9th meeting of the ESF Thematic Network on Learning and Skills 27-28 November 2018, Lisbon Minutes

Summary The 9th meeting of the ESF (European Social Fund) Transnational Thematic Network on Learning and Skills took place on 27th and 28th November in Lisbon, Portugal, and was hosted by POCH (Portuguese Human Capital Operational Programme), ESF Managing Authority. The network had a closer look at how the ESF is being used by Portuguese authorities for programmes and projects aiming to support labour integration and social inclusion through education and training with ICT (Information and Communication Technology) tools, focusing on Digital Skills. On the first day participants visited a ‘Qualifica Centre’, an education and training service for adults established by ANQEP (Portuguese National Agency for Qualification), to learn more about the ‘Digital Skills Passport’ targeting elderly, socially disadvantaged, low-skilled and unemployed citizens. An intensive working session was dedicated to choosing the most relevant ESF projects to support the Digital Skills publication to be released at the beginning of 2019. ANQEP also gave a very interesting presentation of the national validation system of prior learning in Portugal, much appreciated by the majority of the ESF MA currently developing their own system. The first day meeting ended with a presentation of the ESF Human Capital OP. The second day of the meeting took place in Casa do Impacto, a former convent transformed into a hub for socially innovative entrepreneurs. The Portugal Social Innovation Mission Structure (EMPIS) gave the floor to 10 innovative ESF funded projects. All the projects are using ICT or other means of innovative communication methodologies in order to address the needs of different social groups, mostly children and people with disabilities, and are thus closely linked with new ways of learning and developing skills. Action Points • Members of the network update information about the National Digital Skills Agenda and/or Digital Skills national policies, to provide an introductory panorama of the “Digital Skills in practice” publication • Members of the network finalize projects examples and structure the main messages to illustrate 2 sections of the ‘Digital Skills in practice’ publication: citizens and labour force. • The network wishes to organize two workshops in the coming months, on 2 topics: Dual system/work-based learning and National systems for recognition and validation of qualifications. • Next meeting will take place in 14-15 February 2019 in Luxembourg. Agenda: https://ec.europa.eu/esf/transnationality/filedepot_download/2610/2066 (copy link to browser)

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1. Sharing practical information and updates

1.1. ESF post 2020 Maeva Roulette gave an update on recent developments related to the proposal for the ESF+ in the 2021-2027 programming period. Negotiations on the ESF+ Regulations in the European Parliament and in the Council are ongoing. European Parliament’ Employment and Social Affairs Committee plans to approve its amendments to the ESF+ Regulations in December. Their amendments foresee the increase of the budget, more focus on children (Children Guarantee), more focus on youth employment (allocation of 15%), capacity building for the involvement of social partners (2% of allocation), and the increase of the budget for FEAD. There are no significant changes in the field of learning and skills. The vote by the European Parliament’s EMPL Committee took place on 3rd December. Find more documents (Proposal of the European Parliament and the Council, Proposed amendments and opinions of the Members of the Parliament) discussed on 3rd December here (under section 13). The Council of the EU formed 8 thematic blocks for negotiations on the Common Provisions Regulations. Under Austrian Presidency 2 thematic blocks were covered and the agreement should be reached by 30th November 2018. There are no changes in the field of transnational cooperation. For now, transnational cooperation remains under direct management (managed by the European Commission). Armelle Ledan: Social Innovation Community (SIC) issued the Lisbon Social Innovation Declaration and formed an Action Group on ESF+. The Declaration gives recommendations on how to better implement Social Innovation with the use of the European Structural and Investment Funds (ESIF). Life-long Learning Platform: In the next programming period the plan is to make synergies between Erasmus+ and European Structural and Investment Funds. There are 3 strategies foreseen to facilitate this process: 1. Coordination between Erasmus+ and European Structural and Investment Funds Managing Authorities that will be managed by the European Commission (5% of the ESF and of the European Regional Development Fund should be dedicated to upskilling of Erasmus+ projects). 2. One project will be able to get funding from ESIF and Erasmus+. Through Seal of Excellence (quality label awarded for Horizon 2020 projects that didn’ receive funding due to budget restrictions) funding will be available for projects connecting ESIF and Erasmus+. 1.2. Sharing of relevant information between the members on National Digital Skills Agenda/Coalition and the Policy Brief on Digital Skills Members of the network were asked to share information by answering the following questions: • When and how did you contact the National Digital Skills Agenda/Coalition in your Member State? • Did you sent/present the Policy Brief to the contact points for National Digital Skills Agenda/Coalition? • What are the results (or expected results)? Portugal: ANQEP is monitoring the national Skills Agenda. There is an InCode.2030 Initiative that promotes inclusion and qualification in digital skills. Luxembourg: In 2013 the Digital Luxembourg Group was launched that involves experts from different ministries and other sectors working on digital skills and digitalization. The government also put in place a Digital Skills Database. Hungary: There is an umbrella strategy on digital skills ‘Digital Success’ that is putting in place ‘Digital Success Points’ (study points for citizens in a range of 30 kilometers). Digital

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Coalition has been renewed. ESCO (EU Skills and Competences database) is existing also in Hungarian language. Finland: The infrastructure for education and training on digital skills is fully developed. There are mostly small-scale projects on digital skills for immigrants. Skills Summit will be organized during the next presidency of Finland to the EU (23-24 September 2019). Maeva Roulette will check about the European Commission’s pilot project on training and skills.

2. Portuguese context: Qualifica Centre, Digital Skills Passport Programme, The National Qualification System, Human Capital Operational Programme

2.1. Study visit to ‘Qualifica Centre’ The network visited a Programme of Inclusion and Digital Literacy that is being organized by ‘Qualifica Centre’, a training centre for adults. The students of different ages and from different backgrounds (elderly, job-seekers, etc.) were in a course called Digital Skills Passport (which was presented to the network later on). This course covers 10 digital skills and each skill is being covered in 1 week. The course is focusing on the practical and every- day use of digital tools – for example, practical exercise on how to use mobile applications by using ‘My City Street’ application (application created by the Lisbon City Council as part of Digital Citizenship that encourages citizens to take photos of areas or objects in need of public works). 2.2. Digital Skills Passport Programme Presentation: https://ec.europa.eu/esf/transnationality/filedepot_download/2610/2090 (copy link to browser) Helder Touças from Qualifica Centre presented the methodology for learning in Digital Skills Passport Programme. The Programme was developed due to Portuguese context in which 52% of population doesn’t have basic digital skills (70% of them come from disadvantaged social groups) and 29% is not using internet. The Programme has three main learning goals: digital citizenship, online safety, and exploration of interests. The methodology used in the programme is based on 6 principles: connected learning (learning from peers and social networks), gamification (learning as a game – for example, the use of ‘micro certificates’ in the form of badges for completion of tasks), open badges developed by Mozilla Foundation (digital badges containing data on which skill did the student receive training, where did the training took place, etc), ontological self-narrative (empowering element enabling the recognition of personal value of learning), experimental learning (learning based on experiences from every-day life), and critical consciousness (how to use the learning to change the society). The programme was developed in a reference to DigComp (EU framework for digital skills), KSF ICT B3 (Portuguese framework for ICT skills), and LIDIA Project (international project led by University of Lisbon on digital inclusion for adults). In the programme only free online tools are being used, data storing and sharing is cloud- based, and the way of working is collaborative. Every activity in the class follows personalized approach based on defined learning objectives that are put forward by each student. The courses are free of charges for participants and are funded by the municipality (Portuguese Human Capital Operational Programme (POCH) is funding Qualifica Centres in the regions North Centre and Alentejo; in Lisbon and Algarve, Qualifica Centres are funded by Regional Operational programmes POR Lisboa and POR Algarve). Partnership between Lisbon City Council and local institutions (.. local libraries) supports the promotion and outreach of the programme.

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When it comes to social structure of students attending the programme, most of students are coming from disadvantaged social groups (up to 80%). The programme is working with Technical and Scientific Institute in order to achieve formal recognition of qualifications gained in the programme. Previously gained knowledge and skills are being recognized by the programme. 2. 3. The National Qualification System in Portugal Presentation: https://ec.europa.eu/esf/transnationality/filedepot_download/2610/2089 (copy link to browser) Maria João Alves from ANQEP, Nacional Agency for Qualification and Vocational Education and Training (ANQEP), a Portuguese ESF intermediate body, presented Portuguese Qualification System. ANQEP uses National Catalogue of Qualifications as a tool for matching of VET qualifications with the needs of the labour market, for regulation of VET system (double certification pathways), and the strategic management of non-higher qualifications. The Catalogue defines for each qualification its professional profile, training standard of double certification (school standard or technological training standard), and RVCC (Recognition and Validation of Certification and Competences) standard (standard for basic and technological certification). Another of ANQEP’s action for enhancing the inclusion and employability through trainings adapted to the needs of the labour market is ‘Qualifica Programme’ that was launched in 2016. Qualifica Centres are developing life-long learning guidance for adults and NEETs (young people not in education, employment and training) through process of RVCC combined with training activities. Qualifica Passport is an online tool for recording obtained qualifications and skills. Qualifica programme is supported by the ESF. Recognition and Validation of Certification and Competences (RVCC) in Portugal has three levels of standards: Basic Level Standard, Secondary Level Standard, and Professional standards (154 professional qualification standards). The National Credit System for VET is based on units of learning outcomes that can be accumulated and transferred by a learner in the qualification trainings. The system enables learners to obtain qualifications by their own pace and from different types of education/trainings. Presentation by Maria João Alves on OECD Skills Strategy – Action Phase Portugal that was not presented at the meeting: https://ec.europa.eu/esf/transnationality/filedepot_download/2610/2088 (copy link to browser) 2.4. Human Capital Operational Programme (POCH) Presentation: https://ec.europa.eu/esf/transnationality/filedepot_download/2610/2086 (copy link to browser) Joaquim Bernardo, President of Human Capital Operational Programme (POCH), the ESF Managing Authority, presented the structure of the Operational Programme in the context of the current situation and future targets (Portugal 2020 Strategy) in the field of learning and skills in Portugal. Portugal is still facing higher rates of early school leaving (12,6% of aged 18-24 in 2017 according to Eurostat), but has succeeded in reducing the number of NEETs (to around 9% of aged 15-24 in 2017 according to Eurostat). Furthermore, the number of people with tertiary education is increasing, but is still under EU average (34,6% of Portuguese population aged 30-34 obtained tertiary education in 2016 according to Eurostat). The same applies for life-long learning where numbers are increasing slowly. Portugal is dedicating 40% of its budget for learning and skills to short vocational trainings under Competiveness and Internalization OP (€10,3 million), 17% (€ 4,3 million) to long

4 vocational trainings under Human Capital OP, and 16% (€4 million) to short modular vocational trainings under Social Inclusion and Employment OP. 21% of the European Structural and Investment Funds in Portugal are dedicated to the Human Capital Operational Programme. The total allocation of the European Structural and Investment Funds in Portugal is €25,8 million. The structure of the ESF Operation Programme in Portugal has 4 Axeses (Axis 1 focuses on early-school leaving, Axis 2 on higher education of adults, Axis 3 on life-long learning and Axis 4 on innovation of vocational education). The budget was increased for Axis 1 and 3, while decreased for Axis 2. The biggest budget is given to Axis 1 (€2.000 million). The entire Operational Programme is worth €3.642 million, where 85% comes from the ESF and 15% from the national budget. 2.5. Debate with members In the week-time after the meeting, members were asked to share with the network the following information: • Comparison their own national qualification centres system with the one from Portugal and to provide information about differences and similarities. • 3 main learning outcomes from the visit to and presentation of Qualifica Centre and from other ANQEP’s initiatives presented in the meeting. • What information could you share in your own organization that could be of interest for your management? • Is there something you would like to share with other organisations outside of your Managing Authority? If yes, what, with who and why? • Are there elements you can transfer to your country? • Is there something you could in turn propose from your own system to support the Portuguese ANQEP?

3. Working Groups to prepare the publication related to Digital Skills case studies

The aim of discussion is working groups was to analyze and complete a draft document clustering the case studies around the following target groups:

1. Citizens 2. Labour force 3. ICT professionals 4. Education providers The focus of the case studies publication should be on demonstrating the added value of the ESF in supporting digital skills policies and projects, on identifying the gaps that should be addressed in the next programming period, and to make recommendations for the future. In the working groups members were presenting their national projects that could be included in the case study publication and were assessing their relevance through quick peer review. 3.1. Contribution from the working group discussing ‘labour force’: Issue of outreach: One of the main challenges we identified was the one of outreach especially in more rural areas where access to projects might be limited. We discussed that it is crucial to make sure that people who live in remote areas are enabled to take part in projects on digital skills. Public authorities need to make sure that projects are accessible to all. Adapted to the low skilled:

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In our discussion, the one element that also was highlighted was that programs on digital skills need to be tailor made and adapted to their public. It is important not to have a one - size- fits- all -approach but to make sure that courses on digital skills are designed in a way that it responds to its participants ‘skills and defined pre-requisites. In that context, we highlighted that some courses need to be entirely devoted to those who are low skilled and have no previous expertise in digital skills in order to bridge the gap. The low skilled are in fact the most alienated from the labor market and especially from new jobs that require digital skills. Special focus on 50+: Another element is to have programs for workers above 50 years of age- especially the (long- term) unemployed. It is vital that nobody is left behind in the digital context and the fast changing realities of the labour market. Elder workers might find it especially challenging to update their skills and adapt them to the current needs of jobs. 3.2. Contributions from the working group discussing ‘citizens’: Some of the projects shared were: • My polish • App i-Mint • Lighthouse keeper • Speak • Apps for good • Incode Our main conclusions of our group discussion on that subject based on the practices shared are summarized below: Basic digital skills and media literacy - ESF projects should focus on the provision of basic digital skills and media literacy to increase citizens participation in the society in particular for adults but not only. A few of the presented projects were indeed tackling this issue in particular for citizens in remote areas and from marginalised groups. Critical thinking and participation - from the project ideas and current existing projects presented within the group a number of them address the provision of skills such as critical thinking by using digital tools to acquire them. In addition, the projects help citizens participate in the society in a critical and more informed way. Accessibility of services to all target groups - ESF funding could be used to increase accessibility of public services and other social services for citizens in particular marginalized ones. Digital tools can make such services more accessible by providing solutions that get these services closer to their community as well as by digitalizing most of the paperwork.

Use of digital tools to provide solutions to problems or to become better citizens - there are existing practices that some of which listed below that provide spaces through digital tools for citizens' engagement in societal challenges and help them exchange together on issues and their potential solutions. These projects contribute in making citizens more responsible and aware of their impact on the society and therefore empowering them.

4. Presentation of EMPIS and the ESF calls in social innovation

The second day of the meeting was held in Casa do Impacto, an innovation hub for social entrepreneurs. Participants were greeted by the director Ines Sequeira who gave explanation about the work of Casa do Impacto. The particularity of Casa do Impacto is also their facilitation of connections between experienced and new start-ups and building of private- public partnerships.

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In continuation, The Portuguese Social Innovation Mission Structure (EMPIS) gave the floor to 10 projects that were developed under their support by using the EU funds. EMPIS is managing 4 financial instruments available for the development of social innovative projects in Portugal: 1. Capacity Building for Social Investment, 2. Partnerships for Impact, 3. Social Impact Bound, and 4. the Fund for Social Innovation.

6. Presentation of projects on social innovation related to education/long life learning (ESF funded)

Organization/Project Description of the project

CDI International Network: Apps For Good (AFG) is an educational project designed to Apps for Good develop entrepreneurial skills capable of meeting the challenges of the 21st century. Through technology, they work with students and teachers to change the pedagogical paradigm by supporting young people to turn ideas into real technology products (apps) for the benefit of the community, promoting civic awareness, social inclusion and employability. Radio Miúdos: Kids Radio Give children a voice, make them think, build and intervention, involving parents and teachers through participation in broadcasts and / or building programs, among many other activities. It is a pilot action to be implemented in schools in the Central Region, where the headquarters and studio of Rádio Miúdos are located. This target audience may also be in contact with the rest of the country, with the emigrants and PALOP and Brazil, all always in Portuguese. The Color Add ColorADD.Social's mission is to alert the general community to this cause, with a particular focus on the school community, by forming, supporting and accompanying technically and socially educational and inclusion projects, contributing to an Inclusive School and promoting the early detection of color blindness in childhood, ensuring children with impaired vision the accessibility to Color in libraries and classrooms. The ColorADD code is a Color Identification System awarded with the Gold Medal of Commemoration of the Universal Declaration of Human Rights. A tool that seeks to ensure the full integration of a color blind public whenever Color is a determining factor in communication and learning. SPOT Évora Through the implementation of a game to promote school success that energizes young people and their families, the project Évora SPOT has the academic improvement of students of the 9th grade in the Évora district, at risk of retention. The intervention is organized in a formative program with activities of School Responsibility, Portuguese Recovery and Mathematics, Individual Motivational Mentorias and Parental Monitoring. EKUI: Project on The EKUI is the 1st Line of Inclusive Play / Learning Material communication barriers in Portugal. The EKUI CARDS - are the first product of the EKUI Brand and aim to alphabetize / rehabilitate at the level of communication people with special needs (NE). Composed of 26 letters with the letters of the alphabet with 4 readings: Portuguese, , Portuguese

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Sign Language and International Phonetic Alphabet, fundamental for inclusive learning and for all. Teach for Portugal Teach for Portugal will recruit promising young people from various disciplinary areas to teach in schools in the most disadvantaged communities in the country. These young people undertake to work for two years with the mission of ensuring that all children in these communities have the opportunity to develop its potential. The program leads most of the participants to prioritize the fight against educational inequality in their professional career. Inspire your Future The proposed solution presents a differentiating and innovative approach to young people inserted in a school context. Through the creation of a fair of professional orientation fairs, with secondary schools in Portugal, of a public and private nature, one morning in each school, allows a direct, careful and personalized approach to each young person through highly specialized technicians. Entrepreneur Minds Entrepreneurship Cycle - the process of developing Autonomy, Leadership and Youth Talent for young people in secondary education - and the Leadership Fellows Program - practical leadership training with social impact for university students and young executives - aim to increase the social participation of young people and create references inspiring for themselves and for others (peers and community), from the implementation of their own ideas. SAPIE SAPIE is an innovative educational tool for predicting early school leaving. It sends alerts to the "first sign" of risk in indicators of school failure, behavior, attendance and psychological health and monitors their evolution over time, contributing to empirically validate the interventions performed, while deepening knowledge regarding causal factors processes that underlie them. Gamification Education The project proposes an innovative approach to the national education system, incorporating the main characteristics of digital games in contemporary processes of teaching- learning (Challenge Based Learning), in order to lead students and teachers to an immersive process of constant search, knowledge and sensorial construction, contributing to a broader formation guided by personal and collective motivation.

7. Next steps

• Members of the network update information about the National Digital Skills Agenda and/or Digital Skills national policies, to provide an introductory panorama of the “Digital Skills in practice” publication • Members of the network finalize projects examples and structure the main messages to illustrate 2 sections of the ‘Digital Skills in practice’ publication: citizens and labour force. • The network wishes to organize two workshops in the coming months, on 2 topics: Dual system/work-based learning and National systems for recognition and validation of qualifications. • Next meeting will take place on 14-15 February 2019 in Luxembourg.

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