ICASAS306A Maintain equipment and software ICASAS307A Install, configure and secure a small office home office network
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Digital Literacy and e-skills: participation in the digital economy
Skill Set Title
Digital Literacy Skill Set
8. Small office and Extension E-skills home network (AQF 4-5) equipment and set up
Pathway
Competencies
This skill set provides credit towards ICA40111 ICANWK401A Install and manage a server Certificate IV in Information Technology from ICANWK405A Build a small wireless local the ICA11 Information and Communications area network Technology Training Package. ICANWK406A Install, configure and test Possible vendor certification: network security • Microsoft Certified Systems Engineer ICANWK407A Install and configure client(MCSE) server applications and services • Microsoft Certified Technology Specialist ICANWK410A Install hardware to a network (MCTS) ICANWK416A Build security into virtual • Red Hat Certified Technician (RHCT) private networks • Server+ • Linux Professional Institute Certificate 1 (LPIC1) • Cisco Certified Network Associate (CCNA)
9. Establish Extension E-skills business (AQF 4-5) communications solutions and systems security
This skill set provides credit towards ICA40111 Certificate IV in Information Technology from the ICA11 Information and Communications Technology Training Package.
ICANWK406A Install, configure and test network security ICANWK403A Manage network and data integrity
Possible vendor certification: • Certified Information Systems Security Professional Course (CISSP®) by Int. IS Security Certification Consortium (www.ISC2.org) • Certified Network Associate Technology
10. Sell products and services online
Extension E-skills (AQF 4-5)
This skill set provides credit towards BSB40407 Certificate IV in Small Business Management from the BSB07 Business Services (v.6) Training Package.
BSBITU305A Conduct online transactions BSBEBU401A Review and maintain a website BSBCUS402B Address customer needs BSBMKG413A Promote products and services BSBMKG416A Market goods and services internationally
11. Manage business Extension E-skills communications (AQF 4-5) solutions and systems security
This skill set provides credit towards ICA50111 Diploma of Information Technology from the ICA11 Information and Communications Technology Training Package.
ICANWK501A Plan, implement and test enterprise communication solutions
Possible vendor certification:
ICANWK511A Manage network security
• Certified Information Systems Security Professional Course (CISSP®)
ICANWK513A Manage system security
• Certified Security and Architect Specialist
20
ICANWK510A Develop, implement and evaluate system and application security
Skill Set Title
Digital Literacy Skill Set
Pathway
Competencies
12. Develop an business case and select appropriate IT strategies and solutions
Extension E-skills (AQF 4-5)
This skill set provides credit towards ICA50111 Diploma of Information Technology from the ICA11 Information and Communications Technology Training Package.
ICAICT509A Gather data to identify business requirements ICAICT510A Determine appropriate IT strategies and solutions ICAICT511A Match IT needs with the strategic direction of the enterprise ICAICT507A Select new technology models for business ICAICT508A Evaluate vendor products and equipment ICAICT512A Plan process re-engineering strategies for business
13. Managing business ICT change project
Strategic E-skills (AQF 6+)
This skill set provides credit towards ICAPMG501A Manage IT projects ICA60111 Advanced Diploma of Information ICAICT601A Develop IT strategic and Technology from the ICA11 Information and action plans Communications Technology Training Package ICAPMG608A Manage IT project systems Possible vendor certification: implementation • CompTIA Project+
14. Set up an e-business capability
Strategic E-skills (AQF 6+)
This skill set provides credit towards BSB51107 Diploma of Management from the BSB07 Business Services (v.6) Training Package.
BSBEBU501A Investigate and design e-business solutions BSBEBU502A Implement e-business solutions BSBMKG513A Promote products and services to international markets
15. Manage virtual or out-sourced ICT services
16. Establishing sustainable and Green ICT business goals
Strategic E-skills (AQF 6+)
Strategic E-skills (AQF 6+)
This skill set provides credit towards ICA60111 Advanced Diploma of Information Technology from the ICA11 Information and Communications Technology Training Package.
ICAICT602A Develop contracts and manage contracted performance
This skill set provides credit towards ICA70211 Vocational Graduate Certificate in Information Technology Sustainability from the ICA11 Information and Communications Technology Training Package.
ICAICT713A Manage IT services
ICAPRG603A Create cloud computing services ICAICT706A Direct outsourced ICT services ICASUS701A Plan and manage virtualisation for IT sustainability ICASUS702A Conduct a business case study for integrating sustainability in IT planning and design projects
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Digital Literacy and e-skills: participation in the digital economy
4.1 Alignment of units of competency to digital literacy e-skill level The following table shows the competencies by training package and aligned to digital literacy e-skill levels.
ICA11 Information and Communications Technology Training Package (Release 1.01)
22
ICAICT101A Operate a personal computer
ICAICT102A Operate word-processing applications
ICAICT103A Use, communicate and search securely on the internet
ICAICT104A Use digital devices
ICAICT105A Operate spreadsheet applications
ICAICT106A Operate presentation packages
ICAICT108A Use digital literacy skills to access the internet
ICAICT103A Use, communicate and search securely on the internet
ICAU1213B Conduct online transactions
ICAWEB201A Use social media tools for collaboration and engagement
ICASAS202A Apply problem-solving techniques to routine IT malfunctions
ICASAS203A Connect hardware peripherals
ICAICT204A Operate a digital media technology package
ICASAS205A Maintain IT system integrity
ICASAS206A Detect and protect from spam and destructive software
ICASAS207A Protect and secure information assets
ICASAS208A Maintain IT equipment and consumables
ICASAS209A Connect and use a home-based local wireless network
ICAGAM302A Design and apply simple textures to digital art
ICAWEB302A Build simple websites using commercial programs
ICAWEB303A Produce digital images for the web
ICASAS303A Care for computer hardware
ICASAS304A Provide basic system administration
ü
Strategic E-skills (AQF 6+)
Extension E-skills (AQF 4-5)
Foundation E-skills 3 (AQF 3)
Foundation E-skills 2 (AQF 2)
Unit of Competency
Foundation E-skills 1 (AQF 1)
Table 4: Digital literacy Units of competency by e-skill level
ICASAS306A Maintain equipment and software
ü
ICASAS307A Install, configure and secure a small office home office network
ü
ICAWEB403A Transfer content to a website using commercial packages
ü
ICANWK401A Install and manage a server
ü
ICANWK403A Manage network and data integrity
ICANWK405A Build a small wireless local area network
ICANWK406A Install, configure and test network security
ICANWK407A Install and configure client-server applications and services
ICANWK410A Install hardware to a network
ICANWK416A Build security into virtual private networks
ü
ICANWK501A Plan, implement and test enterprise communication solutions
ü
ICANWK510A Develop, implement and evaluate system and application security
ü
ICANWK511A Manage network security
ü
ICANWK513A Manage system security
ü
ICAICT509A Gather data to identify business requirements
ü
ICAICT510A Determine appropriate IT strategies and solutions
ICAICT511A Match IT needs with the strategic direction of the enterprise
ICAICT507A Select new technology models for business
ICAICT508A Evaluate vendor products and equipment
Strategic E-skills (AQF 6+)
Extension E-skills (AQF 4-5)
Foundation E-skills 3 (AQF 3)
Foundation E-skills 2 (AQF 2)
Foundation E-skills 1 (AQF 1)
Unit of Competency
ICAPMG501A Manage IT projects
ICAICT601A Develop IT strategic and action plans
ICAPMG608A Manage IT project systems implementation
ICAICT602A Develop contracts and manage contracted performance
ICAPRG603A Create cloud computing services
ICASUS701A Plan and manage virtualisation for IT sustainability
ICASUS702A Conduct a business case study for integrating sustainability in IT planning and design projects
ICAICT706A Direct outsourced ICT services
23
CUF07 Screen and Media Training Package Training Package (Release 1.2) CUFDIG301A Prepare video assets
CUFDIG302A Author interactive sequences
CUFDIG304A Create visual design components
BSB07 Business Services Training Package (Release 6.0) BSBOHS201A Participate in OHS processes BSBITU305A Conduct online transactions
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BSBEBU401A Review and maintain a website
BSBCUS402B Address customer needs
BSBEBU401A Review and maintain a website
BSBMKG413A Promote products and services
BSBMKG416A Market goods and services internationally
BSBEBU501A Investigate and design e-business solutions
BSBEBU502A Implement e-business solutions
BSBMKG513A Promote products and services to international markets
Strategic E-skills (AQF 6+)
Extension E-skills (AQF 4-5)
Foundation E-skills 3 (AQF 3)
Foundation E-skills 2 (AQF 2)
Unit of Competency
Foundation E-skills 1 (AQF 1)
Digital Literacy and e-skills: participation in the digital economy
5. Feedback on digital literacy skill sets/competencies
Digital literacy will evolve with changes to ICT, and resulting use in life and work. Not unexpectedly experts added more detail to the existing e-skills identified by IBSA. As will be evidenced in feedback reported in this section a particular emphasis has been on the extension (mid-level) and strategic (highest level) e-skill levels see Figure 4. The extension level revolved around more advanced use by individuals to improve business or applied practices. This is in no small way due to the proliferation of mobile devices and the increased access to high-speed broadband and the NBN. As the Prime Minister Julia Gillard stated, the investment in high-speed broadband and the Australian Government’s overall Digital Economy strategy, “..is about people and keeping it personal because technology, I have realised, is just a tool and what it really does is strengthen relationships…”.28 The improvement to the strategic level was more focussed on commercialisation and innovation as the following feedback from ForwardIT serves to highlight.
while facilitating movement into extension and advanced levels that may be required to enable greater participation in the Digital Economy. The ‘stepping stones’ are in turn tied to that state’s policy imperatives, and the South Australian Digital Economy Strategy, and thence cascades back through state development into regional Digital Economy strategies. In Attachment 3 ForwardIT’s existing digital literacy content has been mapped against the competencies that form the existing 16 skill clusters in demand and new competencies derived through this research and the study of the early release NBN sites. In addition, feedback from Peta Pash at ForwardIT has confirmed additional digital literacy needs that, while not all at the higher level competencies, are essential components of ICT programs or courses in high demand e.g. the MEGA Entrepreneur Masterclass.
5.1 ForwardIT The SA Government have what is nationally acknowledged to be one of the most effective bottom-up, top-down approaches to addressing digital literacy and securing competitive advantage in the Digital Economy. Within the Digital Economy and Technology directorate a digital literacy program called ForwardIT has been developed (http://www.forwardit.sa.gov.au). Using a model based on early research by IBSA29 30 ForwardIT organises resources around a three level approach consistent with the foundation, extension and strategic levels proposed in the e-skills model. As a result the initial ‘basic’ digital literacy level is acknowledged as a stepping stone promoting initial engagement with technology use
28 Prime Minister Julia Gillard, (5 October 2012). Prime Minister’s Forum on the Digital Economy, October 2012, Draft Transcript, Captioning Studio, page 7. 29 Smith & Anderson, 2010. 30 Bowles, 2009a.
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Digital Literacy and e-skills: participation in the digital economy
Table 5: E-skill Gaps in IBSA coverage - supplied by ForwardIT Miscellaneous ForwardIT modules that require competencies/coverage
AQF Level
E-skill Level
Document management
4/5
Extension
Social Media for Business
6+
Strategic
Teleworking
4/5
Extension
Outsourcing web development
6+
Strategic
Payment and booking systems
4/5
Extension
Table 6: Gaps in IBSA suggested competencies but available from endorsed competencies Innovation in digital media and applications
AQF Level
E-skill Level
BSBCRT501A Originate and Develop concepts
4/5
Extension
MCMT675A Facilitate the development of a new product (superseded could also apply to 3D printing)
6+
Strategic
CUVDES601B Design Innovative products
6+
Strategic
UEENEER006B Contribute to the commercialisation of products/ applications/services
6+
Strategic
BSBRES801A Initiate and lead applied research
6+
Strategic
BSBREL701A Develop and cultivate partnerships and relationships
6+
Strategic
AQF Level
E-skill Level
Implement the principles of technology commercialisation
6+
Strategic
Develop an Information Memorandum
6+
Strategic
Pitch for venture capital
6+
Strategic
Emerging Business Models
6+
Strategic
Facilitate cross discipline team work
6+
Strategic
Table 7: E-skill gaps in IBSA suggested competencies in ICT industry programs Entrepreneurship program from MEGA
5.1.1 National importance of innovation Feedback from ForwardIT on the importance of supporting higher level ICT skills relating to business commercialisation and innovation were echoed by a number of experts and by the IT Industry Innovation Council and in feedback from select members on that Council. Members of the IT Industry Innovation Council confirmed higher level e-skills should encompass the Innovation Council’s “Eight tests of an innovative idea”; Table 8 outlines the eight tests that skills should meet to promote the individual’s or enterprise’s optimal likelihood of commercial success.31 31 I ndustry Innovation Councils (2011) It’s all about innovation, available at http://www.innovation. gov.au/Industry/IndustryInnovationCouncils/Pages/ItsAllAboutInnovation.aspx
26
Table 8: IT Industry Innovation Councils’ eight tests of an innovative idea Tests
Questions
1
Valuable benefits
Does the innovation provide benefits that are clearly superior to existing alternatives? Can you articulate the ‘value proposition’ of what is new and why it is better in value terms, that customers can appreciate?
2
Scale up
Can the innovation be mass produced with consistent quality to satisfy the market need?
3
Marketing
Have you assessed demand and do you have a channel to the consumer? Marketing includes design, branding, pricing, distribution, sales, and other factors.
4
Leadership team
Do the key people involved in this innovation have the knowledge, skills, experience and courage to take it through to fruition?
5
Intellectual property
Do you have control over the intellectual property (IP) for the innovation? Control can be achieved through ownership or licence arrangement.
6
Return on investment
Will the innovation generate enough profit to make it worthwhile? You need to consider risk and the time the innovation will take to implement.
7
Corporate social responsibility
Does the innovation make progress on all three dimensions of value creation outcomes (financial, environmental, and social)?
8
Strategic fit
Is the innovation consistent and aligned with the firm’s overall business strategy?
5.2 Remote indigenous community digital literacy needs Indigenous communities, especially in remote communities, have been particularly at risk of being disadvantaged through limited access to broadband networks and a lack of the ICT skills required to participate in the Digital Economy.32 Wendy Golder, Team Leader Digital Literacy, Participation and Equity Directorate, South Australian Government, confirmed that the National Partnership for Remote Indigenous Public Internet Access has stimulated a more concerted national effort to close the digital divide for remote communities. The $7 million funding over four years from 2009-2010 has assisted efforts to improve the delivery of priority services to remote indigenous community locations across the Northern Territory, Western Australia, Queensland, New South Wales and South Australia. 33 By benchmarking more established programs in other states, the South Australian Government has been able to adapt implementation of Internet Access Centres (IAC) to meet specific needs in South Australia, so that they serve not only as a point of access to Internet broadband, but as a mechanism to enhance skills transfer to and across remote communities with the following focuses:
32 Samaras, K. (2005), Indigenous Australians and the ‘digital divide’, Libri, vol. 55, pp. 84–95, accessed 25 November 2012 at http://www.librijournal.org/pdf/2005-2-3pp84-95.pdf.
• General language, literacy and numeracy (LLN) skills must be integrated into digital literacy learning which is, in effect, a fourth element added to LLN. • It is essential a local sponsor or partner exists e.g. council, school or similar, to anchor the program and gain community acceptance. • Very remote communities have greater challenges finding a sponsor with the capacity to support the establishment of an IAC. • Instruction has moved beyond MSOffice and using standard software packages; mobile devices such as smart phones and iPads or tablets have leapt ahead in terms of ubiquity – both accessibility and ease of use. • A common message in the transfer of e-skills in any digital literacy program and training intervention has been the need to: −− Use a local champion as mentor; this person needs to be trained in the basics of digital literacy, coaching and mentoring. −− Promote ‘self-skilling’ and avoid training for software use rather than an outcome that has meaning. The more culturally embedded the reasons to use the technology the easier it seems to be to promote adoption.
33 Available at http://www.fahcsia.gov.au/our-responsibilities/indigenous-australians/programsservices/closing-the-gap/closing-the-gap-national-partnership-agreements
27
Digital Literacy and e-skills: participation in the digital economy
−− The skills should be less about ‘courses’ and much more about one-to-one instruction. −− Instruction should be demand driven; this revolves around ‘how to do things’ such as – set up an online account, paying renewal or community housing rates online, or establishing an account on services such as Flickr® or iTunes®. • Access remains the greatest problem; skills can follow more effectively where affordable access is available. In addition, Internet access without a wireless local loop or improved or cellular network is of limited use. Wendy Golder communicated a case-in-point: “We have a local IAC trainer available to open the IAC for 5 hours a day. But where we are able to set up a WiFi footprint community members now congregate around the centre to use the Internet. As more buy mobile devices and use the connection, the more groups have formed to teach each other how to use technology and perform certain functions.” The interrelated, priority functions residents in remote indigenous communities in South Australia and Northern Territory seem to consider most important include: 1. Social networking with family, clan and community groups where the culture of inclusiveness and connectedness prevail. As the young learn they teach their family and elders in the community. 2. Media and digital content sharing follows from social connectedness and storytelling. The capturing and sharing of audio and visual (film and photo) content is absolutely tied to cultural and social morés. For instance, major events such as funerals, celebrations and family gatherings are videoed and shared. Given the distances involved and difficulty travelling social media has forged connections across communities. 3. Electronic banking is essential. Two major costs affect remote indigenous families, default fees and fines caused by either non-receipt or inability to pay a notice and, secondly, the cost of accessing the very few ATMs, which can be over $5.00 per transaction. Banks are non-existent in the remote communities. Financial demands and the need to transact with government to pay bills, pay renewals, or communicate with Centrelink are a constant problem. With the reliance on e-banking increased digital exposure is occurring with inability to protect personal details, or loss of control over security and access. These concerns echo the wider concern from other experts and communities expressing the need to address digital finance literacy skills.
28
4. Interacting with government is a major issue. As discussed above, financial demands aside, government services to indigenous communities are heavily reliant on communication and information exchange. In areas such as health, transport, social welfare and legal matters the lack of digital connectivity seriously disadvantages people. Government services assume everyone receives mail inside 7 days anywhere in Australia and can pay or process bills online. Such is not the case for those living in remote communities. It is estimated over half the mail never arrives, can take over 3 months in communities during the ‘wet season’ and telephony services are often unavailable with few landlines and poor mobile coverage. 5. Online shopping, while not as prevalent as in metropolitan Australia, has increased in importance, with the purchasing of non-perishable goods (auto parts, furniture, household goods, medical supplies), in particular. 6. Cultural and creative activities are also starting to play a major role. This is centred on the more sophisticated ICT users presenting and selling indigenous art online and young people engaging in recording and broadcasting music using online radio stations. As with communities across the globe, access for some communities has resulted in an unfortunate rise in inappropriate or socially divisive use. Cyberbulling through Facebook®, sharing of inappropriate content and related problems have emerged. While ‘training’ would typically address these behaviours, the more organic approach to ICT skilling has increased users’ technical competence without necessarily addressing underpinning knowledge. However, in communities such as Anangu Pitjantjatjara Yankunytjatjara (APY) the dysfunctional use has been addressed by the Council and community elders. In this sense the efforts to self-regulate to remove cyberbullying and inappropriate use has had more success than in many other communities.
5.3 Digital literacy needs of people with disabilities Foundation level competencies listed in the e-skill consultation questionnaire have been identified as widely used to educate people with physical and/or sensory disabilities. The emphasis seems to be on courses at the Certificate I and II levels in Information Technology. This area provided some of the most passionate feedback. Only one of the four people providing feedback in this area was prepared to have their name listed in the consultation section of this report. Across Victoria, NSW and Queensland the independent but seemingly related opinion of
teachers and coordinators of courses addressing digital literacy needs of people with disabilities is: • The Certificate I in IT programs are underfunded or not being funded in 2013 and beyond. • The emphasis is on ICT qualifications from Certificate III and above where TAFE institutes can receive state funding. • Short courses funded by Commonwealth agencies are rarely aligned to competencies or skill sets. • Foundation digital literacy competencies and the Certificates I and II in IT are being centralised to one or a few locations in a city e.g. Sydney which limits access for most students with a physical disability and limited capability to travel. • Schools are intended to be the place where Certificates I and II IT skills are covered. However, how well schools address ICT foundation digital literacy skill will vary enormously and is contingent on availability of funds, resources and skilled staff. • People with disabilities are less likely to acquire the necessary foundation digital literacy skills at schools in the lower socioeconomic urban and/or regional areas. • Adult education is intended to pick up Certificates I and II in IT skills for older students but has equally been left without funds or an established capacity to teach people with disabilities. The people consulted and providing feedback on this matter consider people with disabilities need the digital literacy skills identified at AQF levels 1 and 2 (Foundation Level 1 and 2 e-skills). Programs are in place to address this issue and they have been successful in both improving skills and enhancing the digital participation and wellbeing of people with disabilities. However, the feedback suggests that in some public adult education, and technical and further education providers we may not be maintaining the existing capacity required to meet current demand.
5.4 Addressing digital literacy needs in rural and remote communities Rather than reproduce findings from elsewhere it is noted that digital literacy needs in rural and remote communities have been extensively investigated and reported in the parallel research project commissioned by IBSA: The Post-NBN impact on enterprises and e-skills.34
Brunswick (VIC) — where businesses are some of the earliest to be connected to the high-speed broadband network. Reference was also made to the Willunga site in South Australia. With up to 18 months experience connected to the NBN some of the regional and remote sites investigated illustrate that little or only modest change is occurring in closing gaps in critical e-skills that businesses had signalled were in high demand prior to NBN rollout. Findings derived from analysis of responses from over 70 businesses show that the enthusiasm about the possibilities the NBN brings to a business and region is being tempered by the frustration of not being able to access the skills to harness the capability. A number of new skills needs have emerged from the Post-NBN research work. Many directly echo the research herein. The following summarise the eight main skill sets being sought: 1. Use of the NBN for personal advantage 2. Use of the NBN to advance an enterprise 3. Planning a Digital Economy strategy for a region (Use of the NBN to advance a region or group) 4. Management of teleworkers 5. Preservation and presentation of cultural and community assets online 6. Selling products and services and interaction with customers online 7. Commercialisation of digital technology innovations 8. Development of a proposal for a digital business opportunity While the first three appear to be more NBN related, the other proposed skill sets and competencies are explored in the later section canvassing new skill sets and competencies that are in demand beyond the NBN-related context. The new e-skill additions required by remote and rural communities are a logical extension of the existing e-skills. However the major issue is how training is occurring. With 32% to 56% of premises in some early NBN release sites never before having a high-speed broadband connection, identifying skills required is of only secondary importance to engaging users with often very low digital literacy in a meaningful learning experience. The section below suggests how existing skills and training strategies must be improved to facilitate improved competence and narrowing of the digital divide.
Findings from this research concentrated on e-skills in demand in small to medium size enterprises (SMEs) in three of the earliest NBN release sites—Armidale (NSW), Scottsdale (TAS) and
34 Bowles, 2012b.
29
Digital Literacy and e-skills: participation in the digital economy
5.5 Emerging digital literacy skill sets
5.5.2 Digital information literacy
This section outlines that emerging needs for digital literacy skill sets extend beyond a location, social group or activity. Some are already known but investigation has shown all are now sufficiently well-defined to be reported. Five areas have been subject to wideranging feedback:
Discussions with the Tasmanian Polytechnic Teacher Coordinator Stephen Wilkins (Library and Museum Technology Program in Business and ICT-North), confirmed a need to refocus on information literacy as part of any effective digital literacy skills strategy or program. This echoed numerous comments in interviews across Australia and reinforced the fact that foundation skills development is required to protect citizens from problems arising with banking, finance and security; and with the gathering, sharing and use of digital information.
1. Digital financial literacy 2. Digital information literacy 3. Digitally capture and share cultural artefacts 4. Telework 5. Business data and systems integration 5.5.1 Digital financial literacy The Australian Securities and Investments Commission (ASIC) undertakes a range of work to help improve national financial literacy. Don Perlgut from ASIC was consulted in relation to a number of problems raised by other participants regarding certain problems and issues emerging with the way indigenous and younger Australians are undertaking online banking and financial transactions, in particular on mobile devices. While ASIC has a MoneySmart program they are also extending their research and curriculum development into new areas. This is specifically to address online and mobile banking practices in relation to the risky behaviours of young people. Apparently knowledge of safe and secure practices has not been developed as quickly as the technical competence and ‘comfort’ many younger users now have with mobile technologies. A suggested competency at an AQF level 3 (Foundation e-skills level 3) that could be considered for development includes: • Conduct online and mobile banking and financial transactions (in a safe and secure manner) −− Select appropriate personal banking and finance applications −− Assess, set up and manage personal banking and finance services −− Conduct mobile and online transactions −− Conduct ebanking −− Complete online and mobile payments
Available information sources can currently be characterised as constituting a trans-media environment, including traditional print information sources and their digital successors. Mr Wilkins suggested that whatever the medium of information, the essential skills needed are those consistent with information literacy, adapted below from The Australian and New Zealand Information Literacy Framework.35. The information literate person: • recognises the need for information and determines the nature and extent of the information needed • finds needed information effectively and efficiently • critically evaluates information and the information seeking process • manages information collected or generated • applies prior and new information to construct new concepts or create new understandings • uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information A related skill set is critical if Australians are to succeed in making use of the explosion of information fundamental to the current digital age. All units are available from the Library, Information and Cultural Services Training Package (CUL11).36 • CULINS401A Assist customers to access information • CULINS403A Search library and information databases • CULINS501A Research and analyse information to meet customer needs • CULINL601A Extend own information literacy skills to locate information
35 A vailable at http://www.caul.edu.au/content/upload/files/info-literacy/ InfoLiteracyFramework.pdf. 36 Available at http://training.gov.au/Training/Details/CUL11.
30
5.5.4 Teleworkers and remote workers digital literacy needs
Digital information literacy may well have a personal dimension. Serving as a backdrop to many conversations has been the issue of how consumers manage their own digital information. While such information may be fragmented and spread across many service providers, consumers need to know what information is being collected and how it should be managed. With the advent of Australia’s personal eHealth records (PeHR) and similar aggregated digital information systems, citizens will need to have some level of information literacy to make informed decisions on managing and providing access of third parties to their data.
The benefits of telework or working remotely from an own or home office is one of the major economic and regional benefits promoted in most national Digital Economy strategies. One of the eight National Digital Economy Strategy (NDS) goals the Australian Government has set is a doubling of Australia’s level of telework so that by 2020 at least 12 percent of employees across the nation have a telework arrangement with their employers.37 Direct benefit secured through increasing the number of people working remotely from home include:38
5.5.3 Digitally capture and share cultural artefacts
• Improving workforce participation opportunities
Preserving and promoting digital access to cultural and community artefacts has been reported as an essential element in indigenous communities (and commercial ventures selling art) and educational institutions or museums rendering physical artefacts into 3D digital images that can be accessed by students and citizens (see Attachment 4 for the example of the Museum of Antiquities at the University of New England). The skills to render images into 3D objects able to be viewed from all angles in an online environment was considered an important skill to photographers, fashion designers, caretakers of local museums and educators interviewed in regional Australia conducted for the Post NBN Impact on enterprises and e-skills project.
• Boosting enterprise productivity • Reducing urban congestion on roads and public transport, especially at peak times • Reducing air pollution, greenhouse gas emissions and fuel consumption associated with commuting and maintenance of larger buildings • Improving the economic and cultural vitality of local areas as the workforce decentralises • Providing time and cost savings for employees
The suggested units of competency for this proposed skill set could include the following. All would be new additions to a training package, as existing endorsed competencies apparently lack the specific detail or coverage of the technologies being used.
The addition of a new skill set and unit of competency seem appropriate. The skill set should address the management of workers in remote locations; the new competency should address the extended duties off-site workers in remote locations will be doing.
• Render 3D images of cultural and community assets
Manage telework
• Create an online museum
A. BSBMGT404A Lead and facilitate off-site staff (IMPROVE to encompass virtual work)
• Store and archive cultural and community assets • Curate an online museum exhibition • Establish access and permissions for an online museum exhibition • Print in 3D
B. BSBEBUS508A Build a virtual community (IMPROVE to encompass teleworkers and off-site workers communicating and coordinating effort in a virtual community) C. BSBOHS603B Analyse and evaluate OHS risk (IMPROVE to encompass teleworkers and off-site workers) D. BSBOHS601B Develop a systematic approach to managing OHS (IMPROVE to encompass teleworkers and off-site workers) One matter raised by local businesses in the parallel research in the review of early release NBN sites39 has been the assumption telework would ‘just arrive in a region’. None of the regional 37 Commonwealth of Australia (2011). National Digital Economy Strategy [NDS]: Leveraging the NBN to drive Australia’s productivity, Department of Broadband, Communications and the Digital Economy: Canberra, available at http://www.nbn.gov.au/the-vision/digitaleconomystrategy.. 38 DBCDE on the NBN and advantages of telework accessed 24 November 2012 at http://www. nbn.gov.au/nbn-benefits/telework/. 39 Bowles, 2012b
31
Digital Literacy and e-skills: participation in the digital economy
development plans collected in the early release sites of Armidale,40 Scottsdale, Brunswick or Willunga indicate direct alignment with this aspect of the National Digital Economy Strategy, let alone support for attaining the goal directly relating to telework or use of tools created by Department of Broadband, Communication and Digital Economy (DBCDE) to assist with attainment of this goal.41 As a direct result it appears that the larger companies serving the aforementioned early release sites, which include the Councils and the local Chambers of Commerce or equivalent, are generally unable to accurately assess what type of work could be done remotely in their location. The skill set title may be Prepare job profiles for off-site/remote work (NEW). Proposed elements could include: • Determine the value and operational outcomes for moving work to remote/offsite locations • Identify and assess roles and duties able to be completed remotely • Identify compliance and regulatory provisions affecting remote work/telework • Confirm competencies and criteria required for off-site/ remote work Once established the level of detail and sophistication required to lead a remote team seems to extend well beyond the broad and incompatible elements in the existing unit BSBMGT404A Lead and facilitate off-site staff. This unit will need to be updated accompanied by a new unit possibly titled Lead a remote/virtual/ telework team (NEW). Proposed elements could include: • Define roles and responsibilities in a remote/virtual team • Manage a remote/virtual team to achieve productivity targets and goals • Motivate offsite workers • Assess, select and maintain technologies to support remote work A skills need, that could be met by an existing endorsed unit of competency within IBSA’s or another Industry Skills Council’s Training Packages, was identified. This would be to adequately cover the engagement of a teleworker or related off-site or remote worker. The work will not necessarily be in ICT, design or retail but should be capable of applying to workers in any industry. The existing unit in the ICA11 Training Package picks up on team collaboration (ICAW2011B Work individually or as a team member to achieve organisational goals). However the work of
40 It is acknowledged Armidale was covered by some digital plans and a coordinated effort for the Hunter region, for instance the Hunter Digital Innovation Growth Industry Taskforce. 41 Tools such as the ROI calculator and planning considerations checklist available at, http://www. telework.gov.au/roi_tool.
32
the individual in the offsite, telework and emerging distributed e-business models is not sufficiently well covered. A possible title for an AQF level 3 unit of competency could be: Complete work duties from a remote location using digital technology. The elements are less well defined but may cover: • Establish telework/off-site work role and responsibilities • Identify the organisational policy, procedures and obligations applying to the conduct of remote/off-site work • Organise self and resources to complete remote/off-site work • Work off-site/virtually to complete work tasks 5.5.5 Business data and systems integration The following are areas where miscellaneous feedback was received but insufficient detail was provided to suggest what, if any, skills or competencies may be required. In general they apply to ICT skills required to promote digital adoption where operations span a number of sectors, organisations or regions e.g. transport and logistics, health, education, wholesale, retail. This issue was mostly raised in the context of larger businesses seeking to elevate capacity of smaller suppliers or workers in regional areas to better use ICT to better manage supply-side logistics or integration of data with the buyer’s systems. 1. Analyse and report on data • Visualisation • Analytics • Simulation/modelling for predicative business/retail purposes 2. Enhance product and supply chain integrity • RFID and smart tags, data reporting and systems design and architecture • Compliance and regulatory functions • Use in different industries health, transport, logistics, retail, etc. 3. Plan improved data and systems integration and coordination • payment systems, banking systems, foreign exchange, settlement systems, e-payment security • digital certificates, credit card security, stored value cards, micropayments • e-cash, p2p-payment systems, e-banking, m-payments, virtual money, e-invoices
6. Digital literacy education and training: A commentary
Consistent with a number of reports, professional and government position papers, it is widely acknowledged there is a significant lag between emerging models for doing business online, including managing and developing applications and services and how workers operate and interact with customers, and current tertiary education programs.42 This was reflected in the research and consultation in this project and the parallel project covering post NBN implementation. Responses from the Australian Council of Deans of ICT (ACDICT) Executive Officer Tony Koppi, confirmed the wider context. The diversity of people studying and working in ICT and the fact that over half of those working and using ICT occupational skills no longer work in what is classified as the ICT industry, suggests embedding of ICT in all discipline studies is a critical consideration. In addition one of the ongoing issues requiring serious attention is the teaching of ICT in schools. Contingent on investment in professional development and age of the workforce, many school systems are simply failing to provide the ICT learning secondary students require to progress to tertiary study or work. Employers and some of the educators interviewed e.g. Richard Gordon, Dr Rosalind James and Peter Hawkins, all indicated a disconnect was emerging whereby student performance resulting from completing vocational training or higher education qualifications was failing to keeping pace with the standard of performance expected in the workplace. Not only was ICT qualifications content not preparing students for work, the
standard of skills being certified as ‘competent’ were often inadequate for current employment purposes. Without an adequate domestic supply of skilled ICT workers in all areas of work, attainment of competitiveness in key aspects of the Digital Economy will remain, for Australia, reliant on skilled migration. Feedback from educators and businesses indicates how the pedagogies underpinning training could be designed to enhance citizens’ and businesses’ improved adoption and effective harnessing of high-speed broadband and Internet connected technologies. The following five principles for design of digital literacy/ICT skills training are proposed based on the joint investigation for this report and the Post-NBN Impact on enterprises and e-skills report: Training for adoption of the NBN has to be less about the technology and more about what it can do. Overwhelming feedback was received that ‘training’ supporting ICT adoption was more about knowledge than skills. While those with lower levels of digital literacy openly acknowledged their weaknesses they were unhappy available training was more often about the technology or software, rather than how it could be applied to outcomes they found meaningful.
42 Australian information Industry Association (November, 2012). ICT Skills and Training Development: A ‘State of Play’, AIIA: Canberra; Bill Shorten, Minister Employment and Workplace Relations, Media Release 14 October 2012, http://ministers.deewr.gov.au/shorten/ centre-workplace-leadershiphttp://ministers.deewr.gov.au/shorten/centre-workplaceleadership; Koppi, T, et.al. (2012). Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers: Final Report, Australian Learning and Teaching Council, accessed November 2012 at http://www.acdict.edu.au/documents/ ALTCReportEditedfinal3.pdf.
33
Digital Literacy and e-skills: participation in the digital economy
Training interventions in a region must be consistent and systematically target all e-skills levels: Narrow-skilling strategies promoted by discrete, funded programs is ineffective in small communities. For instance Digital Hub initiatives have a huge task advancing digital literacy (e-skills Level 3) of the elderly, underprivileged and disadvantaged, with the effort typically excluding business owners and/or members of councils. Yet the digital enterprise or digital ready programs usually target e-skills oriented to Level 1 (strategic) skills. Most business owners and councillors are citizens of the community and many openly suggest they need basic digital literacy skills. To achieve effective population coverage skill sets and their delivery should be better integrated across e-skill levels and across all three groups: government, business and citizens. Learning and assessment has to be based on vocational, business-related needs. Business owners are typically time poor and operating on thin margins. Designing face-to-face courses in business hours, or for more than 40 to 90 minutes in one day, is neither encouraging access nor likely to promote learning, given extensive research on training design for SMEs. Yet some ‘courses’ in one region required business owners to spend up to 6 hours in two 3-hour sessions morning and night on the same day! In addition to poor learner outcomes these types of arrangements affect VET system performance.
Pedagogies have to be appropriate and create a meaningful, enriching and useful learning experience. While this is somewhat of a trite statement there is significant evidence that highly-variable learning design is occurring. For many of the providers, there is no evidence that newly developed content is based on solid research, business input or reference to institutions with record of success in the field, e.g. Australian Communications and Media Authority resources site, http:// www.acma.gov.au; ForwardIT, http://www.forwardit.sa.gov.au; Tasmanian Electronic Commerce Centre, http://www.tecc.com. au. Moreover national funding is promoting the development of this new content and ignoring often significant public investment made in existing resources. As a minimum requirement emphasis has to return to effective pedagogies that encourage learning from others, peer mentoring and coaching, use of multimedia more than text-based content, learning by doing and skilling to produce competency outcomes considered useful by both the individual and the business.43
One size does not fit all and customisation to individual levels of readiness must be encouraged. There is a huge diversity of business typologies and levels of ICT capacity in any community. A standardised, supply-driven approach that offers generic ICT qualifications will not improve the situated capacity of a business to adopt ICT. Any skills strategy therefore has to first establish a baseline of the community’s or the regional, enterprise or individual business participants’ current e-skill levels and access to ICT. A training plan and course offering should be customised to fit the level of ICT maturity and resulting priority needs.
43 Bowles, 2012b, pp. 8-9.
34
7. Digital literacy units of competency and skill sets
This section outlines the units of competency available or suitable for ICT skills (e-skills) required by industry to address digital literacy needs and identifies the occupational levels at which the e-skills reside.
7.1 Validated skill sets The survey ran from 12 October 2012 to 21 November 2012. It was viewed by 100 unique users and of the 35 that commenced
32 completed44and submitted the survey (91.43%). The online questionnaire was designed to be used by targeted individuals who were unable to be interviewed or preferred to provide feedback in an online format. The responses have been colour coded to show priorities. The top five priority skills in demand are indicated by the red bars with dots, the mid-range priorities are in orange (solid) and the lowest priority in green with stripes. 44 Thirty one were received in the agreed consultation period. Another was received late from a remote community but included in this report.
Table 9: Overall ranking of eSkill priority needs Skill Sets
National competencies forming the e-skill set
1. eCitizen – Essential skills
ICAICT101A Operate a personal computer
Count* Median Score 30
4.423
30
4.519
1
2
3
4
5
ICAICT102A Operate word-processing applications ICAICT103A Use, communicate and search securely on the internet
2. IT users digital literacy – Essential Skills
BSBOHS201A Participate in OHS processes ICAICT101A Operate a personal computer ICAICT102A Operate word-processing applications ICAICT103A Use, communicate and search securely on the internet ICAICT105A Operate spreadsheet applications ICAICT106A Operate presentation packages
35
Digital Literacy and e-skills: participation in the digital economy
Skill Sets
National competencies forming the e-skill set
3. Internet technology and social networking – Essential Skills
ICAICT104A Use digital devices
Count* Median Score 31
4.414
30
4.069
30
4.300
29
4.074
30
4.321
ICAICT108A Use digital literacy skills to access the internet ICAICT103A Use, communicate and search securely on the internet ICAU1213B Conduct online transactions ICAS2243B Detect and protect from spam and destructive software ICAWEB201A Use social media tools for collaboration and engagement
4. Small office and home office equipment and network set up – Essential skills
ICASAS202A Apply problem-solving techniques to routine IT malfunctions ICASAS203A Connect hardware peripherals ICASAS205A Maintain IT system integrity ICASAS206A Detect and protect from spam and destructive software ICASAS207A Protect and secure information assets ICASAS208A Maintain IT equipment and consumables ICASAS209A Connect and use a home-based local wireless network
5. Digital content ICAWEB201A Use social media tools for collaboration and development and engagement collaboration – ICAICT204A Operate a digital media technology package Essential Skills CUFDIG301A Prepare video assets CUFDIG302A Author interactive sequences CUFDIG304A Create visual design components ICAWEB303A Produce digital images for the web ICAGAM302A Design and apply simple textures to digital art 6. Web Development Essential Skills
ICAWEB302A Build simple websites using commercial programs ICAWEB303A Produce digital images for the web BSBEBU401A Review and maintain a website ICAWEB403A Transfer content to a website using commercial packages
7. Small office and home equipment and network set up
36
ICASAS303A Care for computer hardware ICASAS304A Provide basic system administration ICASAS306A Maintain equipment and software ICASAS307A Install, configure and secure a small office home office network
1
2
3
4
5
Skill Sets
National competencies forming the e-skill set
8. Small office and home network equipment and set up
ICANWK401A Install and manage a server
Count* Median Score 29
4.214
ICANWK406A Install, configure and test network security 9. Establish business ICANWK403A Manage network and data integrity communications solutions and systems security
28
4.037
10. Sell products BSBITU305A Conduct online transactions and services BSBEBU401A Review and maintain a website online BSBCUS402B Address customer needs
29
4.259
30
4.111
30
4.143
30
3.966
30
4.138
1
2
3
4
5
ICANWK405A Build a small wireless local area network ICANWK406A Install, configure and test network security ICANWK407A Install and configure client-server applications and services ICANWK410A Install hardware to a network ICANWK416A Build security into virtual private networks
BSBMKG413A Promote products and services BSBMKG416A Market goods and services internationally 11. Manage business communications solutions and systems security
ICANWK501A Plan, implement and test enterprise communication solutions ICANWK510A Develop, implement and evaluate system and application security ICANWK511A Manage network security ICANWK513A Manage system security
12. Develop an business case and select appropriate IT strategies and solutions
ICAICT509A Gather data to identify business requirements ICAICT510A Determine appropriate IT strategies and solutions ICAICT511A Match IT needs with the strategic direction of the enterprise ICAICT507A Select new technology models for business ICAICT508A Evaluate vendor products and equipment ICAICT512A Plan process re-engineering strategies for business
13. Managing business ICT change project
ICAPMG501A Manage IT projects
14. Set up an e-business capability
BSBEBU501A Investigate and design e-business solutions
ICAICT601A Develop IT strategic and action plans ICAPMG608A Manage IT project systems implementation BSBEBU502A Implement e-business solutions BSBMKG513A Promote products and services to international markets
37
Digital Literacy and e-skills: participation in the digital economy
Skill Sets
National competencies forming the e-skill set
Count* Median Score
15. Manage virtual or outsourced ICT services
ICAICT602A Develop contracts and manage contracted performance
16. Establishing sustainable and Green ICT business goals
ICAICT713A Manage IT services
31
4.107
29
3.963
1
2
3
4
5
ICAPRG603A Create cloud computing services ICAICT706A Direct outsourced ICT services ICASUS701A Plan and manage virtualisation for IT sustainability ICASUS702A Conduct a business case study for integrating sustainability in IT planning and design projects MEDIAN RESPONSE
4.191
* Count excludes on response and ‘Not applicable’ responses.
We can conclude the existing skill sets and competencies are, in the opinion of those providing feedback, a very valid basis to address digital literacy skill needs; statistical analysis is footnoted.45 The existing and new skill sets presented above have been validated and all 16 are listed below in priority order as ranked by responses; see Attachment 1 and 2): 1. eCitizen – Essential skills 2. IT users digital literacy – Essential Skills 3. Internet technology and social networking – Essential Skills 7. Small office and home equipment and network set up 5. Digital content development and collaboration – Essential Skills 10. Sell products and services online 8. Small office and home network equipment and set up 12. Develop a business case and select appropriate IT strategies and solutions 14. Set up an e-business capability 11. Manage business communications solutions and systems security 15. Manage virtual or out-sourced ICT services 6. Web Development Essential Skills 4. Small office and home office equipment and network set up – Essential skills 9. Establish business communications solutions and systems security 13. Managing business ICT change project 16. Establishing sustainable and Green ICT business goals
45 In statistical terms the analysis of data for reliability yields Chronbach’s Alfa coefficient of 0.895, indicating a very high reliability level of the data set. Given further analysis using a hypothesis test was conducted to examine if the mean feedback for each question is significantly larger than the “neutral” value of 3. All p-values are far less than 1%. This supports a strong conclusion that the surveyed population strongly agreed with the proposed skill needs.
38
7.2 Recommended new inclusion in the digital literacy skills sets (e-skills) This section summarises the new skill sets and units of competency not identified by previous research. Expert feedback and research into business adoption in NBN sites suggest the following skills are critical if Australian citizens are to successfully leverage the NBN and effectively participate in the Digital Economy. Digital information literacy
AQF Level
E-skill Level
CULINS401A Assist customers to access information
4/5
Extension
CULINS403A Search library and information databases
4/5
Extension
CULINS501A Research and analyse information to meet customer needs
4/5
Extension
CULINL601A Extend own information literacy skills to locate information
6+
Strategic*
AQF Level
E-skill Level
BSBIPR501A Manage intellectual property to protect and grow business
5
Extension
BSBIPR601A Develop and implement strategies for intellectual property management
6
Strategic
AQF Level
E-skill Level
Capture, manipulate and store 3D images of cultural and community assets (NEW)
5
Extension
Prepare catalogues and inventories for digitised cultural and community assets (NEW)
5
Extension
Create a virtual community or cultural exhibit (museum or gallery) (NEW)
5
Extension
Curate an online community or cultural exhibit (NEW)
5
Extension
Print digital assets in three dimensions (NEW)
5
Extension
AQF Level
E-skill Level
Develop an online sales and service strategy (NEW)
4
Extension
Develop a multi-channel marketing and communications plan (NEW)
4
Extension
Manage brands online (NEW)
4
Extension
AQF Level
E-skill Level
Engage, interact and transact with customers online (NEW)
4
Extension
BSBRKG404A Monitor and maintain records in an online environment
4
Extension
AQF Level
E-skill Level
Develop a multi-channel marketing and communications plan (NEW)
4
Extension
Develop an online sales and service strategy (NEW)
4
Extension
Manage brands online (NEW)
4
Extension
Existing skill set BSB07 Intellectual Property Strategic Management Skill Set (Covers commercialise a digital technology product, design or idea)
Promote virtual access to 3D digitised cultural and community assets
Develop online sales, service and marketing strategies
Serve and interact with customers online in real time
Develop online sales, service and marketing strategies
39
Digital Literacy and e-skills: participation in the digital economy
Manage telework
AQF Level
E-skill Level
BSBMGT404A Lead and facilitate off-site staff (IMPROVE TO FOCUS ON LEADING VIRTUAL STAFF – really too big and needs to build into the new Diploma level competencies recommended below)
4
Extension
BSBEBUS508A Build a virtual community (IMPROVE to address teleworkers and off-site workers communicating and coordinating effort in a virtual community and interacting to effect creative problem solving and decision making)
4
Extension
Lead a remote/virtual/telework team (NEW). Proposed elements could include:
5
Extension
5
Extension
BSBOHS603B Analyse and evaluate OHS risk (IMPROVE to address teleworkers and off-site workers)
6
Strategic
BSBOHS601B Develop a systematic approach to managing OHS (IMPROVE to address teleworkers and off-site workers)
6
Strategic
AQF Level
E-skill Level
ICAW2011B Work individually or as a team member to achieve organisational goals (This picks up virtual work but may need to be improved)
3
Foundation
Complete work duties from a remote location using digital technology (NEW). Proposed elements could include:
3
Foundation
• Define roles and responsibilities in a remote/virtual team • Manage a remote/virtual team to achieve productivity targets and goals • Motivate offsite workers • Assess, select and maintain technologies to support remote work Prepare job profiles for off-site/remote work (NEW). Proposed elements could include: • Determine the value and operational outcomes for moving work to remote/offsite locations • Identify and assess roles and duties able to be completed remotely • Identify compliance and regulatory provisions affecting remote work/telework • Confirm competencies and criteria required for off-site/remote work
Work with others in a virtual/off-site/telework team
• Establish telework/off-site work role and responsibilities • Identify the organisational policy, procedures and obligations applying to the conduct of remote/ off-site work • Organise self and resources to complete remote/off-site work • Work off-site/virtually to complete work tasks
40
The following new skill set is less for e-skills (ICT skills or digital literacy need) than a skill set required to address the need for one-to-one coaching and for an individual to be able to complete local transfer of digital literacy skills. The skill set would be appropriate for a community-based champion able to coach
and mentor others in the use of ICT for specific life or business related activity e.g. set up a Facebook® account, source a web designer, configure a local wireless network. These competencies would be paired with the technical expertise and ICT competence the individual should already possess.
Promote digital literacy skills in the local community/group
AQF Level
E-skill Level
TAEDEL301A Provide work skill instruction (Coach others)
3
Foundation-3
TAEDEL402A Plan, organise and facilitate learning in the workplace
4
Extension
TAEDEL404A Mentor in the workplace
4
Extension
AQF Level
E-skill Level
BSBCRT501A Originate and Develop concepts
5
Extension
Promote innovative practices and thinking (could fit within CUVICS07B Set up systems that support innovation) (UPDATE)
5
Extension
Promote digital products, services and technologies (NEW – Elements: Build a value proposition, Determine production requirements, Consider ethical and corporate social responsibility issues)
5
Extension
Identify and protect intellectual property (NEER005B Contribute to intellectual property management) (UPDATE)
5
Extension
UEENEER006B Contribute to the commercialisation of products/applications/ services
5
Extension
BSBSMB401A Establish legal and risk management requirements of small business (UPDATE to specifically encompass commercial opportunities and selling online into global markets)
4
Extension
BSBIPR501A Manage intellectual property to protect and grow business
??
??
Assess and select an appropriate e-business model (NEW)
??
Extension
BSBMGT404A Lead and facilitate off site staff
4
Extension
7.3 Potential new qualifications The following units of competency are indicative inclusions for a potential new Diploma in Innovation and Commercialisation (Digital technology products, designs or ideas). Promote innovation and commercial success in digital products, applications and services
The following units of competency are indicative inclusions for a potential new (Voc.) Graduate Certificate in Management (Digital technology product, design or idea commercialisation)
41
Digital Literacy and e-skills: participation in the digital economy
Commercialise a digital technology product, design or idea
AQF Level
E-skill Level
MTMBUS706A Commercialise research and technology product/idea
6
Strategic
BSBREL701A Develop and cultivate partnerships and relationships
7
Strategic
BSBRES801A Initiate and lead applied research
8
Strategic
CUVDES601B Design Innovative products
6
Strategic
BSBIPR601A Develop and implement strategies for intellectual property management
6
Strategic
BSBRSK501B Manage risk*
5+
Strategic
Prepare and present a pitch for a product, design or idea (NEW)
6
Strategic
* NB: This unit is packaged into AQF Level 6, 7 and 8 qualifications.
7.4 Possible new units of competency required The following table summarises the 42 new units of competency that this round of expert consultations and parallel research on the Post-NBN impact on enterprises and e-skills46 have suggested would provide a more comprehensive definition of ICT skills in demand to achieve widespread digital literacy. These competencies in no way dilute the importance of those already 46 Bowles, 2012b.
42
validated. Rather they provide a more refined view of digital literacy needs. Where it was possible, 25 of the suggested inclusions have used endorsed units of competency. However 17 others may need to be developed. In addition, select endorsed units of competency may need an update within the established Training Package continuous improvement process. These units have been identified with an asterisk (*). Such units may need to be modified to ensure the skills and knowledge, range of variables or evidence guides address changes to technology, work or life in the digital age.
Post-NBN impact on enterprises and e-skills
Strategic E-skills (AQF 6+)
Extension E-skills (AQF 4-5)
Foundation E-skills 3 (AQF 3)
Foundation E-skills 2 (AQF 2)
Unit of Competency
Foundation E-skills 1 (AQF 1)
Table 10 Proposed additional digital literacy units of competency
Suggested additions already endorsed CULINS401A Assist customers to access information CULINS403A Search library and information databases
CULINS501A Research and analyse information to meet customer needs
CULINL601A Extend own information literacy skills to locate information
BSBIPR501A Manage intellectual property to protect and grow business
BSBIPR601A Develop and implement strategies for intellectual property management
BSBRKG404A Monitor and maintain records in an online environment
BSBMGT404A Lead and facilitate off-site staff*
ü
BSBSMB401A Establish legal and risk management requirements of small business*
ü
BSBMGT404A Lead and facilitate off site staff
ü
BSBCRT501A Originate and Develop concepts
ü
BSBIPR501A Manage intellectual property to protect and grow business
ü
BSBRSK501B Manage risk*
BSBEBUS508A Build a virtual community*
BSBOHS603B Analyse and evaluate OHS risk*
BSBOHS601B Develop a systematic approach to managing OHS*
BSBIPR601A Develop and implement strategies for intellectual property management
BSBREL701A Develop and cultivate partnerships and relationships
BSBRES801A Initiate and lead applied research
ü
ICAW2011B Work individually or as a team member to achieve organisational goals* Promote innovative practices and thinking (could fit within updated CUVICS07B Set up systems that support innovation)
ü ü
CUVDES601B Design Innovative products
ü
MTMBUS706A Commercialise research and technology product/idea
ü
UEENEER006B Contribute to the commercialisation of products/applications/ services
ü
Identify and protect intellectual property (could fit within updated NEER005B Contribute to intellectual property management)
43
ü
Inclusions that are new and have no appropriate, endorsed equivalent Capture, manipulate and store 3D images of cultural and community assets
ü
Prepare catalogues and inventories for digitised cultural and community assets
ü
Create a virtual community or cultural exhibit (museum or gallery)
Curate an online community or cultural exhibit
Print digital assets in three dimensions
Develop an online sales and service strategy
Develop a multi-channel marketing and communications plan
Manage brands online
Engage, interact and transact with customers online
Develop a multi-channel marketing and communications plan
Develop an online sales and service strategy
Manage brands online
Lead a remote/virtual/telework team
Prepare job profiles for off-site/remote work
Complete work duties from a remote location using digital technology Promote digital products, services and technologies
Assess and select an appropriate e-business model (NEW)
NOTE: Not strictly digital literacy or ICT related but considered important TAEDEL301A Provide work skill instruction (Coach others) TAEDEL402A Plan, organise and facilitate learning in the workplace TAEDEL404A Mentor in the workplace
44
Strategic E-skills (AQF 6+)
Extension E-skills (AQF 4-5)
Foundation E-skills 3 (AQF 3)
Foundation E-skills 2 (AQF 2)
Unit of Competency
Foundation E-skills 1 (AQF 1)
Digital Literacy and e-skills: participation in the digital economy
8. Further online feedback
This section lists the other findings from the online feedback questionnaire; the complete responses are listed in Attachment 2. It is important to note only 10 percent of the experts consulted were connected to the NBN. This was considered important to ensure responses spanned beyond an established NBN commentary. Over one third of those surveyed were directly involved in planning to seize opportunities the NBN may offer. While this is higher than previous surveys it is not considered
highly indicative as the experts surveyed were selected for their high-level educational, policy or community roles in addressing digital literacy. The following are the verbatim open text responses received. These have been taken into consideration in the report’s findings and, more specifically, in framing skill sets or units of competency recommended for updating or development.
E. What information technology skills are not listed that you need to better exploit the NBN or broadband? 10/14/2012
19400703
Digital marketing plan Mobile business opportunity identification and exploitation Using mobile applications for business
10/29/2012
19461658
knowledge and skills in the use of other devices that will be impacted on or enabled by NBN
11/04/2012
19492996
Purchase products and services on-line Digital content development and collaboration should be at a higher AQF level as well
11/04/2012
19493180
Extension of #15. Not only managing, but establishing and reviewing. Need to understand what questions to ask service providers in order to compare services and costs.
11/04/2012
19493336
Media access and convergence skills. Blue tooth as part of networking.
11/05/2012
19493906
Viral marketing Ethics of online sales
11/05/2012
19493999
We need digital literacy to be about entry level. eSkills is too business oriented. We have young people graduating from poor areas with no ICT skills. We do not want to drift away from the focus on the digital divide and socio-economic disadvantage many communities suffer.
45
Digital Literacy and e-skills: participation in the digital economy
E. What information technology skills are not listed that you need to better exploit the NBN or broadband? 11/05/2012
19497512
Please note: As a small arts-industry business, I have answered the above questions in relation to the needs of the business where I am working. It is clear that all the topics listed are valuable in varying industries and situations but it was not clear from the question what the exact context was for answering them. IT skills not listed that would be valuable for my business include basic e-learning development technologies for shared learning.
11/08/2012
19511004
A community/business based regional strategy
11/11/2012
19517100
The above list is fairly comprehensive but there could be something about databases - set up/ maintenance.
11/11/2012
19517886
Content management systems mobile device usage mobile web development app development
11/12/2012
19525284
Managing social media effectively
11/14/2012
19535410
eLearning technologies widespread knowledge and understanding of e-business models mobile technologies
11/14/2012
19536054
All skills are essential but some can be ‘outsourced’ not all communities and businesses need to own everything.
F. Are there any other details on training or infrastructure needs we should draw to the attention of national decision makers and funding bodies?
46
10/14/2012
19400703
More flexible delivery, online and supported by mentors who come from business and have ‘done it before’
10/29/2012
19461658
Who will fund the training ?????
11/04/2012
19493020
Yes. Need for up-skilling of cablers and others that may be needed for home integration and business integration once NBN is installed. ‘Smart wiring of homes’ will be necessary to maximise the benefit of the NBN once it is installed.
11/04/2012
19493180
Ensure language used is appropriate for all users, not just worded at the high level. Cyberbullying? There’s a focus at school, but what about the workplace? OHS requirements of home office / workshifting etc. Need clarity and flexibility so that employer is not liable for locations they have no control of! Roadmap? How to do it.
11/05/2012
19493906
Wireless is very poor. Drops out continually. No technical support. Telstra rep never available.
11/05/2012
19493999
More digital literacy funding for schools. Tell the states to fund training below Certificate 3
11/05/2012
19497387
The speed of access, system infrastructure and future capacities
11/05/2012
19497512
The time required to develop e-strategies and to maintain an e-presence is particularly challenging for small businesses
F. Are there any other details on training or infrastructure needs we should draw to the attention of national decision makers and funding bodies? 11/05/2012
19498009
Benchmarking of current position (or improved after any peer coaching/training has occurred) of these skills should not in my opinion be self-evaluated as opinion of oneself, it should be measured by having scenario based assessment. Educational institutions (P/K-12) require a lot of support for current teaching / support staff, although focussing on the staff coming through is also important for longevity of increased capacities.
11/08/2012
19511030
Encourage local councils and school boards to lead the way! The case for connecting to the NBN at my local council has not been made on a cost/benefit basis. In other words the perceived need is not there. A strategy is not in place to assist local businesses to stay in the area.
11/11/2012
19517100
Perhaps business consultancy needs around particular opportunities - draw out links that NBN would have with communities.
11/11/2012
19517310
The problem isn’t the training needs, the problem is that Optus & Telstra representatives that I have dealt with don’t seem to understand the NBN. I have attempted to find out about plans, when it will be in my area etc....
11/11/2012
19517886
variable needs of particular demographics need careful consideration - need to prioritise rural and regional communities to ensure they are not left behind. Also one of the sectors with the potential to gain the greatest benefits from the NBN are schools but not many are not very well set up to make use of a network - they have closed networks and managed operating environments that will throttle connections unless they are radically rethought - needs a good look
11/11/2012
19517970
• I’d guess that few people understand how to aggregate, store and distribute content on monetised platforms • A lot of people understand (or can be trained) to manage assets and digital infrastructure for SMB and home • Declining number of people have sufficient understanding of how to distribute baseband analogue and digital signals (e.g.: component video, multichannel audio, HDMI). Deployment or uptake of solutions will be gated by consumer reaction, which is in turn gated by ability to implement delivery to a display or audio device.
11/14/2012
19536054
More focus on small business awareness. Most is aimed at households.
12/03/2012
19622162
NBN Co. needs to have Indigenous engagement specialists to assist indigenous organizations in remote areas access and leverage the advantages that NBN will be able to bring to their communtiies and to their organizations. My dealings with NBN CO. to date (as the representative of an ORIC registered Indigenous Corporation) is that this very important sector of the community is not being supported enough to understand and make use of what NBN can offer. Discussions with NBN Co. staff to date has demonstrated pretty much a complete lack of understanding or even awareness of the needs of indigenous people living in remote areas and the issues that they face. ALPA, as one of the most successful indigenous corporations in Australia could assist in this process if the Government and NBN Co in particular want to address these issues in a more proactive and overt manner.
47
Digital Literacy and e-skills: participation in the digital economy
9. References
Australian information Industry Association (November, 2012). ICT Skills and Training Development: A ‘State of Play’, AIIA: Canberra; Bill Shorten, Minister Employment and Workplace Relations, Media Release 14 October 2012, http://ministers.deewr.gov.au/ shorten/centre-workplace-leadershiphttp://ministers.deewr.gov. au/shorten/centre-workplace-leadership. Bowles, M. (June 2009a). IBSA and the National Broadband Network rollout and Digital Economy, IBSA: Melbourne. Available at http://tiny.cc/p464nw. Bowles, M. (16 Dec. 2009b). Review of the Digital Games Development: Game Art, Animation and Programming. DEEWR & IBSA: Melbourne, available at http://tiny.cc/vq9a4. Bowles, M. (Jan. 2010). Applied Research project Telecommunications Industry: Review of occupations, skills demand and the impact of the National Broadband Network. IBSA: Melbourne. Bowles, M. (2012a). NBN in the Enterprise: An investigation into the insurance broking and printing industries, IBSA: Melbourne. Bowles, M. (2012b). Post-NBN Impact on Enterprises and E-skills, IBSA: Melbourne Bowles, M. & Wilson, P. (16 December 2009). Stage 1 Scoping Report into the Review and Research into the ICA05 ICT Training Package, IBSA: Melbourne, available at http://tiny.cc/9oye2. Bowles, M. & Wilson, P. (September 2010). Impact of the Digital Economy and the National Broadband Network on Skills, IBSA: Melbourne, available at http://tiny.cc/em2vg.
48
Clark, M, Eaton, M, et al (2011). KEY STATISTICS: Australian small business, Department of Innovation, Industry, Science and Research: Canberra. Commonwealth of Australia (2011). National Digital Economy Strategy [NDS]: Leveraging the NBN to drive Australia’s productivity, Department of Broadband, Communications and the Digital Economy: Canberra, available at http://www.nbn.gov.au/ the-vision/digitaleconomystrategy. Ewing, S. & Thomas, J. (October 2011). Online media use in Australia 2007-2011, CCI & Swinburne University: Melbourne, available at http://tiny.cc/igrcow Industry Innovation Councils (2011). It’s all about innovation, DIISRTE: Canberra. Accessed October 2012 at http://www. innovation.gov.au/Industry/IndustryInnovationCouncils/Pages/ ItsAllAboutInnovation.aspx ITHACA Group (Draft, 4 May 2012). Core Skills for Employment Framework, DIISRTE, DEEWR and IBSA: Melbourne. Koppi, T, et.al. (2012). Addressing ICT curriculum recommendations from surveys of academics, workplace graduates and employers: Final Report, Australian Learning and Teaching Council, accessed November 2012 at http://www.acdict. edu.au/documents/ALTCReportEditedfinal3.pdf. Prime Minister’s Forum on the Digital Economy, (5 October 2012). Draft Transcript, Captioning Studio. Regional Telecommunications Independent Review Committee [RTIRC] (March 2012). Regional Telecommunications Review, Empowering digital communities, Department of Broadband, Communications and the Digital Economy, accessed 11 October 2012 at http://www.rtirc.gov.au/2011-12_report.
Samaras, K. (2005), Indigenous Australians and the ‘digital divide’, Libri, vol. 55, pp. 84–95, accessed 25 November 2012 at http://www.librijournal.org/pdf/2005-2-3pp84-95.pdf. Schmitz, M. Creating a Virtual Museum of Antiquities: An Interactive Teaching Tool, in Stefanie, S.J. and Gold, M.S., Eds. (2012). A Handbook for Academic Museums: Beyond Exhibitions and Education, Museums: Boston. Smith J. and Anderson L. (April 2010). Scoping study identifying digital literacy skills: Cybercitizen and e-employee in the 21st century, IBSA: Melbourne, available at http://tiny.cc/0jwdi. Strong, P. (29 November 2012). Small Business Perspective on the Digital Economy and the NBN rollout, Presentation, The Digital Technology Convention, Crown Casino, EPIC: Melbourne. The Australian Institute for Social Research [AISR] (April 2006). The Digital Divide and Barriers to E-Learning. Report presented to the Digital Bridge Unit, Science, Technology and Innovation Directorate, DFEEST, University of Adelaide, accessed 12 October 2012 at http://www.umic.pt/images/stories/publicacoes/ barriers_digitaldivide.pdf. Williams, T. (February 2011). Connecting Communities, A White Paper, Huawei, Sydney.
49
Digital Literacy and e-skills: participation in the digital economy
Attachments
50
Attachment 1: Feedback questionnaire Welcome: You are invited to participate in our study of competencies relevant to Post NBN Impact on ICT Skills ( e-skills) affecting the adoption of information and communication technology. In this questionnaire, you will be asked to rank the e-skills research has shown form the major competencies affecting the use and adoption of ICT, in particular activities enabled by high-speed broadband. It will take approximately five [5] minutes to complete. This is the second stage in a national project that seeks to refine our understanding of the national units of competency and skills sets that can optimise individual and business adoption and use of information and communication technology (ICT). The aim is to ensure workforce planning and investment in skills strategies assist with the development of national competency standards that positively influence the adoption and use of ICT, in particular, high-speed broadband. Your participation in this study is completely voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. But please not it is very important for us to learn your opinions. Your response will be strictly confidential and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact Dr Marcus Bowles, Chair of the Institute for Working Futures and Deputy Director and lead researcher at the Digital Economy and Regional Futures [ph: +61 3 63249561] or by email
[email protected] or
[email protected]. Thank you very much for your time and support.
First Name : Last Name : Email: Optional Address : City :
State :
Zip :
51
Digital Literacy and e-skills: participation in the digital economy
Essential Digital Literacy and E-skills Affecting ICT Adoption
ICAICT102A Operate word-processing applications ICAICT103A Use, communicate and search securely on the internet
IT users digital literacy –
Foundation E-skills 1 BSBOHS201A Participate in OHS processes
Essential Skills
(AQF 1)
ICAICT101A Operate a personal computer ICAICT102A Operate word-processing applications ICAICT103A Use, communicate and search securely on the internet ICAICT105A Operate spreadsheet applications ICAICT106A Operate presentation packages
Internet technology
Foundation E-skills 1 ICAICT104A Use digital devices
and social networking –
(AQF 1)
Essential Skills
ICAICT108A Use digital literacy skills to access the internet ICAICT103A Use, communicate and search securely on the internet ICAU1213B Conduct online transactions ICAS2243B Detect and protect from spam and destructive software ICAWEB201A Use social media tools for collaboration and engagement
Small office and home
Foundation E-skills 2 ICASAS202A Apply problem-solving techniques to routine IT
office equipment
(AQF 2)
and network set up – Essential skills
malfunctions ICASAS203A Connect hardware peripherals ICASAS205A Maintain IT system integrity ICASAS206A Detect and protect from spam and destructive software ICASAS207A Protect and secure information assets ICASAS208A Maintain IT equipment and consumables ICASAS209A Connect and use a home-based local wireless network
52
5. Strongly Agree
Foundation E-skills 1 ICAICT101A Operate a personal computer
4. Somewhat Agree
eCitizen – Essential skills
(AQF 1)
National competencies forming the skill set
3. Neutral
Level
2. Somewhat Disagree
E-skill Sets
1. Strongly Disagree
Rating – We need these skills
(AQF 3)
5. Strongly Agree
Foundation E-skills 3 ICAWEB201A Use social media tools for collaboration and
development and
4. Somewhat Agree
Digital content collaboration – Essential
National competencies forming the skill set
3. Neutral
Level
2. Somewhat Disagree
E-skill Sets
1. Strongly Disagree
Rating – We need these skills
engagement ICAICT204A Operate a digital media technology package
Skills
CUFDIG301A Prepare video assets CUFDIG302A Author interactive sequences CUFDIG304A Create visual design components ICAWEB303A Produce digital images for the web ICAGAM302A Design and apply simple textures to digital art
Web Development
Foundation E-skills 3 ICAWEB302A Build simple websites using commercial programs
Essential Skills
(AQF 3)
ICAWEB303A Produce digital images for the web BSBEBU401A Review and maintain a website ICAWEB403A Transfer content to a website using commercial packages
Small office and home
Foundation E-skills 3 ICASAS303A Care for computer hardware
equipment and network
(AQF 3)
set up
ICASAS304A Provide basic system administration ICASAS306A Maintain equipment and software ICASAS307A Install, configure and secure a small office home office network
Small office and home
Extension E-skills
ICANWK401A Install and manage a server
network equipment and
(AQF 4-5)
ICANWK405A Build a small wireless local area network
set up
ICANWK406A Install, configure and test network security ICANWK407A Install and configure client-server applications and services ICANWK410A Install hardware to a network ICANWK416A Build security into virtual private networks
Establish business
Extension E-skills
ICANWK406A Install, configure and test network security
communications
(AQF 4-5)
ICANWK403A Manage network and data integrity
solutions and systems security
53
Digital Literacy and e-skills: participation in the digital economy
Sell products and services Extension E-skills
BSBITU305A Conduct online transactions
online
BSBEBU401A Review and maintain a website
(AQF 4-5)
BSBCUS402B Address customer needs BSBMKG413A Promote products and services BSBMKG416A Market goods and services internationally Manage business
Extension E-skills
ICANWK501A Plan, implement and test enterprise communication
communications solutions (AQF 4-5)
solutions
and systems security
ICANWK510A Develop, implement and evaluate system and application security ICANWK511A Manage network security ICANWK513A Manage system security
Develop an business case
Extension E-skills
ICAICT509A Gather data to identify business requirements
and select appropriate IT
(AQF 4-5)
ICAICT510A Determine appropriate IT strategies and solutions
strategies and solutions
ICAICT511A Match IT needs with the strategic direction of the enterprise ICAICT507A Select new technology models for business ICAICT508A Evaluate vendor products and equipment ICAICT512A Plan process re-engineering strategies for business
Managing business ICT
Strategic E-skills
ICAPMG501A Manage IT projects
change project
(AQF 6+)
ICAICT601A Develop IT strategic and action plans ICAPMG608A Manage IT project systems implementation
Set up an e-business
Strategic E-skills
BSBEBU501A Investigate and design e-business solutions
capability
(AQF 6+)
BSBEBU502A Implement e-business solutions BSBMKG513A Promote products and services to international markets
Manage virtual or out-
Strategic E-skills
ICAICT602A Develop contracts and manage contracted
sourced ICT services
(AQF 6+)
performance ICAPRG603A Create cloud computing services ICAICT706A Direct outsourced ICT services
54
5. Strongly Agree
4. Somewhat Agree
National competencies forming the skill set
3. Neutral
Level
2. Somewhat Disagree
E-skill Sets
1. Strongly Disagree
Rating – We need these skills
Strategic E-skills
ICAICT713A Manage IT services
and Green ICT business
(AQF 6+)
ICASUS701A Plan and manage virtualisation for IT sustainability
goals
5. Strongly Agree
Establishing sustainable
4. Somewhat Agree
National competencies forming the skill set
3. Neutral
Level
2. Somewhat Disagree
E-skill Sets
1. Strongly Disagree
Rating – We need these skills
ICASUS702A Conduct a business case study for integrating sustainability in IT planning and design projects
OTHERS Skills not listed that are required (NB: these can be new and not in any existing Training Package)
Questions: A. Have you been connected to the NBN as yet? Yes No Unsure B. If you are connected to the NBN, what type of connection do you have? Fibre Fixed Wireless Satellite Unsure C. Are you undertaking specific planning to seize opportunities the NBN may offer?
E. Are there any other details on training or infrastructure needs we should draw to the attention of national decision makers and funding bodies? Open text
THANK YOU Please save your completed questionnaire to your computer and post or email a copy to
[email protected]. If you have any questions regarding the project sponsor Innovation and Business Skills Australia or national funding of skill gaps please visit their web site www.ibsa.or.au or information provide on the National Workforce Development Fund. For any additional information please email
[email protected].
Yes No Unsure D. What information technology skills are not listed that you need to better exploit the NBN or broadband? Open text
55
Digital Literacy and e-skills: participation in the digital economy
Attachment 2: Results from online feedback questionnaire Survey Overview On closing the online questionnaire had 102 Views, 35 commencements and 32 completions.
The full reporting of responses by question for the 31 completions received at the time of reporting has been depicted below.
56
A number of skill sets have been identified as critical for communities and businesses seeking to engage in the Digital Economy.
4. Basic computing hardware and internet connection set up – Essential skills (AQF 2)
1. eCitizen – Essential skills (AQF 1)
5. Digital content development and collaboration – Essential Skills (AQF 3) 2. IT users digital literacy – Essential Skills (AQF 1)
6. Web Development Essential Skills (AQF 3) 3. Internet technology and social networking – Essential Skills (AQF 1)
57
Digital Literacy and e-skills: participation in the digital economy
7. Small office/home computing and peripheral equipment set up (AQF 3)
11. Manage business communications solutions and systems security (AQF 4-5)
8. Small office/home network and equipment set up (AQF 4-5)
12. Develop an business case and select appropriate IT strategies and solutions (AQF 4-5)
9. Establish business communications solutions and systems security (AQF 4-5)
10. Sell products and services online (AQF 4-5)
58
13. Managing business ICT change project (AQF 6+)
14. Set up an e-business capability (AQF 6+)
A. Have you been connected to the NBN as yet?
15. Manage virtual or out-sourced ICT services (AQF 6+)
B. If you are connected to the NBN, what type of connection do you have?
16. Establishing sustainable and Green ICT business goals (AQF 6+)
D. Are you undertaking specific planning to seize opportunities the NBN may offer?
59
Digital Literacy and e-skills: participation in the digital economy
Attachment 3: ForwardIT competency mapping Competency
E-skill Level
ForwardIT Coverage
ICAICT101A Operate a personal computer
1
Y
ICAICT102A Operate word-processing applications
1
Y
ICAICT103A Use, communicate and search securely on the internet
1
Y
ICAICT104A Use digital devices
1
Y
ICAICT105A Operate spreadsheet applications
1
Y
ICAICT106A Operate presentation packages
1
Y
ICAICT108A Use digital literacy skills to access the internet
1
Y
ICAU1213B Conduct online transactions
1
Y
ICAWEB201A Use social media tools for collaboration and engagement
3
Y
ICASAS202A Apply problem-solving techniques to routine IT malfunctions
2
n
ICASAS203A Connect hardware peripherals
2
Y
ICAICT204A Operate a digital media technology package
3
Y
ICASAS205A Maintain IT system integrity
?
some
ICASAS206A Detect and protect from spam and destructive software
1
Y
ICASAS207A Protect and secure information assets
?
N
ICASAS208A Maintain IT equipment and consumables
?
N
ICASAS209A Connect and use a home-based local wireless network
?
N
ICAGAM302A Design and apply simple textures to digital art
3
N
ICAWEB302A Build simple websites using commercial programs
3
N
ICAWEB303A Produce digital images for the web
3
Y
ICASAS303A Care for computer hardware
3
N
ICASAS304A Provide basic system administration
?
N
ICASAS306A Maintain equipment and software
3
N
ICASAS307A Install, configure and secure a small office home office network
3
Y
ICAWEB403A Transfer content to a website using commercial packages
3
n
ICANWK401A Install and manage a server
4/5
N
ICANWK403A Manage network and data integrity
4/5
N
ICANWK405A Build a small wireless local area network
4/5
N
ICA11 Information and Communications Technology Training Package
60
Competency
E-skill Level
ForwardIT Coverage
ICANWK406A Install, configure and test network security
4/5
N
ICANWK407A Install and configure client-server applications and services
4/5
N
ICANWK410A Install hardware to a network
4/5
Y
ICANWK416A Build security into virtual private networks
4/5
N
ICANWK501A Plan, implement and test enterprise communication solutions
4/5
N
ICANWK510A Develop, implement and evaluate system and application security
4/5
N
ICANWK511A Manage network security
4/5
N
ICANWK513A Manage system security
4/5
N
ICAICT509A Gather data to identify business requirements
4/5
N
ICAICT510A Determine appropriate IT strategies and solutions
4/5
N
ICAICT511A Match IT needs with the strategic direction of the enterprise
4/5
N
ICAICT507A Select new technology models for business
4/5
N
ICAICT508A Evaluate vendor products and equipment
4/5
N
ICAPMG501A Manage IT projects
6
N
ICAICT601A Develop IT strategic and action plans
6
N
ICAPMG608A Manage IT project systems implementation
6
N
ICAICT602A Develop contracts and manage contracted performance
6+
N
ICAPRG603A Create cloud computing services
6+
N
ICASUS701A Plan and manage virtualisation for IT sustainability
6+
N
ICASUS702A Conduct a business case study for integrating sustainability in IT planning and design projects
6+
N
ICAICT706A Direct outsourced ICT services
6+
N
ICAWEB201A Use social media tools for collaboration and engagement
3
Y
ICAWEB303A Produce digital images for the web
3
Y
ICAICT512A Plan process re-engineering strategies for business
4/5
N
ICAICT713A Manage IT services
6+
N
CUFDIG301A Prepare video assets
3
N
CUFDIG302A Author interactive sequences
3
N
CUFDIG304A Create visual design components
3
N
CUF07 Screen and Media Training Package Training Package
BSB07 Business Services Training Package*
61
Digital Literacy and e-skills: participation in the digital economy
Competency
E-skill Level
ForwardIT Coverage
?
?
BSBITU305A Conduct online transactions
4/5
Y
BSBEBU401A Review and maintain a website
4/5
Y
BSBCUS402B Address customer needs
4/5
Y
BSBMKG413A Promote products and services
4/5
Y
BSBMKG416A Market goods and services internationally
4/5
Y
BSBEBU501A Investigate and design e-business solutions
6+
Y
BSBEBU502A Implement e-business solutions
6+
Y
BSBMKG513A Promote products and services to international markets
6+
Y
BSBOHS201A Participate in OHS processes
* ForwardIT coverage for all BSB07 competencies is only from a home business perspective.
62
Attachment 4: Community and learner access to cultural assets The Museum of Antiquities at the University of New England was established in 1959 as part of the then Department of Classics at the University of New England. The Museum of Antiquities is the only regional Ancient History and Archaeology museum in Australia with a collection encompassing antiquities from the ancient Mediterranean and the Near East, complemented by objects and ethnographic material from Australia, South East Asia, New Guinea, the Pacific region, Mesoamerica and Africa. A core purpose of the Museum has always been to support the teaching and research interests of students and staff; however with a very large percentage of UNE’s student cohort studying off-campus, the ability of the Museum to meet this core purpose has declined. External students rarely, if ever, have had the opportunity to use the museum and study its holdings, which in turn prevents academics within the school from using the holdings of the museum in assessments or teaching as this would be inherently unfair. This leaves distance students studying in the School of Humanities disadvantaged since only the internal students had access to the museum’s holdings – this in turn leads to a valuable cultural resource going largely unused.
Dr. Michael ‘Maxx’ Schmitz Ancient History (ANCH) Convenor Lecturer Classics and Ancient History School of Humanities Armidale NSW Australia 2351 Phone 61 02 6773 3533 Facsimile 61 02 6773 3520 email:
[email protected] www.une.edu.au
The virtualisation project at the Museum of Antiquities seeks to redress this issue and was initiated specifically to increase accessibility to the important collection held at UNE and to offer students, the wider public and researchers the opportunity to interact with three-dimensional virtual representations of objects in the collection. The first phase of the project has started the process of creating the three-dimensional virtual representations by employing multi-nodal photography to create the representations of artefacts held in the Museum of Antiquities which are then made available electronically.47 The next phase of the project would see the physical museum space converted into an online teaching and research space that would allow staff and local students to interact directly with the Museum’s holdings whilst at the same time holding live video tutorials with distance students who would be able to utilise the virtual representations of the objects via the web.
47 M. Schmitz, Creating a Virtual Museum of Antiquities: An Interactive Teaching Tool, in A Handbook for Academic Museums: Beyond Exhibitions and Education, Eds. Stefanie S Jandl and Mark S Gold, Museums, Boston, 2012.
63
Innovation & Business Skills Australia Ltd Level 11, 176 Wellington Parade East Melbourne Victoria 3002 T +61 3 9815 7000 F +61 3 9815 7001 www.ibsa.org.au
