DEEP-欧洲数字创业（保加利亚、意大利、波兰、葡萄牙、西班牙的案例）（英文）-2020.11-95页_2mb

Summary of Digital Entrepreneurship for Employability Paths (DEEP) Project

Core Content

The DEEP project (Digital Entrepreneurship for Employability Paths), funded by the Erasmus+ Programme of the European Union (reference number: 2019-1-PL01-KA202-065880), aims to enhance the professional success of Vocational Education and Training (VET) students by integrating digital and entrepreneurial skills into their learning. This report presents the findings of Intellectual Output 2, which focuses on the dynamics of digital entrepreneurship and the national policy responses to support these skills across selected EU countries.

Main Objectives

• Improve the employability of VET students by developing their digital and entrepreneurial competences.
• Create an integrated and interdisciplinary approach to teaching these skills, in contrast to the traditional separate approach in most European education systems.
• Support VET teachers, trainers, and mentors with tools and knowledge to effectively impart these skills.
• Analyse national strategies and policies to identify gaps and barriers in the development of digital entrepreneurship skills.

Key Findings

Digital Skills Demand and Supply

• The demand for digital skills is increasing across all sectors, but the supply is limited due to inadequate training and limited use of technology in education.
• In 2019, 9% of all EU companies, including 46% of large enterprises, recruited or tried to recruit ICT specialists.
• The share of companies with hard-to-fill ICT vacancies increased by 2 percentage points between 2012 and 2019, with large enterprises seeing an increase of almost double (from 17% to 30%).
• By 2020, it was estimated that there would still be 756,000 unfilled ICT vacancies in the EU.

Digital Entrepreneurship Skills Gaps

• Over 40% of companies in the study reported lacking some digital competences needed for their entrepreneurial activities.

• The most sought-after skills by companies and missing among individuals include:

  • Ability to protect personal data and privacy (60% of companies)
  • Ability to solve technical problems (58% of companies)
  • Ability to identify needs and technological responses (58% of companies)
  • Ability to manage digital identity and re-elaborate digital content and programming (54% of companies)

• Individuals identified the following skills as completely lacking:

  • Programming (67% of individuals)
  • Ability to identify digital competence gaps by themselves (42% of individuals)
  • Ability to identify needs and technological responses (40% of individuals)
  • Ability to solve technical problems (40% of individuals)

EU-Level Digital Skills and Entrepreneurship

• The Digital Competence Framework for Citizens (DigComp) is used as the basis for defining digital and entrepreneurial skills.
• DigComp outlines five competence areas, 21 competences, eight proficiency levels, and 168 descriptors.
• Digital skills are essential for employability, competitiveness, and sustainable development of EU Member States.

Country Trends

Bulgaria

• Ranked worst in digital skills (DESI Index, 2019).
• Part of the EIDES (European Index of Digital Entrepreneurial System) laggards.
• Has adequate national policies with clear goals and stakeholder involvement.
• Lacks innovative education approaches, public-private collaboration, and effective integration of digital entrepreneurship into VET.

Italy

• One of the most digitally unskilled countries in the EU.
• Has a weak entrepreneurial environment and low interest in ICT investment by SMEs.
• Needs social engagement, changing perceptions, and inclusive education to support digital transformation.

Poland

• Ranked 25th out of 28 EU countries in the DESI Index.
• Has weak digital skills among adults, with almost half unable to use a computer.
• Policies are narrowly focused on infrastructure, not on human skills development.
• Needs innovative education, better collaboration between schools and businesses, and teacher upskilling.

Portugal

• Classified as a medium-performance country in the DESI Index.
• Has a digital skills deficit, especially among elderly and low-educated individuals.
• Identified as a Catcher-up Country in EIDES, with potential for growth.
• Requires improved methodologies and programs to develop digital entrepreneurial competences.

Spain

• Ranked 11th in the DESI Index.
• 20% of people are not online, and 50% lack basic digital skills.
• Despite good telecom infrastructure, there is a skills mismatch in companies, limiting innovation and competitiveness.
• Needs adaptation of business models and employee upskilling.

Policy Responses

• All countries have national strategies and policies to support digital skills and entrepreneurship.
• However, policy implementation is inefficient due to:
  • Limited stakeholder engagement (especially from companies).
  • Insufficient integration of digital entrepreneurship into VET systems.
  • Need for innovative educational approaches and collaboration between sectors.

Conclusions and Recommendations

• The EU needs a comprehensive framework for digital entrepreneurship skills.
• Stakeholder engagement is crucial for successful implementation.
• Multi-level initiatives (national, regional, local) should be encouraged.
• Innovative education, practical experiences, and teacher training are key to improving the digital entrepreneurship ecosystem.
• Companies must be involved in the digital transformation process to ensure relevance and sustainability of skills development.

Key Challenges

• Lack of digital skills among the workforce.
• Limited use of technology in education.
• Inadequate collaboration between public and private sectors.
• Reluctance from businesses to adopt digital transformation.
• Need for up-to-date and inclusive training programs.

Key Information

• Digital skills are vital for employability and economic growth.
• Entrepreneurial skills have become increasingly important in the EU digital strategy.
• VET systems must be reformed to integrate digital and entrepreneurial skills effectively.
• Policy coordination and multi-level engagement are essential for progress.

References

• DigComp 2.1 (2017) by the European Commission.
• Eurostat data on digital skills in the EU-27.
• DESI Index (Digital Economy and Society Index).
• EIDES (European Index of Digital Entrepreneurial System).
• OECD reports on digital skills and economic impact.