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Digital skills development, or ICT, has become a political priority in recent years, given the rapid technological changes in sectors and professions. But the contribution of digital skills goes a long way. Digital Skills is a facilitator of citizenship in societies and a driver of efficient and equitable environmental and digital transitions. Beyond the specific sectors and professions that develop and supply digital goods and services (e.g. ICT technicians and professionals), there is a growing need for cross-cutting digital skills across professions and sectors.

The Covid-19 epidemic and its wide-ranging effects have accelerated the demand for digital skills in many jobs, especially non-ICT jobs. Effective use of digital skills has proven to be a resilient driver. They help workers and organizations as a whole adapt to the new realities that have shaped the epidemic. Especially in the retail and service sectors, where products and services are difficult to deliver remotely, digital skills can stimulate the transformation of business models and help prevent layoffs and bankruptcy. Digital Skills was also able to continue to provide public and private services. Thanks to them, many workers (e.g., teachers, clerks, and other white-collar jobs) who were not critical of digital skills before the epidemic were able to switch to remote work overnight, basically.

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The growing importance of digital skills and knowledge in online job postings by 2020 is a sign of the workplace digitalization progress. The demand for knowledge of enterprise ICT systems and applications was about half of the growth in demand for skills in tools and data analysis for software and web development and configuration. Increasing digitization of the workplace, once rooted in the business models and customer behavior of organizations, can persist even after the epidemic is over. And while some jobs will not be affected by digital technology, digitization will continue to shape skills, tasks, and jobs.

Digital Skills: Challenges And Opportunities

Strengthening digital capabilities is a priority for both EU member states and candidate countries. While there are many activities that focus on IVET learners, much remains to be done at IVET to bridge the adult digital skills gap. Furthermore, the training of teachers and trainers in digital skills, which enable them to help learners effectively, is an underdeveloped area of ​​many national skills systems. Technological innovations and digitization have the potential to transform learning fundamentally, not only by equipping people with digital skills to work and becoming active citizens, but also by improving access to learning as the COVID-19 epidemic has shown us.

Processing information (for example, using a search engine and storing information and data); Communication (including teleconferencing and application sharing); Content creation (such as text and table production and multimedia content); Security (for example, using a password and encrypting files); And troubleshooting (for example, using software tools to find IT support and troubleshoot issues) [1].

The spread of digital technology is revolutionizing the world of work. New types of jobs are emerging and ordinary jobs are disappearing. Specialized ICT profiles and advanced ICT skills are increasingly required for many jobs, and all citizens need at least basic digital skills to participate in society ([2]). EU Digital Education Action Plan ([3]) puts digital skills development at the center stage.

Promoting access to high quality digital skills training for all workers and citizens has become a top political priority. The level of proficiency in digital skills is one of the most widely used indicators to understand where countries are in terms of digital skills and to monitor their progress. In addition to measuring the extent to which people can use digital technologies, digital skills indicators also help them gain an understanding of the jobs or careers they can pursue and the barriers they face in their work and life ([4]).

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Only three out of ten EU citizens have more than their basic digital skills in 2019 ([5]). This average obscures a significant “geographical” digital divide. In the North and West member countries, digital skills are much better developed than in the South and East. Although half of Dutch, Finnish and Danish citizens have moderate or advanced digital skills, this is only the case for 1 in 10 citizens of Romania and Bulgaria. In many countries the situation is improving ([6]). In some Baltic countries, citizens of Slovenia or Croatia already have digital skills levels comparable to their counterparts in the West (see Figure 2).

There is also a digital divide between different age groups. As expected, young people have a much higher level of digital skills than the rest of the population (see Figure 3).

Source: Skills Panorama, Digital Skills Use (https://skillspanorama./en/indicators/digital-skills-use), own calculations. Note: Country rankings are based on the difference between individuals and the population average.

In some countries with relatively well-educated populations, such as Denmark, the Netherlands, and Finland, age-related digital distribution is relatively neutral. In the countries to the left of Figure 3, the digital skills gap is widening between young people (ages 25-34) and the general population. People over the age of 34 in Croatia, Latvia and Greece not only have less advanced digital skills than young people, but also lack good access to training opportunities. Since the level of digital skills among young people is already relatively high, these countries may consider policies that focus on those over 34 years of age.

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The level of urbanization creates a third digital divide. Rural areas, but in most cases suburbs, are also significantly lagging behind urban areas (see Figure 4). Eastern and Southern EU member states (Bulgaria, Romania, Croatia, Greece, Hungary) seem to be the hardest hit. As teens often move to cities other than the rural areas where they grew up, age and the level of urbanization are mutually reinforcing factors that shape the digital divide.

The gap between cities and less densely populated areas is even greater when it comes to the use of advanced ICT, which is measured as the proportion of people creating digital content. This suggests that, in addition to the digital skills gap, there are significant differences between rural and urban areas in terms of existing jobs and the content of their functions ([7]).

The Skills OVATE platform that analyzes online job offers confirms this. Jobs that require high / advanced digital skills (digital content development, ICT security and problem solving) such as ICT specialists, researchers and engineers, office professionals or some administrative professionals are concentrated in urban areas. More than a third of online job advertisements for these professions are concentrated in 12 (out of 28 EU NUTS-2 zones 281), mostly urban areas (see Figure 5).

Source: OVADO Skills. Own calculations. https: /// en / data-visualization / skills-online-vacancyes (data collected between July 2018 and June 2020). Note: The darker the color of the map, the greater the total demand across all regions.

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Even before the Covid-19 epidemic and remote work actually began, the demand for digital skills remained high. In addition to information and communication technology, finance, business administration, science and engineering, education, healthcare, commerce, and manufacturing are undergoing rapid digital transformation ([8]).

Although the nature of the required skills varies, digital skills are important for many management, professional, related professional and administrative positions ([9]). Many middle-class low-skilled jobs (e.g., many primary and factory jobs, subsistence farmers and construction workers) require only basic digital skills, with exceptions. Security guards, craft and printing workers, electrical engineers and sales staff need high-level digital skills to do their jobs (see Figure 6).

Source: Job Indicators Job Index (2020) https://skillspanorama./en/indicators/tasks-within-occupation Note: Job content is measured at the 2 digit ISCO code level for each job (What are individuals? At work Do) and methods and tools used (how work is organized and done). In the range of 0 to 10, the index measures how well a computer, Internet, email, spreadsheets, word processing, programming language, and required level of computer use are required for a job.

Other types of work involve information and communication technology (Figure 7). Because the use of ICT is closely linked to literacy (i.e. verbal information manipulation) and numerical (ie numerical information manipulation), ICT-intensive professions also rely heavily on word processing information. Similarly, the use of ICT usually goes hand in hand with problem solving, where information gathering and evaluation is represented by creativity and resolution. In jobs where the use of information and communication technology is at a high level, social work seems to be less important. However, the relationship between ICT use and serving or caring for others (social work) depends on the specific job. Some professions (e.g., product and specialized service managers) make extensive use of information and communication technology to serve others, while others do not (e.g., personal care workers). The relationship between ICT usage and management functions is positive but relatively weak. This implies that managing and coordinating others generally requires only mediocre digital skills.

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Source: Tasks in Job Indicators, Skills Overview (2020). Own calculations. https://skillspanorama./en/indicators/tasks-within-occupation Note: Values ​​close to zero on a scale from 0 to 1 indicate a weak correlation and values ​​close to 1 indicate a strong correlation with numerical skills.

The rise of digital freelancers or platform workers shows how digital environments and skills affect the way people work. Specialized portals are used to advertise companies and organizations, matching supply and demand for skills in a very different way than the traditional approach to job vacancies. Workers with different skill sets.

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