Lubomir Valenta
Carer+ Digital
Competence Framework
for care workers
An Overview
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2 |
What is (digital) competence?
Digital competence is a part of:
„…essential life skills and assets in the informatio...
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3 |
Research methodology
1. Desk research – document analysis
(IVET/CVET curricula, qualifications standards, occupatio...
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4 |
Research outputs
Mapping digital competence in domiciliary care work
Research phase Countries
involved
Outputs per
...
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5 |
Research findings - selection
Mapping digital competence in domiciliary care work
- Digital technologies are alread...
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6 |
Digital competence modelling
Analysis of existing frameworks
ECDL
eCompetence
Framework
DIGCOMP
 European Computer...
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7 |
Carer+ Digital Competence Framework
Structure
Dimension 1: Competence Domains (3)
Dimension 2: Competence Areas (11...
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8 |
Carer+ Digital Competence Framework
Dimensions 1 + 2: Competence Domains and Competence Areas
Enabling
digital
comp...
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9 |
Carer+ Digital Competence Framework
Dimension 3: Competences
Domain A: General digital competence
1. Information 2....
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10 |
Carer+ Digital Competence Framework
Dimension 3: Competences
Domain B: Enabling digital competence in social care
...
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11 |
Carer+ Digital Competence Framework
Dimension 3: Competences
Domain C: Care-specific digital competences
9. Indepe...
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12 |
Carer+ Digital Competence Framework
Example of a Competence Card (Dimensions 4 + 5)
Link 1
Link 2
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6/6/2013 13 |
Thank you.
Lubomir Valenta
Head of Project Works in Process Modelling of Public Administration
Ministry o...
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Carer+ Digital Competence Framework for care workers - Lubomir Valenta

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CARER+ Final Conference: Smart Homecare, 27 March 2015, Paris

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Carer+ Digital Competence Framework for care workers - Lubomir Valenta

  1. 1. Lubomir Valenta Carer+ Digital Competence Framework for care workers An Overview
  2. 2. || 2 | What is (digital) competence? Digital competence is a part of: „…essential life skills and assets in the information society. Developing digital competence should be considered as a continuum from instrumental skills towards productive and strategic personal competence. Mastering basic tools and computer applications in only a first step towards advanced knowledge, skills and attitudes.“ Ala-Mutka, K. (2011): Mapping Digital Competence. Towards a Conceptual Understanding. JRC – IPTS: p 5. Competences and learning outcomes: „Contemporary accounts of learning outcomes emphasise their diversity and suggest that, where learning outcomes are tacit, context-bound or applied in combination with one another, then inferential rather than behaviouristic approaches will be more appropriate (…). Learning outcomes are no longer conceptualised as self-evident performances.“ Cedefop (2012): Curriculum reform in Europe. The impact of learning outcomes. European Centre for the Development of Vocational Training: p 33. From technical dexterity to life skills
  3. 3. || 3 | Research methodology 1. Desk research – document analysis (IVET/CVET curricula, qualifications standards, occupational standards, Certificate Supplements) 2. Focus groups with expert stakeholders (current situation; future prospects; specific skills and competences needed in social care) 3. Individual semi-structured interviews with experts (ditto) 4. Questionnaire survey with care workers and caregivers (level of digital competence; relevance of digital competence in respondents‘ work; clients‘ digital needs) 5. Literature and context analysis Mapping digital competence in domiciliary care work
  4. 4. || 4 | Research outputs Mapping digital competence in domiciliary care work Research phase Countries involved Outputs per country- planned Outputs total - planned Outputs total - delivered Document analysis 4 not specified not specified 57 Focus groups 7 1 7 8 Interviews 7 5 35 46 Questionnaires 4 40 160 156
  5. 5. || 5 | Research findings - selection Mapping digital competence in domiciliary care work - Digital technologies are already relevant in social care, and will become more so in the years to come, even though one should avoid indiscriminate futurism. - Most care workers, however, lack sufficient digital competence and should be trained to gain it, as should care recipients too. - Before introducing digital technologies to care workers and/or care recipients, it is necessary to deal with their mistrust towards ICTs and increase their confidence and interest in the area. - Most valued aspect of digital technologies in care work: social aspect (re-establishing social ties, re-activation, engagement). - Two main areas of using digital competence by care workers: assisting care recipients + administration and organisation of care work.
  6. 6. || 6 | Digital competence modelling Analysis of existing frameworks ECDL eCompetence Framework DIGCOMP  European Computer Driving Licence  Assessment and certification purposes  Syllabus consisting of 7 modules  Activity/Task based, very specific  For ICT professionals  Job description purposes  4 dimensions of e- competence  5 e-competence areas  36 competences  5 proficiency levels  Created by JRC for EC, Europass use, influence  All-round digital competence, contemporary, general  Follows the structure of e-CF, but adds 5th dimension: purpose
  7. 7. || 7 | Carer+ Digital Competence Framework Structure Dimension 1: Competence Domains (3) Dimension 2: Competence Areas (11) Dimension 3: Competences (41) Dimension 4: Application Levels (2) Dimension 5: Examples of learning outcomes
  8. 8. || 8 | Carer+ Digital Competence Framework Dimensions 1 + 2: Competence Domains and Competence Areas Enabling digital competence in care Care-specific digital competence General digital competence Acceptance Adaptation Progression Support Information Communi- cation Content creation Safety Independent living and social participation for care recipients Personal development and social integration of carers Care coordination 19 13 9
  9. 9. || 9 | Carer+ Digital Competence Framework Dimension 3: Competences Domain A: General digital competence 1. Information 2. Communication 3. Content creation 4. Safety 1.1 Browsing, searching, and filtering information 2.1 Interacting through technologies 3.1 Developing content 4.1 Protecting devices 1.2 Expressing information needs 2.2 Sharing information and content 3.2 Integrating and re- elaborating 4.2 Protecting data and digital identity 1.3 Evaluating information 2.3 Engaging in online citizenship 3.3 Copyright and licences 4.3 Protecting health 1.4 Storing and retreiving 2.4 Collaborating through digital technologies 3.4 Producing multimedia and creative outputs 4.4 Protecting environment 2.5 Netiquette 3.5 Programming 2.6 Managing digital identity
  10. 10. || 10 | Carer+ Digital Competence Framework Dimension 3: Competences Domain B: Enabling digital competence in social care 5. Acceptance 6. Adaptation 7. Progression 8. Support 5.1 Role of digital competence in care work 6.1 Identification of digital needs 7.1 Learning together 8.1 Guidance and mentoring 5.2 Inception and promotion 6.2 Identification of digital responses to needs 7.2 Evaluation of progress 8.2 Technical, instrumental and organisational assistance 5.3 Encouragement and confidence building 6.3 Tolerance and patience 7.3 Feedback and modification 5.4 Sustainability 6.4 Variability, creativity and resourcefulness
  11. 11. || 11 | Carer+ Digital Competence Framework Dimension 3: Competences Domain C: Care-specific digital competences 9. Independent living and social participation for care recipients 10. Personal development and social integration of carers 11. Care coordination 9.1 Application of digital technologies in on-site care work 10.1 Learning through ICTs 11.1 Digital administration of care work 9.2 Remote monitoring and assistance to care recipients 10.2 Peer support and exchange of good practices 11.2 Organising and supervising care work 9.3 Enabling communication and networking 10.3 Competence management, certification and acquiring qualifications in care work 9.4 Counselling for care recipients and families
  12. 12. || 12 | Carer+ Digital Competence Framework Example of a Competence Card (Dimensions 4 + 5) Link 1 Link 2
  13. 13. || 6/6/2013 13 | Thank you. Lubomir Valenta Head of Project Works in Process Modelling of Public Administration Ministry of the Interior of the Czech Republic Consultant 3s Unternehmensberatung GmbH valenta@3s.co.at

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