California Emerging Technology Fund ICT Digital Literacy Initiative

Transcription

1 Califrnia Emerging Technlgy Fund ICT Digital Literacy Initiative The purpse f this bklet is t present fr the cnvenience f plicymakers and stakehlders three dcuments published by the Califrnia Emerging Technlgy Fund (CETF) related t ICT (infrmatin and cmmunicatin technlgies) Digital Literacy: Reprt f the ICT Digital Literacy Leadership Rundtable Draft Reprt n Califrnia ICT Digital Literacy Plicy Framewrk Draft Reprt n Califrnia ICT Digital Literacy Assessments and Curriculum Framewrk The participants in the ICT Digital Literacy Leadership Rundtable n Nvember 16, 2007 agreed n the imperative fr Califrnia t be a glbal leader in digital literacy the ability t use digital technlgy and cmmunicatins tls, and/r netwrks t access, manage, integrate, evaluate, create and cmmunicate infrmatin in rder t functin in a knwledge sciety. This means that all Califrnians shuld be able t use cmmunicatin devices (such as cmputers) with high-speed access (bradband) t the Internet. Being a glbal leader in Digital Literacy hlds many benefits fr Califrnia better quality f life, decreased impacts n the envirnment, and increased ecnmic cmpetitiveness. The Reprt f the ICT Digital Literacy Leadership Rundtable is a call t actin fr Califrnia plicymakers and civic leaders. The tw Draft Reprts are being circulated fr review and discussin by plicymakers and stakehlders befre being published in a final frm. The Draft Reprt n Califrnia ICT Digital Literacy Plicy Framewrk prpses that the State Gvernr, State Superintendent f Public Instructin, and Legislature adpt as fficial plicy the gal f attaining Digital Literacy fr Califrnia s students, wrkers and residents. It des nt prpse a new mandate fr educatin r wrkfrce develpment, but rather sets frth a shared gal that can be integrated int existing effrts t imprve academic perfrmance and better prepare a skilled wrkfrce. Plicymakers are urged t adpt a Digital Literacy Plicy in The Draft Reprt n Califrnia ICT Digital Literacy Assessments and Curriculum Framewrk prvides an verview f available assessment tls and discusses existing curriculum that culd be accepted r recgnized by State plicymakers t launch a grundbreaking ICT Digital Literacy Initiative nw. Althugh the Draft Reprt als recmmends refinements f existing resurces t develp an apprach custmized fr Califrnia, there is a grwing cnsensus t mve frward as sn as pssible. Educatin and wrkfrce develpment leaders are anxius t have the supprt and guidance f fficial State plicy; emplyers are aggressively seeking qualified wrkers; and parents and students want 21 st century jb skills thus, cmpelling reasns fr actin nw in The Califrnia Emerging Technlgy Fund welcmes feedback and input n the Draft Reprts and the call t actin fr Califrnia t launch a signature ICT Digital Literacy Initiative.

2 The Califrnia Emerging Technlgy Fund (CETF) is a nn-prfit charitable crpratin established pursuant t requirements by the Califrnia Public Utilities Cmmissin (CPUC) in apprving the mergers f SBC-AT&T and Verizn- MCI. As a result, thse merged cmpanies will cntribute a ttal f $60 millin t CETF ver 5 years. CETF is gverned by a 12-member Bard f Directrs. The missin f the Califrnia Emerging Technlgy Fund is t prvide leadership statewide t minimize the digital divide by accelerating the deplyment f bradband and ther advanced cmmunicatins services t underserved cmmunities and ppulatins. CETF als is dedicated t making Califrnia a glbal leader in the deplyment and adptin f bradband technlgy. The gal is t make a substantial and measurable impact n bridging the digital divide in Califrnia acrss all ppulatin demgraphic grups in the next 5 years, which requires bth the availability f bradband technlgy as well as the ability t access and use it. CETF will make investments in prgrams and prjects t imprve access, applicatins, affrdability, accessibility and assistance (the 5 As ) fr adptin f bradband. High-speed cmmunicatins technlgy is referred t generically as bradband, but defined by the FCC in terms f speed f cmmunicatins 200 kilbits per secnd in at least ne directin. The missin f CETF is technlgy-neutral. Fr Califrnia t be a glbal leader in bradband, high-speed Internet access must be ubiquitus thrughut the state. And, Califrnians will need digital literacy skills. Thus, CETF is wrking with many partners t launch a Califrnia ICT Digital Literacy Initiative. CETF STAFF Sunne Wright McPeak Rich Mtta Susan Walters Alana O Brien Gladys Palpallatc Raquel Cinat President & CEO CFO Senir Vice President Vice President Operatins Assciate Vice President Assciate Vice President CALIFORNIA EMERGING TECHNOLOGY FUND The Hearst Building 5 Third Street, Suite 520 San Francisc, CA Nrth Alameda, Suite 240 Ls Angeles, CA CETF Fax fax

3

4

5 REPORT Califrnia ICT Digital Literacy Leadership Rundtable Cnvened in Sacrament Nvember 16, 2007 Prepared by Fr Califrnia Emerging Technlgy Fund

6 Excerpt frm the Declaratin f Principles Building the Infrmatin Sciety: A Glbal Challenge in the New Millennium Our Cmmn Visin f the Infrmatin Sciety We, the representatives f the peples f the wrld, assembled in Geneva frm December 2003 fr the first phase f the Wrld Summit n the Infrmatin Sciety, declare ur cmmn desire and cmmitment t build a peple-centred, inclusive and develpment-riented Infrmatin Sciety, where everyne can create, access, utilize and share infrmatin and knwledge, enabling individuals, cmmunities and peples t achieve their full ptential in prmting their sustainable develpment and imprving their quality f life, premised n the purpses and principles f the Charter f the United Natins and respecting fully and uphlding the Universal Declaratin f Human Rights. Each persn shuld have the pprtunity t acquire the necessary skills and knwledge in rder t understand, participate actively in, and benefit fully frm, the Infrmatin Sciety and the knwledge ecnmy. Literacy and universal primary educatin are key factrs fr building a fully inclusive infrmatin sciety, paying particular attentin t the special needs f girls and wmen. Given the wide range f ICT and infrmatin specialists required at all levels, building institutinal capacity deserves special attentin. The use f ICTs in all stages f educatin, training and human resurce develpment shuld be prmted, taking int accunt the special needs f persns with disabilities and disadvantaged and vulnerable grups. Cntinuus and adult educatin, re-training, life-lng learning, distance-learning and ther special services, such as telemedicine, can make an essential cntributin t emplyability and help peple benefit frm the new pprtunities ffered by ICTs fr traditinal jbs, self-emplyment and new prfessins. Awareness and literacy in ICTs are an essential fundatin in this regard. 2 CETF ICT Digital Literacy Initiative March 24, 2008 Page 1

7 3 CETF ICT Digital Literacy Initiative March 24, 2008 Page 2

8 Acknwledgement and Appreciatin frm Califrnia Emerging Technlgy Fund This reprt prvides the summary and recmmendatins f the Califrnia Emerging Technlgy Fund ICT Digital Literacy* Leadership Rundtable cnvened in Sacrament, Califrnia n Nvember 16, The ICT Digital Literacy Leadership Rundtable invlved key stakehlders frm educatin, gvernment and business t discuss the issues and challenges in educatin and wrkfrce develpment regarding digital literacy and t reach cnsensus n the need fr a Califrnia plicy framewrk. It is n behalf f the Bard f Directrs f the Califrnia Emerging Technlgy Fund and the Leadership Rundtable participants that we thank all thse wh cntributed t the plicy discussin and recmmendatins in this reprt. We appreciate the supprt f Gvernr Arnld Schwarzenegger and are encuraged by his acknwledgement that digital literacy is an indispensable part f the 21 st Century, and shuld be incrprated int gvernments, businesses, schls and cmmunities acrss the state fr Califrnia t remain at the frefrnt f the mdern glbal ecnmy. We are grateful t Secretary Victria L. Bradshaw, Califrnia Labr and Wrkfrce Develpment Agency, fr her cntributins t the fcus and substance f the Rundtable. Her insights t the needs f the wrkfrce and the benefits t the ecnmy added significance t the purpse f the Leadership Rundtable. We thank the representatives fr Secretary f Educatin David Lng and Superintendent f Public Instructin Jack O Cnnell fr their cntributins regarding the need fr digital literacy in educatin and their cmmitments t prviding leadership t mve frward. Certainly, the ICT Digital Literacy Leadership Rundtable and this reprt wuld nt have been pssible withut the cntributin f expertise and time by the extrardinary participants wh helped craft this cnsensus dcument recmmending a Call t Actin fr Califrnia t becme a leader in ICT digital literacy. We greatly appreciate their assistance and supprt t ensure that Califrnia students and wrkers are digitally literate and adequately prepared fr a 21 st Century knwledge-based ecnmy and sciety. Sincerely, Sunne Wright McPeak, President and CEO Califrnia Emerging Technlgy Fund 4 CETF ICT Digital Literacy Initiative March 24, 2008 Page 3

9 EXECUTIVE SUMMARY The Califrnia Educatin Technlgy Fund (CETF) cnvened the ICT Digital Literacy Leadership Rundtable t seek input int the develpment f a Califrnia ICT (Infrmatin and Cmmunicatin Technlgies) Digital Literacy Plicy*, and t identify elements f an Assessment Framewrk necessary t measure digital literacy skills in educatin and the wrkfrce. The Leadership Rundtable brught tgether thught leaders, educatrs, experts, practitiners, and business leaders t prvide cllective input abut what digital literacy skills and assessment shuld mean fr Califrnia in the 21 st Century. It aims t take a giant step frward by presenting these recmmendatins fr a Califrnia ICT Digital Literacy Plicy and a framewrk and actin plan t implement tangible metrics fr assessing educatin and wrkfrce digital literacy skills. Key cnsideratins f a digital literacy plicy are t: Capture the full pprtunity fr Califrnia and all f its citizens t fully and cmpetitively participate in a 21 st Century glbal ecnmy while enjying access t and use f advanced technlgies. Include all Califrnia citizens, firms, institutins and gvernments in the benefits f 21st Century glbal ecnmy and citizenship. Supprt a statewide mindset that encurages digital literacy and the pssibilities technlgies can bring t imprving ur quality f life in the 21 st Century. Encurage institutinal supprt f digital literacy strategies in gvernment, educatin, business and ther entities in rder t enhance the pprtunities fr psitining Califrnia as leader in technlgical innvatin and wrkfrce readiness. Supprt benchmarking and metrics that ensure Califrnia s digital literacy plicy framewrk is cmprised f elements that reflect glbally accepted standards. Develp timetables and milestnes t ensure apprpriate accuntability fr assessing prgress and ultimate success. Recent innvatins in bradband technlgies and applicatins have increased the ptential, fr ecnmic and scial develpment and empwerment f individuals and cmmunities. Affrdable cmmunicatin services, the grwth f glbal netwrks, and mbility made pssible by these technlgies and applicatins are creating new grwth pprtunities fr thse pised t take advantage f them. Yet these trends als make mre acute the risk that pr plicies and unwise investments will leave certain sectrs f ur sciety as well as natins and states further behind in an increasingly pen and cmpetitive glbal ecnmy. The prpsed Califrnia ICT Digital Literacy Plicy is intended t embrace Califrnia s attributes f high quality f life and livelihd; stability and unity; gd gvernance; a well educated and learning sciety; and a strng and cmpetitive ecnmy capable f prducing sustainable grwth and shared benefits. *The terms Digital Literacy and ICT (Infrmatin and Cmmunicatin Technlgies) Digital Literacy are used synnymusly in this Reprt. 5 CETF ICT Digital Literacy Initiative March 24, 2008 Page 4

10 The participants f the Leadership Rundtable have reached a cnsensus n the basic elements f ICT digital literacy that must be included in a plicy fr Califrnia, and make the fllwing recmmendatins t plicy makers, educatrs, and the business cmmunity. Recmmendatins are summarized belw and discussed further in the reprt. Plicy Makers 1. Enact a Califrnia ICT Digital Literacy Plicy. 2. Include Digital Literacy 21 st Century Skills - as a pririty in the State f the State Address. 3. Serve as Champins f Digital Literacy. Educatrs 1. Adpt a Califrnia Perfrmance Skills Framewrk fr Educatin. 2. Adpt new appraches t prfessinal develpment emphasizing skills based and perfrmance based learning. 3. Align standards and framewrks t glbal digital literacy requirements. 4. Prvide incentives t teachers t achieve digital literacy credentials, and incrprate digital literacy int their teaching practices. 5. Mandate such credentials fr pre-service teachers. 6. Reward and recgnize best examples. 7. Re-fcus the Califrnia Cmmunity Clleges n serving as the hubs f cmmunities fr wrkfrce skills develpment by recnnecting them t state wrkfrce initiatives. 8. Cnsider creating prfessinal develpment curses fr in-service teachers fcused n integrating technlgy acrss their curricula. 9. Cnsider creating a Masters Degree in Internet Teacher Educatin. 10. Cnsider adpting practices ther states have fund effective. 11. Take accuntability fr articulatin f wrkfrce fr glbal transferability with ensuring all certificatin t glbal standards. Business 1. Reach cnsensus n Califrnia Jb Skills fr 21 st Century Framewrk fr Emplyment. 2. Take wnership f a digital literacy actin agenda. 3. Shwcase success and reward success. 4. Cnduct wide scale benchmarking. 5. Establish shrt-term and lng term measurable utcmes. 6. Create mechanisms including jb banks fr applicants wh are benchmarked and meet the perfrmance standards. 7. Create ecnmic metrics that clearly demnstrate the value t all Califrnians. Califrnia Emerging Technlgy Fund 1. Serve as catalyst fr the Califrnia ICT Digital Literacy plicy initiative and a public educatin awareness campaign. 2. Fster a hierarchy f prjects thrughut the state that can serve as mdels fr digital literacy and fr wide scale benchmarking effrts 3. Create a statewide data base f brkers f expertise in digital literacy. 4. Delineate and map existing/nging strategic initiatives acrss all stakehlders identified abve t crdinate with CETF initiative 6 CETF ICT Digital Literacy Initiative March 24, 2008 Page 5

11 INTRODUCTION The participants f the Califrnia Emerging Technlgy Fund (CETF) ICT Digital Literacy Leadership Rundtable represented the business, educatin, gvernment, nn-prfit rganizatins and cmmunities sectrs. Many f the participants are recgnized glbally fr their expertise and pineering wrk in the area f digital literacy. Individually, and as a grup, they have prvided input and expertise t internatinal and natinal bdies fcused n digital literacy plicy and assessment. The Leadership Rundtable was cnvened in Sacrament n Nvember 16, 2007 at the invitatin f CETF t discuss the imprtance f digital literacy t Califrnia educatin and wrkfrce, and t reach cnsensus n a recmmendatin fr a State f Califrnia ICT Digital Literacy plicy. Each participant brught a unique perspective and a slid knwledge f the subject matter t assist in crafting Califrnia s plicy and framewrk recmmendatins. Cllectively, the grup is nw cmmitted t wrk cllabratively under the guidance f CETF t ensure that a Califrnia digital literacy plicy recmmendatin is implemented in a way that is cnsistent with internatinal effrts, and that the framewrk and elements are in alignment with educatin and industry standards fr student and wrkfrce certificatin. The stakehlders in this Leadership Rundtable have the knwledge base, the will, and the cllective means t wrk in harmny with Califrnia s plicy makers t ensure that nce a slid digital literacy plicy is in place that the necessary framewrks and metrics fr measuring digital literacy skills will be available. Furthermre, they are cmmitted t assisting CETF in building public supprt and understanding f the issues and needs t ensure that Califrnia s students, wrkfrce, and citizens are prepared with the skills they need t live and wrk in the 21 st Century. PERSPECTIVE OF THE LEADERSHIP ROUNDTABLE The Leadership Rundtable cnsidered a wealth f resurces, best practices mdels and ther digital literacy plicy initiatives in its deliberatins. The facts make it clear that Califrnia is lagging behind much f the wrld in adpting a digital literacy plicy. The Wrld Summit n the Infrmatin Sciety (WSIS) held in Geneva in 2003 reaffirmed n a glbal level the need fr digital literacy skills in the 21 st Century. Since the WSIS released its cnsensus reprt, mmentum has been building glbally fr standardizatin and assessment f digital literacy skills, and prir effrts thrughut the wrld have gained a legitimacy f missin. The United Natins, Organizatin fr Ecnmic Cperatin and Develpment (OECD), and many ther internatinal plicy entities have already cnvened task frces fcused n the imprtance f ICT indicatrs and digital literacy. Eurpean cuntries nw use standardized ICT literacy assessment metrics as benchmarks fr emplyment. Schls in many cuntries are nw requiring assessment f digital literacy skills in the basic testing prgrams. Digital literacy is fast becming the new literacy f the 21 st Century. In the United States, a wide range f business, gvernment, and research rganizatins are als calling fr students t master digital literacy as an integral part f essential and critical 21 st Century life skills. 7 CETF ICT Digital Literacy Initiative March 24, 2008 Page 6

12 Definitin f ICT Digital Literacy Accrding t an internatinal independent panel f experts cnvened by Educatinal Testing Services (ETS) in 2001, ICT digital literacy was defined in the fllwing way: ICT (Infrmatin and Cmmunicatins Technlgy) Digital Literacy is using digital technlgy, cmmunicatins tls and/r netwrks t access, manage, integrate, evaluate, and create infrmatin in rder t functin in a knwledge sciety. This definitin has becme the basic cncept upn which ther natinal and internatinal effrts have built plicy and framewrks. Status f ICT Digital Literacy Implementatin Organizatins and private sectr cmpanies, such as the Internatinal Sciety fr Technlgy in Educatin (ISTE), Cnsrtium fr Schl Netwrking (COSN), the Partnership fr the 21 st Century, ACT, Certiprt, Internatinal Cmputer Driving License (ICDL), Verizn, and Micrsft, amng many thers have been instrumental in advancing the debate n the need fr ICT digital literacy assessment in educatin and the wrkplace. At the natinal plicy level there are discussins advcating the incrpratin f digital literacy skills int the revisins f N Child Left Behind (NCLB) plicy, as well as wrkfrce initiatives. Acrss the cuntry several states have either integrated their ICT standards (smetimes referred t as digital, media, r infrmatin literacy) int their state educatinal standards while thers are in the prcess f develping and integrating them. The ability t access, evaluate, and use infrmatin frm a variety f surces as well as t critically analyze it and even prduce it are seen in plicy initiatives in states such as New Hampshire, Missuri, Nrth Carlina, Oregn, Wiscnsin, Ohi, Flrida, New Jersey, and Texas. Where is Califrnia n ICT Digital Literacy? Califrnia has several digital literacy initiatives in varius sectrs. Fr example, the Califrnia State University (CSU) System has taken a step frward twards incrprating a digital literacy plicy int its student perfrmance requirements. The CSU recently undertk a majr pilt prject effrt with Educatinal Testing Service (ETS) t lay the fundatin fr assessing the ICT literacy skills f its students. These effrts at CSU are grwing and gaining mmentum. Hwever, the prject did nt include all campuses system wide, and while an innvative step it still falls shrt f a chesive statewide educatin plicy fr ICT digital literacy. Cmmittee effrts are mving frward at the Chancellr s Office level t cnsider a plicy endrsement r mandate. Likewise, in the Bay Area several cmmunity clleges wrked with Internatinal Cmputer Drivers License (ICDL) n a pilt prject in ICT digital literacy assessment. Hwever, there has been n cllective effrt t develp a standard framewrk and metrics fr measurement n a statewide level. 8 CETF ICT Digital Literacy Initiative March 24, 2008 Page 7

13 Ten years ag the Califrnia State Department f Educatin issued an advisry reprt Cnnect, Cmpute, Cmpete urging that ICT digital literacy standards be adpted. A decade later, there is still n Califrnia digital literacy plicy in place. The lack f a cherent Califrnia state plicy and pr integratin r scaling f pilt initiatives, have led t randm adptin f different standards, unnecessary duplicatin f effrt, r just institutinal inactin due t lack f guidance and infrmatin. Perspective f the Leadership Rundtable Rundtable Participants believe that Califrnia plicy makers need t adpt an ICT Digital Literacy Plicy fr the 21 st Century. In ding this, Califrnia des nt have t reinvent the wheel. Slid prgress has already been made in the area f digital literacy plicy and assessment. Framewrks and assessment instruments exist that ffer gd mdels fr required elements and metrics. These basic elements f digital literacy have been endrsed by the Wrld Summit n the Infrmatin Sciety (WSIS) and are being adpted glbally. They are: BASIC ELEMENTS OF DIGITAL LITERACY ASSESSMENT IN EXISTING FRAMEWORKS Elements Access Manage Integrate Evaluate Create Infrmatin Ethical and Human Element Definitins Knwing abut and knwing hw t cllect and/r retrieve infrmatin. Applying an existing rganizatinal r classificatin scheme. Interpreting and representing infrmatin - summarizing, cmparing, cntrasting. Making judgments abut the quality, relevance, usefulness, r efficiency f infrmatin. Generating infrmatin by adapting, applying, designing, inventing, r authring infrmatin. Develping and practicing ethical, cultural and scietal attitudes tward technlgy uses. Nte: Existing internatinal and natinal digital literacy framewrks and assessment instruments all share these cmmn elements. This Leadership Rundtable supprts the basic elements f this framewrk, and endrses using this as the basis f digital literacy benchmarking and assessment in Califrnia educatin and wrk frce preparatin. Of curse, Califrnia may have unique needs and requirements in adpting its wn state plicy. 9 CETF ICT Digital Literacy Initiative March 24, 2008 Page 8

14 Therefre, ther cnsideratins and indicatrs fr digital literacy t cnsider may include: SUPPLEMENTARY INDICATORS OF DIGITAL LITERACY FOR CONSIDERATION IN FORMULATING CALIFORNIA REQUIREMENTS FOR DIGITAL LITERACY Indicatrs Wrk Skills Definitin and Cntext Public Awareness and Mtivatin Critical Cnsciusness and Participatin Pedaggy and Tutelage Balance and Slidarity Institutinal Innvatin Scial Chesin Quantitative and Qualitative Indicatrs Definitins Demnstrating knwledge, skills and understanding f cncepts related t their applicatin t engage in nging prfessinal and career develpment and lifelng learning. Determining the cncept f digital literacy, its culture and its scial effects. Intrducing t the general public issues related t the digital culture prviding a favrable envirnment. Creating critical and cllective cnsciusness that has scial respnsibility as a pririty fr scial prgress in every activity prmting digital literacy. Prmting supprt and tutring systems in all digital literacy activities stimulating activities. Undertaking public and scial actins t prviding fair and equitable access and use. Invlving gvernment, educatin, business and ther entities s that they supprt, change, renew and take advantage f the technlgical changes. Ensuring scial justice and slidarity rather than creating a digital divide. Cmplementing current quantitative indicatrs with qualitative appraches that take int accunt the pint f view f "actrs" and participants, drawing attentin t scial habitual uses. Unlike the basic elements f digital literacy which are cmmn in all digital literacy plicy and framewrks, the supplementary indicatrs referenced abve are ptinal. Effective digital literacy plicy is dependent upn plicy makers prviding wide-spread access t ICT, including bradband thrugh relevant universal access plicies and prgrams. Sme key plicy actins which are integrally tied t successful implementatin f sustainable digital literacy skills are: 1. Facilitating access t infrmatin. 2. Prvisin f ubiquitus bradband capacity. 3. Ensuring availability f services at affrdable csts. 4. Supprting public awareness and mtivatin effrts. Key Challenges t the adptin f an acceptable and sustainable ICT Digital Literacy Plicy include: - Plicy maker and stakehlder awareness. - Integratin with ther plicies and pririties. - Relevance and usefulness f plicy and prjects. - Transparent decisin making prcedures. - Cmprehensive rllut plans with milestnes, success criteria and regular reprting f prgress. - Sustainability. 10 CETF ICT Digital Literacy Initiative March 24, 2008 Page 9

15 ICT DIGITAL LEADERSHIP ROUNDTABLE: A CALL TO ACTION The gap between thse able, and thse unable, t participate in the knwledge ecnmy has been termed the digital divide. This digital divide is evident within natins, and between the develping and the develped wrld. It als is evident within Califrnia, as a gap exists based n gegraphical lcatin, sci-ecnmic status, the availability r nt f advanced ICT and bradband capabilities, and the understanding f hw t apply and use the technlgies nce they are available. While significant steps have been made within Califrnia t amelirate r bridge sme f the digital literacy gaps, there remains an absence f a cherent and sustainable public plicy that will encurage supprt and understanding f the imprtance f 21 st Century skills fr educatin and the wrkfrce. It is the pinin f many, including the Califrnia Emerging Technlgy Fund and the participants f this Leadership Rundtable, that Califrnia must take immediate steps t enable all f its citizens t participate meaningfully in the knwledge sciety and the 21 st Century wrkfrce. The gaps that exist can be vercme with a clear visin, cmmitment f resurces, and a sund plicy that mves Califrnia and its citizens frward in harnessing the benefits f the Infrmatin Age. A cnsensus n a Digital Literacy Plicy fr Califrnia wuld be a giant step frward in bridging the digital divide, and in ensuring that Califrnia s citizens are ready fr the wrkfrce and a cmpetitive glbal ecnmy. The dangers psed by cmplacency regarding the digital divide, and the risks f having its citizens being excluded further frm the knwledge ecnmy and scial develpment shuld prpel the Califrnia plicymakers t adpt a digital literacy plicy framewrk. It will be necessary fr apprpriate institutinal arrangements t be created s that all stakehlders can rise t the challenge f implementing this ICT Digital Literacy Plicy fr Califrnia. This Leadership Rundtable is cmmitted t wrking tgether t further digital literacy plicy in Califrnia, and calls upn ther business, educatin, cmmunity and plicy leaders t jin with them. CALL TO ACTION BY THE GOVERNOR AND LEGISLATURE The Rundtable recgnizes and encurages the Gvernr t cntinue as the mst prminent champin f ICT Digital Literacy fr Califrnia. This rle shuld be the flagship cmpnent f an educatin agenda as well as a statewide agenda. Leadership supprt and persnal endrsement is fundamental fr successfully incrprating digital literacy int educatin and wrk skills preparedness. The Gvernr and his Cabinet, especially the Secretaries f Educatin and Labr and Wrkfrce Develpment, have the prime platfrm and pprtunity t advance ICT Digital Literacy. A call t actin and challenge t business, educatin, and the citizenry t empwer all Califrnians with 21 st Century ICT Digital Literacy skills ught t be cmmunicated in a majr plicy address by the Gvernr. Equally, the Legislature must be pr-active in authrizing a digital literacy plicy fr Califrnia. This legislative actin is critical t rally the public and key stakehlders. This plicy will in essence memrialize the imprtance f rethinking basic literacy fr the 21 st Century and will lay a fundatin fr a public call t actin. 11 CETF ICT Digital Literacy Initiative March 24, 2008 Page 10

16 Civic leaders are critical t the success f this agenda. Emplyer rganizatins, ecnmic develpment grups, children s advcates, cmmunity-based rganizatins serving yuth, and many thers have crucial rles t play in achieving success. Califrnia s plicy and actin needs t address skill levels and cmpetencies in individuals, but must als psitin the state with glbal benchmarking and accuntability standards. Mst imprtantly, Califrnia must nt reinvent the wheel. Plicy makers and civic leaders can learn frm existing digital literacy plicy mdels and best practices, and use these examples t mve expeditiusly and t even leapfrg t restre Califrnia t a glbal leadership psitin in 21 st Century innvatin. The Leadership Rundtable recmmends that the Gvernr and the Legislature enact a state plicy in 2008 that des the fllwing: States the gal that Califrnia citizens will be digitally literate. Calls fr a Radmap fr Success which identifies the critical cmpnents fr achieving digital literacy skills fr educatinal and wrk frce success. Requires standardized metrics fr benchmarking and diagnsis, and measuring prgress tward the gal f a digitally literate citizenry. Ensures equity t Califrnia s underserved. Includes special assessment tls t address cultural and linguistic relevance f diverse ppulatins and ubiquitus access t all gegraphic areas. Digital literacy is nt nly abut educatin and the wrkfrce preparedness. It is key t a full and successful life in the 21 st Century. Children, yuth, yung adults, underskilled wrkers, underserved families, each require a different apprach. The imprtance f addressing children in schls, the cmmunity and at hme cannt be understated, as their needs will be greater as ICT is further integrated int all aspects f their lives. Special attentin is required fr students and wrkers with disabilities t access the tls they need t becme digitally literate, and t be able t access the assessments themselves. This includes attentin t learning management systems, central management systems and fr vendrs t address accessibility in their prducts, and addressing these issues at the very beginning f the planning and design phase, and in the plicy itself. CALL TO ACTION BY SUPERINTENDENT OF EDUCATION AND EDUCATORS Technlgy tls f the 21 st Century are as fundamental t educatin as a pencil was t learning in past generatins. These tls drive the need fr digital skills t be embedded int all aspects f learning and are as imprtant as the cgnitive skills. Teachers themselves must be empwered fr success by acquiring mastery f the digital literacy skills necessary fr guiding prject based learning appraches and perfrmance based utcmes f their students. 12 CETF ICT Digital Literacy Initiative March 24, 2008 Page 11

17 In rder t accmplish this, schls and teachers must adpt new pririties and appraches t prfessinal develpment. There must be a call t actin by the State Superintendent f Educatin and ther educatr leaders that reinfrces the urgency f incrprating digital literacy skills int preservice and in-service training. In the 21 st Century, a Califrnia high schl exit prtfli shuld include a demnstrable knwledge f digital literacy skills t state standards. In fact, there shuld be specific recgnitin that alngside the required fundatinal skills literacy f reading, writing and math, the new digital literacy must have equal imprtance. Califrnia is part f a glbally cmpetitive ecnmy. Students will be entering a wrkfrce that n lnger has bundaries f time r gegraphy. Wrkers frm all arund the wrld cllabrate n prjects. Their perfrmance and skills sets are driven by glbal wrk requirements. Califrnia s standards and framewrks shuld be in alignment with glbal standards fr digital literacy if ur students and wrkers are t be cmpetitive and the Califrnia ecnmy rbust. While abut twenty-five percent f the ppulatin earns a fur-year degree, the wrkfrce is driven by perfrmance f the ther seventy-five percent. Digital literacy standards need t be incrprated int the hiring and selectin practices f emplyers and wrkers need t be certified t glbal digital literacy standards. Rundtable participants emphasize that educatrs need t fcus frm the existing cntent based learning apprach t prject based and skills based utcmes. If fundamental cgnitive and digital skills are present then cntent in what ever cntext can be acquired. The Rundtable recmmends explring rving train the trainer prfessinal develpment prjects t kick start new appraches t skills based and prject based learning in educatin. Califrnia may want t cnsider adpting practices ther states have fund effective. Benchmarking and measurable utcmes are essential and shuld be embraced if Califrnia is t reach a gal f digital literacy many cuntries are already ding this n a large scale r cuntry level the metrics exist. Califrnia needs t have a can d mindset. Results f benchmarking and assessment must be calibrated t educatin and ecnmic indicatrs imprtant fr Califrnia cmpetitiveness, wrkfrce preparedness, and student readiness. Digital literacy needs t be embedded int cre requirements and int Advanced Placement (AP) instructin starting with Science, Technlgy, Engineering and Mathematics (STEM). Digital literacy shuld be integrated int the high schl Preliminary SAT and ACT assessments, and required diagnstics fr mastery shuld be made available. The educatin system is as equally vital as the wrkplace in embracing digital literacy, but clearly a lng term prcess is required t transfrm the system. Nevertheless, in the near term there can be prgress by an immediate fcus n learning and the family. The hme, libraries and cmmunity centers shuld be hubs f nline learning activities with equitable access t digital learning skills and cntent. Bradband access t the hme, libraries and cmmunity centers can help enable nline self directed skills building pprtunities fr all students building tward the gal f a digitally literate citizenry. Administratrs ught t prmte ICT skills prgrammatically and financially. Equity in access and equipment is fundamental administratrs must supprt ways t ffer creative ways t finance packages fr educatrs t purchase equipment and use fr hme access. Early adpters and success stries shuld be highlighted and rewarded. 13 CETF ICT Digital Literacy Initiative March 24, 2008 Page 12

18 Incentives must be an integral part f a prgram fr teachers. A campaign with fcused messages t educatrs is essential fr example, help me d my jb better, r save me time s that this is nt cnsidered just anther add n. The pst-secndary level is as critical as the K-12 in achieving the gal f a digitally-literate Califrnia. The Califrnia Cmmunity Clleges need t nce again take the leadership f serving as the cmmunity hubs fr vcatinal preparatin. The fur year institutins shuld cnsider ffering a Masters Degree in Internet Teacher Educatin with 75% f the requirements fr the degree cmpleted nline. The pstsecndary system must take respnsibility fr articulatin f wrkfrce gals and standards fr certificatin and assessments that ensure glbal transferability. The Rundtable recmmends that educatin leaders adpt a Califrnia Perfrmance Skills Framewrk fr Educatin based n the glbally-endrsed elements f digital literacy. CALL TO ACTION BY BUSINESS LEADERS Business leaders and educatrs participating in this Rundtable, in cllabratin with plicy makers, will take wnership f a digital literacy actin agenda t yield immediate results. In rder t ensure the CETF effrt remains relevant and meaningful t all wh participate, it is imperative that Califrnia businesses declare and demnstrate their supprt fr this initiative. The effrt must be clearly cmmunicated, understd and embraced by the general public. The business, educatin, cmmunity and gvernment leaders cnvened by this CETF Digital Leadership Rundtable are in agreement that they will take wnership fr assisting in resurcing an actin agenda that includes: Building a Radmap t Success. Champining a pubic awareness campaign t build public supprt and understanding. Reaching ut t peers in Califrnia t build and resurce a strng calitin empwered with achieving near term actin and results riented utcmes. Building cnsensus at the state and lcal cmmunity levels by identifying Digital Literacy Ecsystems t drive mdels f excellence, benchmarking, and reliable metrics fr success. Rewarding success t reinfrce best practices, individual champins, ecnmic results, and public awareness and supprt. There is a critical need t fcus n benchmarking large ppulatins and prviding apprpriate diagnstics fr citizens t self empwer in rder t acquire digital literacy 21 st Century skills. An abslute buy-in t Califrnia becming a leader in digital literacy by bth crprate management and the unins is essential, r the missin will fail. A digitally literate Califrnia is an achievable and lfty gal. Shwcasing success and rewarding success, and creating ecnmic metrics that clearly demnstrate the value t all Califrnians is essential; such as, identifying the number f new jbs created, tracking wrkfrce grwth, capturing emplyer metrics, and tracking average wage indicatrs. 14 CETF ICT Digital Literacy Initiative March 24, 2008 Page 13

19 But, there will be success nly if the public understands the relevance at a persnal value level and the impact individually n their wn jb and earning ptential. In rder t accmplish this, the business agenda must include a multi-faceted apprach with: Wrkfrce examples with skills training and jb placement. Cmmunity value prjects fr digital inclusin. Gvernment and human service examples fr enabling the average citizen t access imprtant e-health services r ther cnveniences. Engagement f the ICT, entertainment industry, and large emplyers statewide in bth the media and applicatins requirements. Shwcasing f cllabrative mdels in underserved cmmunities and in culturally diverse ppulatins that have specific benefits and can be scaled. Of vital imprtance is wide-scale benchmarking in each seeded prject with an actin plan t benchmark f all f Califrnia in digital literacy indicatrs. Assessment must be dne in a standardized and systematic way in rder t effectively track prgress and t diagnse digital divide gaps in wrkfrce, educatin, cmmunity, and gvernment. Success must be measured, and there is an abslute need t benchmark and then establish shrt-term and lng term measurable utcmes. Metrics need t meet glbal standards and will clearly demnstrate the value prpsitin fr benchmarking and assessment needs educatin and the wrkfrce. Benchmarking and establishing metrics must be dne based n glbally endrsed elements. The Leadership Rundtable recmmends that business leaders reach cnsensus n Califrnia Jb Skills fr 21 st Century Framewrk fr Emplyment, based n the standard glbal elements f digital literacy referenced in this reprt. This Rundtable is cmmitted t securing the cmmitment frm emplyers t create an available jb bank fr prject participants wh are benchmarked and meet the perfrmance standards. It is essential t determine the emplyer demand fr digital literacy wrkfrce what jbs are nw available and ging unfilled and what is the shrt and lng term demand fr Califrnia ecnmic and cmpetitive gals. THE ROLE OF THE CALIFORNIA EMERGING TECHNOLOGY FUND The public needs t understand and appreciate the value and imprtance f becming digitally literate t fully participate in a 21 st Century sciety and wrkfrce. The Califrnia Emerging Technlgy Fund has the mandate and the pprtunity t serve as a catalyst t bring tgether the key stakehlders necessary t raise the level f awareness and a call t actin. Wrkfrce skills and digital literacy life skills necessary fr 21 st Century remain little understd by a large segment f the general public. The public will becme engaged nly by understanding thrugh clear examples the persnal relevance and urgency f being digital literacy. 15 CETF ICT Digital Literacy Initiative March 24, 2008 Page 14

20 An awareness prgram, including an utreach and public infrmatin, is needed t make the issue and gal easily understd fr all the public and stakehlders. The campaign needs t create a sizzle and buzz with bumper sticker simplicity if the public is t latch n and buy-in t the challenge. Fr example, a simple theme t cnsider may be: Califrnia s Gt IT! This wuld drive an initiative at a state level, and then sub-themes culd play ff it, such as: I ve Gt IT - fr citizens that becme engaged, invlved in the prjects, certified - My Child s Gt IT fr the Schls that prmte digital literacy and prject based learning, Our Teachers Have Gt IT fr the districts that supprt the training and the new appraches. In tandem with the public awareness effrt, CETF must wrk with plicy makers t ensure passage f a sund plicy fr digital literacy. The participants f this Rundtable pledged t cllabrate with CETF in implementing this strategy, creating a hierarchy f prjects with incentives and timetables that include benchmarking, assessment instruments, and standardized metrics. It is essential t abandn assumptins that apprpriate hardware, sftware and cnnectivity are always present and ready fr use. Obslescence and the lack f apprpriate technical expertise in either the technicians wh need t cnstantly supprt the systems, r administratrs wh are nt themselves infrmed and digitally literate, cntinue t undermine the success f such ambitius initiatives. Apprpriate curricula integrating technlgy acrss disciplines and prfessinal develpment pprtunities fr teachers and administratrs must als becme a strng element f fcus in such initiatives. Prjects which CETF is already cnsidering funding shuld be the prime candidates fr demnstrating the ptential f digital literacy and fr participating in a wide scale benchmarking effrt. In additin, CETF shuld cnsider creating a statewide data base f brkers f expertise in digital literacy. This will be a large undertaking, and will require amassing the energy, resurces and enthusiasm f many stakehlders. Other state and lcal prjects are already underway such as the Califrnia Partnership fr the San Jaquin Valley created by Gvernr Schwarzenegger which can be included in a wide scale benchmarking and digital literacy certificatin mdel. T the extent pssible, existing resurces and nging effrts need t be leveraged in this regard. As we stated earlier, Califrnia des nt need t reinvent the wheel. This CETF Digital Literacy Leadership Rundtable is t be cmmended fr taking the first step in the launch f this effrt. CETF will cntinue t serve the imprtant rle f helping t guide the prcess. Plicymakers, educatrs, business leaders, and mst imprtantly the public, has t understand the urgency and persnal relevance if they are t buy-in t being invlved in the prcess. CETF is encuraged by this frum t take respnsibility fr the essential rle f leading a high prfile public awareness effrt in cllabratin with educatrs, cmmunity leaders, plicy makers, and business leaders. 16 CETF ICT Digital Literacy Initiative March 24, 2008 Page 15

21 SUMMARY Infrmatin and Cmmunicatin Technlgies (ICT) affect ur lives every day frm interacting with ur gvernments t wrking frm hme, frm keeping in tuch with ur friends t accessing healthcare and educatin. Califrnia must becme a glbal leader n ICT Digital Literacy fr its students, wrkers and residents. The participants f the Califrnia Emerging Technlgy Fund (CETF) Digital Literacy Leadership Rundtable held a wide ranging discussin abut digital literacy and its imprtance t the Califrnia wrkfrce, ecnmy, and educatin. The Rundtable was able t reach cnsensus n a number f imprtant issues. Of prime imprtance, was agreement n urgency fr students t be empwered with the critical prject based learning skills required fr a Califrnia 21 st Century wrkfrce. Furthermre, the Rundtable acknwledged that there is a serius supply prblem f qualified digitally literate emplyees t fill current jbs in the Califrnia wrkfrce. Leadership Rundtable participants believe that it is necessary t re-skill large ppulatins fr new jb requirements driven by the infusin f infrmatin and cmmunicatins technlgies int all aspects f the wrk place and service industries, and public sectr services. Califrnia plicy makers need t address 21 st Century life skills and wrkfrce skills with a fundamental belief that a digital divide is unacceptable and all citizens ught t be digitally literate t have the equal pprtunity t benefit academically, ecnmically, and scially. In cllabratin, we must create a gal f all Califrnians acquiring digital literacy skills and tgether build the actin plan fr success. Clearly, infrmatin and cmmunicatin technlgies are driving the need fr a fundamental change in the literacy skills required fr Califrnia s 21 st Century wrk place, educatinal institutins, the cmmunity, and public sectr services. Achieving the gal f a digitally literate Califrnia requires cllabratin and a vigrus leadership in respnse t the call t actin n the part f plicy makers, educatrs, business leaders, and cmmunities. 17 CETF ICT Digital Literacy Initiative March 24, 2008 Page 16

22 RESPONSE FROM THE CALIFORNIA EMERGING TECHNOLOGY FUND TO THE ICT DIGITAL LITERACY LEADERSHIP ROUNDTABLE The Bard f Directrs f Califrnia Emerging Technlgy Fund acknwledges the wrk f the ICT Digital Literacy Leadership Rundtable, and accepts the challenge t serve as a facilitatr and catalyst in a statewide effrt t implement a Califrnia ICT Digital Literacy Leadership Plicy and Assessment Framewrk with a prcess fr identifying curricula that meet adpted standards. The Bard f Directrs agrees that Califrnia must address 21st Century life skills and wrkfrce skills with a fundamental belief that a digital divide is unacceptable and all citizens ught t be digitally literate t have the equal pprtunity t benefit academically, ecnmically, and scially. In 2008, CETF will cntinue t prvide guidance t the wrk initiated by the Leadership Rundtable, and will explre avenues t reach ut t plicy makers, business leaders, educatrs, and the general public t implement the recmmendatins. Als, CETF will strive t raise the level f awareness and imprtance f digital literacy t the citizenry f Califrnia. CETF cnsiders this reprt as the first milestne in a brad-based strategy intended t ensure that Califrnia students and wrkers are digitally literate and adequately prepared fr a 21 st Century knwledge-based ecnmy and sciety. 18 CETF ICT Digital Literacy Initiative March 24, 2008 Page 17

23 PARTICIPANTS Califrnia Emerging Technlgy Fund Sunne Wright McPeak, President and CEO, Califrnia Emerging Technlgy Fund Barbara O'Cnnr, Ph.D., Directr, Califrnia Emerging Technlgy Fund Susan Walters, Senir Vice President, Califrnia Emerging Technlgy Fund Gladys Palpallatc, Assciate Vice President, Califrnia Emerging Technlgy Fund Gvernment Participants Victria L. Bradshaw, Secretary, Califrnia Labr and Wrkfrce Develpment Agency Rss LaJeunesse, Deputy Chief f Staff and Senir Advisr t the Gvernr, Office f the Gvernr Rick Miller, Deputy State Superintendent f Public Instructin, Califrnia Department f Educatin Camille Maben, Chief f Staff, Secretary f Educatin Michael Liang, Deputy Secretary, Infrmatin Technlgy, Califrnia Business, Transprtatin & Husing Agency Anne Neville, Manager Bradband Initiative, Califrnia Business, Transprtatin & Husing Agency Je Camicia, Gvernr's Advisr fr Plicy and Planning, Califrnia Public Utilities Cmmissin Business Participants Dnna Burke, Reginal Vice President, Cnstituency Relatins, AT&T Grant Castle, President, ICDL-US Elva G. Lima, Vice President, Strategic Prgrams, Verizn Alan Mrgan, Vice President, Gvernment Relatins, Pearsn Inc Peter Quan, Senir Natinal Cnsultant Technlgy, Educatinal Testing Service Barbie Rss, Manager, Educatin Plicy and Strategic Initiatives, Apple, Inc. David Saedi, President and CEO, Certiprt Thmas H. Saterfiel, Vice President, Crprate Develpment, ACT Nick Yung, Prgrams Manager, Strategic Public Sectr, Intel Americas, Inc. Educatin, Wrkfrce and Cmmunity Participants Dieg Bnilla, Ph.D., Assciate Prfessr, Cmmunicatin Studies, Califrnia State University Sacrament Leslie Cnery, Ph.D., Deputy CEO, Internatinal Sciety fr Technlgy in Educatin Grdn D. (Dug) Cremer, Executive Directr, Technlgy Center and Virtual Campus Prject, Califrnia Cmmunity Clleges Stephanie Farland, Senir Plicy Cnsultant, Califrnia Schl Bards Assciatin Marlene Fng, Representative, Califrnia Teachers Assciatin Wendy Lazarus, Funder and C-CEO, The Children's Partnership Marcy Masumt, Prject Directr, K-12 Educatin Wrk Grup, Central Valley Educatinal Leadership Institute Rich Merl, Superintendent, Crcran Jint Unified Schl District Stephanie Sterling Brasley, Manager Infrmatin Literacy Initiatives, CSU Office f the Chancellr Observers Laura Rdriguez, Manager, Califrnia Gvernment Relatins, Educatinal Testing Service Diana Rude, Chief Cnsultant, Bina Cnsulting Cnsultants Brenda Kempster, President, KEMPSTER GROUP Heinz W. Phlmann, Vice President, KEMPSTER GROUP David E. Leveille, Senir Cnsultant, KEMPSTER GROUP 19 CETF ICT Digital Literacy Initiative March 24, 2008 Page 18

24 CETF ICT Digital Literacy Initiative March 24, 2008 Page 19

25

26

27 DISCUSSION DRAFT FOR COMMENT Califrnia ICT Digital Literacy Plicy Framewrk Prepared fr Califrnia Emerging Technlgy Fund by CETF ICT Digital Literacy Initiative March 24, 2008 Page 20

28 DISCUSSION DRAFT FOR COMMENT Table f Cntents Page Intrductin... 3 Sectin I: DRAFT: DRAFT: Prpsed Reslutin... Prvisins f the Califrnia ICT Digital Literacy Plicy and Strategy Sectin II: Ratinale, Research and Best Practices.... Matrix f Glbal Best Practices and Key Stakehlders... Rles f Key Stakehlders Appendix Internatinal ICT Plicies Reviewed fr this Reprt. Wrld Summit n Infrmatin Sciety (WSIS) Plicy Statement The Eurpean Unin: A Best Practices Mdel fr Califrnia.. Samples f ICT Plicy Initiatives frm Other Cuntries... Samples f Technlgy Literacy Plicy frm Other States: Kentucky. New Hampshire CETF ICT Digital Literacy Initiative March 24, 2008 Page 21

29 DISCUSSION DRAFT FOR COMMENT Califrnia ICT Digital Literacy Plicy Framewrk Intrductin Plicy leaders in Califrnia, in rder t imprve the quality f life and prepare a cmpetitive wrkfrce fr the 21 st Century, must cnsider hw t craft and supprt an ICT (infrmatin and cmmunicatin technlgies) digital literacy plicy that will: Prmte a cmmitment t ICT digital literacy as a basic skill required fr all residents. Encurage institutinal supprt f ICT digital literacy strategies in educatin, wrkfrce preparatin and gvernment services. Enhance ICT digital literacy pprtunities in technlgical innvatin and wrkfrce readiness. Supprt benchmarking and adptin f metrics that reflect glbally-accepted standards. Develp timetables and milestnes t ensure apprpriate accuntability fr assessing timely prgress and ultimate success. A plicy that cnsiders the abve factrs will assist in capturing the full pprtunity fr Califrnia and all f its citizens t fully and cmpetitively participate in a 21st Century glbal ecnmy with equal access t and use f advanced technlgies. Fundamental t the success f such a plicy strategy is acknwledgment that ICT digital literacy is the new 21st Century basic literacy, and that every citizen must be cmpetent in these new basic skills. In cnsideratin f the need fr such a plicy, this dcument presents the fllwing: 1. A Draft Reslutin and Prclamatin f the Gvernr f Califrnia 2. A Draft Califrnia ICT Digital Literacy Plicy and Strategy These draft dcuments are based n research f glbal ICT plicy initiatives and digital literacy strategies. They ffer an apprach fr Califrnia based n best practices, and are presented t the Gvernr, State Superintendent f Educatin, and Legislature t cnsider in enacting a state plicy. 3 CETF ICT Digital Literacy Initiative March 24, 2008 Page 22

30 DISCUSSION DRAFT FOR COMMENT Sectin I: DRAFT PROPOSED RESOLUTION Prclamatin f the Gvernr f Califrnia WHEREAS, Infrmatin and Cmmunicatins Technlgy (ICT) Digital Literacy is defined as using digital technlgy, cmmunicatins tls and/r netwrks t access, manage, integrate, evaluate and create infrmatin in rder t functin in a knwledge sciety; WHEREAS, there shuld be a full pprtunity fr all the peple f the Califrnia, its firms, institutins, and gvernmental entities t fully participate in a 21st century glbal ecnmy, while enjying access t and use f advanced technlgies; WHEREAS, a mindset favring digital literacy and the pssibilities that technlgies can imprve the quality f life in the 21st century shuld be encuraged at the natinal, state and lcal levels; WHEREAS, institutinal supprt shuld bring digital literacy strategies t gvernment, educatin, health care, business and ther areas in rder t enhance pprtunities fr ur peple, firms, institutins and gvernment entities t be leaders in technlgical innvatin; WHEREAS, a Digital Literacy plicy will ensure that ur students and emplyees are ready fr the wrkfrce f the 21st century, where digital literacy skills will be critical t a natin s ability t cmpete successfully in a glbal infrmatin and knwledge ecnmy; WHEREAS, a digital literacy plicy framewrk wuld supprt benchmarking and metrics that are cnsistent with glbally accepted standards, and will ensure accuntability fr assessing prgress and success; therefre, be it RESOLVED, That the Gvernr and Legislature f the State f Califrnia supprt steps t enable the peple f Califrnia t participate meaningfully in the 21st century wrkfrce, and harvest the benefits f an infrmatin and knwledge sciety; RESOLVED: That Califrnia will prmte: (1) access t infrmatin and cmmunicatins technlgy by ur peple regardless f incme r advantage; (2) the prvisin f ubiquitus bradband service in a cmpetitive marketplace at affrdable cst; and (3) pprtunities fr ur peple t acquire digital literacy skills in rder t benefit academically, ecnmically and scially. 4 CETF ICT Digital Literacy Initiative March 24, 2008 Page 23

31 DISCUSSION DRAFT FOR COMMENT DRAFT Prvisins f the Califrnia ICT Digital Literacy Plicy and Strategy T fulfill the Gvernr s ICT Digital Literacy Plicy intent, the State f Califrnia enacts a digital literacy plicy fr the State that hereby declares that all residents f Califrnia will be digitally literate. The definitin f digital literacy shall be: ICT Literacy is using digital technlgy, cmmunicatins tls and/r netwrks t access, manage, integrate, evaluate, and create infrmatin in rder t functin in a knwledge sciety. The basic elements f ICT digital literacy, as glbally accepted and as defined abve, are: BASIC ELEMENTS OF DIGITAL LITERACY Elements Definitins Cmpetencies Access Manage Integrate Knwing abut and knwing hw t cllect and/r retrieve infrmatin. Applying an existing rganizatinal r classificatin scheme. Interpreting and representing infrmatin - summarizing, cmparing, and cntrasting. Search, find, and retrieve infrmatin in digital envirnments. Cnduct a rudimentary and preliminary rganizatin f accessed infrmatin fr retrieval and future applicatin. Interpret and represent infrmatin by using ICT tls t synthesize, summarize, cmpare, and cntrast infrmatin frm multiple surces. Evaluate Making judgments abut the quality, relevance, usefulness, r efficiency f infrmatin. Judge the currency, apprpriateness, and adequacy f infrmatin and infrmatin surces fr a specific purpse (including determining authrity, bias, and timelines f materials). Create Cmmunicate Generating infrmatin by adapting, applying, designing, inventing, r authring infrmatin. Cmmunicating infrmatin persuasively t meet needs f varius audiences thrugh use f an apprpriate medium. Adapt, apply, design, r invent infrmatin in ICT envirnments (t describe an event, express an pinin, r supprt a basic argument, viewpint r psitin). Cmmunicate, adapt, and present infrmatin prperly in its cntext (audience, media) in ICT envirnments and fr a peer audience. Nte: Existing internatinal and natinal digital literacy framewrks and assessment instruments all share these cmmn elements. All benchmarks, metrics, assessments and certificatins used by the State t identify the ICT digital literacy cmpetencies f residents, students, and wrkers shall cmply with the definitin, elements, and cmpetencies as stated abve. 5 CETF ICT Digital Literacy Initiative March 24, 2008 Page 24

32 DISCUSSION DRAFT FOR COMMENT In rder t achieve digital literacy f all residents the Legislature specifically requires that: A. The Califrnia Labr and Wrkfrce Develpment Agency, in cllabratin with the Califrnia Emerging Technlgy Fund (CETF), shuld be assigned the respnsibility t: 1. Develp a radmap fr success in achieving wrkfrce digital literacy cmpetencies. It must be develped as a public-private partnership initiative and must address the fllwing: Metrics fr statewide benchmarking and diagnsis, and measuring wrk frce capabilities, needs, and prgress tward State endrsed cmpetencies in digital literacy. Apprpriate assessment and diagnstic tls. Certificatin t glbal standards and based n the State definitin and elements as stated. Special assessment tls t address cultural and linguistic relevance f diverse ppulatins and ubiquitus access t all gegraphic areas. Lcal wrk frce initiatives t prmte ICT digital literacy skills acquisitin. 2. Allcate resurces fr implementatin f a statewide public awareness campaign highlighting benefits f digital literacy as a 21 st Century skill necessary fr the State s ecnmic well being, wrk frce skills develpment and an infrmed citizenry. 3. Cnvene a public-private sectr calitin fcused n implementing recmmendatins f the Califrnia Bradband Task Frce (CBTF) and CETF effrts related t digital literacy and public awareness. 4. Cllabrate with private sectr assessment partners, criteria, prcesses and required tracking mechanisms t benchmark digital literacy levels f the Califrnia wrkfrce. 5. Initiate pilt prjects thrughut the state fr shwcasing prjects f digital literacy skills assessment and acquisitin. 6. Include special assessment tls t address cultural and linguistic relevance f diverse ppulatins and ubiquitus access t all gegraphic areas, and ensure students, wrkers, and ther residents f the State with disabilities are able t access the tls they need t becme digitally literate. 7. Supprt research and develpment t make sure adaptive devices cmply with prvisins f the American Disabilities Act. B. The Califrnia Wrkfrce Investment Bard (CWIB) must develp an explicit technlgy literacy cmpnent, including its financing, fr its five-year Strategic State Plan. This technlgy literacy cmpnent will accmplish the fllwing: 1. Raise the level f digital literacy in Califrnia by supprting technlgy training and integrating digital literacy skills int wrkfrce develpment activities. 2. Fcus State and lcal Wrkfrce Investment Act funds tward teaching ICT digital literacy skills by supprting a 10 percent increase ver the next tw years. 3. Expand Career Technical Educatin (CTE) pprtunities in cmmunity clleges. 6 CETF ICT Digital Literacy Initiative March 24, 2008 Page 25

33 DISCUSSION DRAFT FOR COMMENT 4. Build cnsensus at the state and lcal cmmunity levels by identifying digital literacy ecsystems t drive mdels f excellence, benchmarking, and reliable metrics fr measuring success. 5. Initiate benchmarking and apprpriate tracking f large ppulatins and prviding apprpriate diagnstics fr citizens t self empwer in rder t acquire digital literacy 21st Century skills. 6. Prvide wrkfrce examples f skills training and jb-placement cmmunity-value prjects fr e-gvernment, e-health services r ther cnveniences. 7. Engage the ICT industry and entertainment mega-industry alng with large emplyers statewide in bth the media and applicatins requirements. 8. Highlight cllabrative mdels in underserved cmmunities and in culturally diverse ppulatins. 9. Build and resurce a strng calitin empwered with achieving near-term actin and resultsriented utcmes. 10. Reward success t reinfrce best practices, individual champins, ecnmic results, and public awareness and supprt. 11. Recmmend t the Legislature ways f prviding tax incentives t technlgy-based businesses ffering technlgy training and technical supprt t at-risk cmmunities, particularly disabled and lw-literacy ppulatins. C. K-20 Educatrs must develp a Califrnia perfrmance skills framewrk fr educatin based n the glbally-endrsed elements f digital literacy. This framewrk is necessary t ensure that the state s students have the 21 st Century skills fr success in the wrk frce and a glbal sciety. The framewrk must cnsider: 1. Adptin f the Internatinal Sciety fr Technlgy in Educatin (ISTE) Natinal Educatin Technlgy Standards (NETS) standards fr K ICT digital literacy skills requirements fr pre-service and in-service training fr teachers. 3. Develpment f curses fr in-service teachers fcused n integrating technlgy acrss curricula. 4. Integratin f ICT digital literacy skills requirements int credentials fr pre-service teachers. 5. Adptin f new appraches t prfessinal develpment emphasizing skills based and perfrmance based learning. 6. Prvisin f incentives fr teachers t achieve digital literacy credentials, and incrprate digital literacy int their teaching practices. 7. Incrpratin f knwledge f digital literacy cmpetency in the high schl exit prtfli with specific recgnitin that digital literacy is an essential 21 st Century cmplement t the required fundatinal skills literacy f reading, writing and math. 8. Alignment f standards with glbal ICT digital literacy standards and assessments. 9. Develpment f a technlgy-enabled curriculum with prject-based and skills-based learning utcmes. 10. Integratin f ICT digital literacy skills int cre requirements and AP instructin starting with science, technlgy, engineering and math (STEM) curricula. 11. Mastery f ICT digital literacy fr PSAT and ACT, and identificatin f required diagnstics. 7 CETF ICT Digital Literacy Initiative March 24, 2008 Page 26

34 DISCUSSION DRAFT FOR COMMENT 12. Recgnitin f the Califrnia Cmmunity Clleges as the hubs f cmmunities fr vcatinal preparatin and digital literacy skills develpment. 13. Establishment f prgram fr a Masters Degree in Internet Teacher Educatin with 75% f the requirements fr the degree cmpleted nline. 14. Articulatin and accuntability at pst-secndary level f need fr glbal wrkfrce transferability by ensuring all certificatin and assessments meet glbal standards. 15. Calibratin and benchmarking f statewide digital literacy levels t ecnmic indicatrs imprtant fr student readiness, wrkfrce preparedness, and Califrnia cmpetitiveness. Furthermre, the hme, libraries and cmmunity centers shuld be encuraged as hubs f nline learning activities with equitable access t digital learning skills and cntent. Therefre, schl administratrs must supprt ways t ffer creative ways t finance packages fr educatrs t purchase equipment fr hme access t nline educatinal applicatins. 8 CETF ICT Digital Literacy Initiative March 24, 2008 Page 27

35 DISCUSSION DRAFT FOR COMMENT Sectin II: Ratinale, Research and Best Practices In Nvember 2006, Gvernr Schwarzenegger established the Califrnia Bradband Task Frce (CTBF) as part f Executive Order S In initiating this activity, the Gvernr prvided leadership in mving Califrnia frward t jin frces with numerus cuntries arund the wrld in acknwledging that infrmatin and cmmunicatin technlgies (ICT), specifically benefits enhanced by deplyment f bradband infrastructure, are critical t ecnmic develpment and glbal cmpetitiveness. Fllwing extensive research, analysis and stakehlder input, the Task Frce released its findings in January 2008 n Califrnia s status in bradband deplyment, accmpanied by recmmendatins t ensure the State s rle as a wrld leader. Cncurrent with the release f the CTBF Reprt, the Califrnia Emerging Technlgy Fund (CETF), a nn-prfit rganizatin dedicated t clsing the Digital Divide and making Califrnia a glbal leader in the deplyment and adptin f bradband technlgy, released a cnsensus reprt frm the ICT Digital Literacy Leadership Rundtable held in Nvember The reprt sets frth a call t actin fr plicymakers, emplyers, educatrs, and ther stakehlders t endrse an ICT Digital Literacy Plicy fr Califrnia t ensure that students and wrkers are prepared fr a 21st Century ecnmy. Bth the CTBF and the CETF effrts are in alignment n the need fr a 21 st Century skilled wrkfrce if Califrnia is t be glbally cmpetitive and its residents are t enjy the benefits f a technlgicallyenriched sciety. Bth reprts acknwledge the imprtance fr Califrnia state plicymakers t develp a visin and t prvide leadership t reach a gal f a digitally-literate sciety able t fully functin successfully in the 21st Century. These reprts, alng with numerus existing initiatives and plicy statements, reinfrce that best practices have cmmn cmpnents f a successful ICT plicy initiative. Mst plicies at a minimal acknwledge that an ICT plicy framewrk must address bradband infrastructure develpment, effective regulatry plicies, digital literacy in educatin and human capacity building, and effective applicatins fr public use f services such as e-gvernment, e-health, and imprving the envirnment, etc. The fllwing chart illustrates this relatinship. 9 CETF ICT Digital Literacy Initiative March 24, 2008 Page 28

36 DISCUSSION DRAFT FOR COMMENT Cmpnents f ICT Best Practices 21 st CENTURY ECONOMY POLICY AND STRATEGIC VISION Bradband Infrastructure Develpment and Regulatin ICT Digital Literacy Public Use f Applicatins e-gvernment, health services, educatin, envirnment. Glbal bdies, such as the Wrld Summit n the Infrmatin Sciety (WSIS), UNESCO, and ther svereign natins recgnize these cmpnents as necessary t the achievement f brader 21st Century plicy gals and strategic bjectives in sectrs such as health, educatin, e-cmmerce, and e- gvernment. Infrmatin literacy r digital literacy is, per se, integral t achievement f all these brader bjectives. Furthermre, existing ICT plicy initiatives recgnize the need and ptential f ICT literacy as a catalyst fr sci-ecnmic develpment and glbal cmpetitiveness. The matrix belw, extraplating frm numerus internatinal plicy dcuments and strategic initiatives, further delineates key plicies and strategies cmmn in each f the abve cmpnents. They are necessary t achievement f the brader ICT visin: Infrastructure Regulatin Digital Literacy Public Services Gvernment leadership fsters the develpment and deplyment f bradband infrastructures by: The regulatry framewrk is supprtive f ICT by: Educatin and wrkfrce develpment plicies encurage ICT digital literacy by: The gvernment embraces ICT by: Frmulating a Visin and Plicies. Prmting cmpetitin in the supply f ICT infrastructure and services. Supprting ICT bradband initiatives. Supprting plicies that advance standardized certificatin and assessment. Prmting cmpetitin in ICT infrastructure and services. Stimulating universal access t ICT services. Develping a single regulatry framewrk fr cnvergent multi-media technlgies. Adpting 21 st Century learning skills. Supprting teacher training in ICT skills. Seeding prgrams t increase digital literacy and wrkfrce skills. Benchmarking prgress with standardized assessments and certificatin t glbal standards. Optimizing ICT deplyment in gvernment peratins. Using ICT t deliver a wide range f gvernment services. Advancing applicatins fr citizens thrugh public-private partnerships. 10 CETF ICT Digital Literacy Initiative March 24, 2008 Page 29

37 DISCUSSION DRAFT FOR COMMENT In further analysis f exemplary ICT digital literacy plicies and strategies frm ther states and cuntries, additinal factrs emerge that are relevant t implementatin f a successful digital literacy plicy. They are: 1. Establishing a visinary public plicy envirnment that asserts a Digital Divide is unacceptable and embraces a gal f digital literacy fr all residents. 2. Adpting glbal standards and benchmarking fr ICT digital literacy skills and certificatin. 3. Initiating sustainable ICT prjects t expand digital literacy skills and build wrkfrce capacity. 4. Prviding universal and affrdable access t infrmatin technlgy fr all residents, with a particular cmmitment t ensuring equal pprtunities t ecnmically disadvantaged cmmunities and vulnerable ppulatins. It is illustrative hw ther cuntries and regins have apprached ICT strategies and plicies, and specifically hw they have addressed the digital literacy needs within thse initiatives. Fr example, the Eurpean Unin, cnsidered a leader in digital literacy, describes its intent relating t wrkfrce needs and digital literacy in the fllwing way: The main plicy bjective is t cntribute t imprve framewrk cnditins in Eurpe fr the prvisin f a wrld-class e-skilled wrkfrce t achieve strnger prductivity, ecnmic and scial benefits and fr the reductin f the digital divide. The EU recgnized a need t: 1. Develp ptimal plicies t prepare new wrkers and supprt current nes as they face the challenges f ICT led change and glbalizatin; 2. Reduce the digital divide and ensure that its citizens are digitally literate; and 3. Prvide a crdinated and timely respnse t implement change successfully. The private sectr has als advanced this mindset by leading cllabrative effrts in digital literacy. Fr example, the Asian Develpment Bank (ADB), in its Lng Term Strategic Framewrk, has embarked n crprate partnerships t advance reginal digital leadership. Accrding t the ADB a skilled 21 st Century wrkfrce is a pririty fr gvernments acrss the regin, and is seen as an imprtant factr in encuraging freign investment. Simply stated, the framewrk acknwledges: Thse cuntries which have a clear plicy bjective t develp lcal ICT expertise and knw-hw and which align prgrams such as educatin, skills and digital literacy in supprt are mst likely t achieve that bjective with resulting benefits t their cmmunities, businesses and public administratin. (Surce: Asian Develpment Bank- Lng Term Strategic Framewrk) 11 CETF ICT Digital Literacy Initiative March 24, 2008 Page 30

38 DISCUSSION DRAFT FOR COMMENT At a natin level, Singapre, in an effrt t supprt develpment f ICT skills, started with a levy n the use f lw-paid labr that encuraged its citizens and cmpanies t imprve ICT skills. The levy was used fr a prgram n Integrated Wrkfrce Develpment. A prgram called CREST (Critical Enabling Skills Training) Prgram called fr the training f wrkers in cmpanies by a netwrk f private prviders n critical skills t acquire knwledge: learning t learn, literacy, listening and ral cmmunicatin skills, prblem slving and persnal effectiveness, rganizatinal effectiveness and leadership. The gvernment, thrugh a Prductivity Standards Bard, set the standards and desired utcmes. While nt realistic fr the United States, the apprach, hwever, demnstrates the pririty and creativity given t ICT skills acquisitin in develping cuntries. Amng many cuntries, whether cnsidered develped r undevelped, there is substantial acknwledgement f the imprtance f digital literacy as it relates t ecnmic develpment, prductivity, cultural advancement, r scial chesin. Singapre, Krea, Jrdan, Finland all have plicies and effrts underway t increase the training and upgrading f digital literacy skills. Jrdan, fr example, created a prgram f ecnmic and scial transfrmatin in 2001 t develp high valueadded sectrs and t establish a knwledge ecnmy. The tp pririty in this prgram has been the develpment f the natin s human resurces skilled in digital literacy, amng ther cnsideratins. As previusly discussed, there are numerus successful ICT digital literacy plicies and strategies already being implemented arund the glbe. Califrnia des nt need t reinvent the wheel in develping its wn plicy r strategy. Hwever, because there are nly a few states acrss the United States with plicy initiatives in place t address the issue f ICT digital literacy, this research suggests strngly that best examples fr Califrnia, in light f its glbal cmpetitiveness and ecnmic develpment needs fr the future, are primarily mdels in ther cuntries. Almst every cuntry studied, including thse that are cnsidered t be advanced, e.g. the Eurpean Unin, Japan, Krea, Finland, is cncerned abut the lack f ICT skilled human resurces, the need fr widespread teacher training in ICT, and increased effrts t increase the ICT digital literacy f the yung as well as thse in the wrkfrce. (See Appendix fr a cmprehensive verview f key glbal plicies and initiatives.) Within the United States, Kentucky is prbably the mst referenced state in advancing ICT strategies fr ecnmic develpment and educatin. Kentucky's 2004 Prescriptin fr Innvatin is a cmprehensive plan t accelerate technlgy grwth, particularly in the areas f bradband deplyment and technlgy literacy and usage. The initiative maintains fur key gals fr affecting statewide ecnmic develpment: Full bradband deplyment by the end f Imprved use f cmputers and the Internet. A meaningful nline presence fr all Kentucky cmmunities, t imprve citizen services and prmte ecnmic develpment thrugh e-gvernment, virtual educatin, nline healthcare. E-Cmmunity Leadership Teams in every cunty fcused n grwth strategies fr lcal gvernment, business and industry, educatin, healthcare, agriculture, libraries, turism, and cmmunity-based rganizatins. 12 CETF ICT Digital Literacy Initiative March 24, 2008 Page 31

39 DISCUSSION DRAFT FOR COMMENT These gals are cnsistent with the cmmn attributes fr success previusly discussed in glbal best practice mdels. In their brader effrts t imprve scial welfare and bring abut ecnmic pprtunity fr the peple, many regins f the wrld have advanced sme frm f ICT plicy, sme cmprehensive and thers less s. Fr example, in the East African natins many have initiated brad-based ICT plicies and master plans; sme influenced by develpment agencies, and thers like Mauritius inspired by Asian cuntries such as Singapre and India. Mauritius has an advanced ICT plicy, being less dependent n external assistance bth in plicy develpment and in implementatin f ICT prgrams. Rwanda, n the ther hand, has a detailed ICT strategy develped thrugh external assistance. Hwever, the plan is incnsistent with the cuntry s plitical reality, the level infrastructure deplyment, and the resurces and the capacity f institutins t implement them. Despite the grwing enthusiasm fr e-strategies, the fundamental building blcks such as the cmmitment f plicy makers and the infrastructure and human resurces are lacking in many cuntries. Lack f technical and plicy capacity means that cuntries typically rely n external experts t identify ICT prgrams n their behalf. Experience f Mauritius, fr example, shws that develping ICT plicies by relying n lcal expertise and fcusing n building blcks such as telecmmunicatin plicies and human resurce develpment culd lead t better results than ambitius lists f prjects. In summary, the ultimate success f ICT and digital literacy plicy effrts appears t be directly linked t a visin, leadership cmmitment, bradband infrastructure deplyment and a favrable plicy climate. Rle f Multiple Stakehlders In additin, an analysis f best practices indicates that the implementatin f the mst successful strategies must als include the buy-in and participatin f multiple stakehlders with distinct rles. Based n this imprtant aspect, the fllwing matrix f stakehlder rles, based n review f glbal best practices, is prpsed fr cnsideratin in frmulating and successfully implementing a successful plicy and digital literacy strategy fr Califrnia: 13 CETF ICT Digital Literacy Initiative March 24, 2008 Page 32

40 Califrnia ICT Digital Literacy Plicy and Strategy Matrix f Glbal Best Practices Stakehlder Rles Individuals Demnstrate a willingness t seek training fr emplyment in ICT related jbs. Be flexible in emplyment pprtunities. Use technlgy in the hme. Be willing t engage in digital literacy skills acquisitin and lifelng learning. Shw ambitin t learn new methds and ICT related skills. Recgnize the need fr cntinuus imprvement and self-assessment in digital literacy capabilities. CETF ICT Digital Literacy Initiative March 24, 2008 Page 33 DISCUSSION DRAFT FOR COMMENT State Level Lcal Entities K-12, Clleges and Universities Business and Other Key Stakehlders 21st Century Ecnmy Adpt Plicies in supprt f an ICT Digital Literacy Radmap fr Success that meet glbally recgnized standards. Prvide an ICT literacy visin and needed leadership. Cnduct ICT literacy census. Adpt ICT digital literacy skills framewrk fr educatin and wrkfrce. Initiate lcal prjects based n existing best ICT practices. Develp a Califrnia Perfrmance Skills Framewrk fr K-20 Educatin. Wrk with gvernment, K-12 and industry t develp ICT skills cmpetencies needed fr the wrk frce and high schl exit. Lead strategic alliances t supprt ecnmic plicies based n an ICT digital literacy fundatin. Prvide up t date meaningful statistics and benchmarks t track and reduce the skills gap. Require standardized skills, certificatins and assessments. Build public-private sectr partnerships. Infuse digital literacy int teacher educatin curriculum and prfessinal develpment. Seed mdels f innvatin. 21st Century Learning and Wrkfrce Adpt an ICT Digital Literacy definitin and elements based n glbal standards. Encurage a citizenry mindset f lifelng learning. Enhance understanding f statewide qualificatin structures t facilitate wrkfrce pprtunity and mbility. Add ICT literacy t schl bard educatin exit requirements based n ISTE-NETS standards. Develp teacher qualificatins fr mastery f ICT digital literacy. Increase ICT training and certificatin pprtunities fr wrkfrce develpment. Align assessments and certificatins t glbal standards with supprting diagnstics and curriculum. Require digital literacy cmpetencies fr teacher credentials. Incrprate digital literacy cmpetencies int vcatinal training. Adpt ICT digital literacy requirements fr high schl exit requirements. Increase decentralized wrkfrce training by initiating pilt prjects in digital literacy with lcal entities. Prmte the jb training in ICT digital literacy skills. Seed pilt prjects. 21st Century Citizenry Prmte a digitally literate 21st century citizenry. Advance e-gvernment and ICT applicatins fr health, envirnment and e learning. Prvide equal pprtunities by supprting plicies that eliminate the digital divide. Supprt universal access t bradband technlgies. Recgnize ICT skills fr prfessinal and vcatinal training. Prvide incentives fr retraining emplyees. Encurage underrepresented grups t acquire digital literacy skills (wmen, lng-term unemplyed, the disabled). Prmte lifelng learning and e learning. Require ADA cmpliance fr assistive devises, sftware design and curriculum. Fster dialgue with diverse stakehlders. Cllabrate with Gvernment n a Public Awareness Effrt. Wrk with lcal entities t train the lng term unemplyed and ther target grups in key e-skills fr business. Establish statewide pl f ICT digitally literate wrkers. Fster the use f ICT in scial envirnments and family grups. Participate in e learning at hme, libraries, cmmunity centers. Apply digital literacy skills t access health, e- gvernment, banking, and t supprt healthy envirnment. 14

41 DISCUSSION DRAFT FOR COMMENT Rles f Key Stakehlders It will take a cllabrative effrt t reach the gal f an ICT digitally-literate ppulatin and wrkfrce in Califrnia. Specifically, the K-20 educatin segments and the business cmmunity must wrk in tandem t achieve success. T a great extent, prjects and initiatives in bth segments are already underway. The challenge will be t bring them tgether with a cmmn gal, cmmn definitin f ICT digital literacy, and t get buy-in n standard perfrmance measures and certificatin. A. Rle f K-20 Educatin Stakehlders The rle f ICT digital literacy in frmal educatin has lng been acknwledged. A decade ag the Internatinal Sciety fr Technlgy in Educatin (ISTE) released recmmendatins that supprted incrprating K-12 digital literacy r educatinal technlgy - skills int the academic standards. ISTE s recmmendatins, knwn as Natinal Educatinal Technlgy Standards (NETS) have been endrsed by a majrity f states as fundamental t K-12 standards and high schl graduatin requirements. These standards, used by schl districts in every state and in many cuntries, are credited by mst with significantly influencing expectatins fr students and creating a target f excellence relating t technlgy use and skills develpment. In 2007, ISTE released the next generatin f NETS fr Students, fcusing mre n skills and expertise and less n tls. The updated NETS standards further acknwledge the imprtance f the digital literacy rle K-12 curricula. Specifically, they address: Creativity and innvatin. Cmmunicatin and cllabratin. Research and infrmatin fluency. Critical thinking, prblem slving, and decisin-making. Digital citizenship; and technlgy peratins and cncepts. Many districts in Califrnia are already incrprating these new ISTE NETS standards int their technlgy plans. Unfrtunately, at a state level, Califrnia educatinal plicy makers have yet t endrse the NETS. The Gvernr s Bradband Task Frce and the CETF Leadership Rundtable bth reference the relevance f the ISTE standards as integral t the Califrnia ICT Digital Literacy Plicy. Furthermre, as Califrnia advances int the 21 st Century, current and future teachers must be prepared t meet the needs f technlgically literate students. Teachers must be certified in digital literacy s that they can assist the prcess and enable the students f tday and tmrrw t acquire the prerequisite skills needed t cmpete in their chsen academic, career, cultural, and scial pursuits. Thrugh the embedding f digital literacy training and certificatin prgrams in pre-service and prfessinal develpment teacher educatin curricula, the advancement f digital literacy will be accmplished within the state. 15 CETF ICT Digital Literacy Initiative March 24, 2008 Page 34

42 DISCUSSION DRAFT FOR COMMENT B. Rle f Cmmunity Clleges Redefined The Califrnia cmmunity clleges have a key rle t play in ensuring a digitally-literate citizenry. Because digital literacy is vital t bth wrkfrce and academic and prfessinal success, the cmmunity clleges can serve as a vital link tward the lifelng learning pprtunities based n glbal-standard credentials digital literacy perfrmance skills fr bth traditinal and nntraditinal students as well as emplyees. The cmmunity clleges are a significant stakehlder in the State s effrts t ensure the achievement f 21 st Century skills fr the Infrmatin Age and need t take a leadership rle in prviding curriculum and ICT digital literacy certificatin prgrams in cllabratin with wrk frce skills training prgrams and emplyers. C. Rle fr Business Leaders The business cmmunity is in great need f an ICT digitally literate wrkfrce. A grwing prprtin f jbs nw require at least a basic level f digital literacy, with many f the best jbs demanding even strnger digital skills. A paper issued by the Natinal Plicy Assciatin's Digital Ecnmic Opprtunity Cmmittee (DEOC) in 2006 acknwledged an American wrkfrce crisis f wrkers lacking adequate 21st Century skills needed t fuel the infrmatin age ecnmy. Imprting freign wrkers t address the IT wrker shrtage was viewed as a stpgap measure. The paper specifically fcused n the fllwing scenaris shuld the natin nt effectively address skills building in infrmatin technlgies: Businesses will be less able t hire sufficient numbers f skilled wrkers at the wage levels needed t be prductive and cmpetitive. Althugh cmpanies can cmpensate fr this IT skills gap in a grwing ecnmy thrugh higher prductivity, such a slutin cannt be sustained in the lng run. Schls at all levels will be less able t hire enugh instructrs with the skills that are needed t train the wrkers f tday and thse f tmrrw. Gvernment will be less able t hire enugh skilled wrkers t carry ut the increasingly ICTdependent functins f prviding fr the health, welfare, and prtectin f the cuntry. Wrkers will have fewer pprtunities t btain gd jbs, better pay and benefits, and a better quality f life. Many cuntries have already develped natinal "framewrks" and "radmaps" fr educatin and training, and strng natinal plicies t supprt wrkfrce training fr the jbs f the future. These effrts have been develped with public-private sectr stakehlder cllabratin. 16 CETF ICT Digital Literacy Initiative March 24, 2008 Page 35

43 DISCUSSION DRAFT FOR COMMENT The U.S. Chamber f Cmmerce's Institute fr a Cmpetitive Wrkfrce launched in July 2007, a new Digital Skills Wrking Grup that will seek t equip American wrkers with the skills they need t perate cmputers and the rapidly evlving sftware applicatins and prgrams businesses cmmnly use. The Wrking Grup will highlight the imprtance f "digital skills" in the U.S. ecnmy; wrk tward a clearer cnsensus acrss industry sectrs n the definitins f the necessary skill sets; and identify the majr pprtunities available t U.S. wrkers t receive effective training in the use f digital skills n the jb. Califrnia s business sectr can fllw this type f mdel. ACT, a well knwn U.S. assessment cmpany, is prmting a Natinal Career Readiness Certificate as a standard f wrk readiness t address the cuntry s ICT skills crisis and is wrking in cllabratin with educatinal institutins arund the cuntry. The certificate is earned when students demnstrate wrkfrce skills preparedness based n internatinal standards and cmpetencies. Cllabrative initiatives between business, gvernment, cmmunity clleges, and ther stakehlders in Iwa, Kentucky, and Michigan, just t name a few, are als explring benchmarking, standardized certificates f skills readiness. Other glbal assessment prviders such as Educatinal Testing Service (ETS), Certiprt, and ICDL-US are engaged with the Califrnia State University and ther Califrnia institutins and stakehlders t address benchmarking, assessment and curriculum develpment fr implementing a statewide digital literacy effrt. Hwever, these initiatives are fr the mst part driven by vendrs and lacking in a standardized apprach. Unlike many ther cuntries, in the United States there are n natinal r statewide assessments in place fr digital literacy certificatin fr a 21st Century wrkfrce. The Eurpean Unin, fr example, has standardized certificatin requirements in ICT skills that are nw a fundamental cmpnent f applicatins fr emplyment. This standardized apprach is nw being replicated in cuntries in Asia such as Singapre and Nrth Krea, the Middle East such as Jrdan, Australia, New Zealand, amng many thers. Summary Califrnia plicy makers have the pprtunity t take a leadership rle in implementing plicies and strategies that align these cllabrative effrts. This can be accmplished by enacting an ICT digital literacy plicy built upn a basic definitin f ICT digital literacy and requiring that curriculum, assessments and certificatins meet standardized benchmarks and metrics. It is imprtant t understand that Califrnia has a limited timeframe fr the plicy windw f pprtunity t keep pace with many glbal cmpetitrs. Califrnia as indicated by the CTBF Reprt - while cmpetitive with deplyment f bradband technlgy, never the less lags behind much f the wrld in implementing an ICT Digital Literacy Plicy. Enacting such a plicy will be a giant step tward bridging the Digital Divide and meeting the 21 st Century skills requirements f students and wrkers t ensure Califrnia is glbally cmpetitive. 17 CETF ICT Digital Literacy Initiative March 24, 2008 Page 36

44 DISCUSSION DRAFT FOR COMMENT APPENDIX ICT Digital Literacy Plicies Reviewed and Referenced In the preparatin fr this reprt and recmmendatins, the Wrld Summit n Infrmatin Sciety (WSIS) statement f 2005, the Eurpean Unin Plicy and the fllwing cuntry plicies were researched and analyzed by KEMPSTER GROUP either in whle r as a cmpnent f a larger reginal effrt in digital literacy: Angla Australia Austria Azerbaijan Bangladesh Belgium Benin Bhutan Btswana Brunei Burkina Fas Burundi Camern Canada Cape Verde Central African Republic Chad Cte d Ivire Cmrs Demcratic Republic f Cng Denmark Djibuti Equatrial Republic f Cng Eritrea Ethipia Finland Gabn Gambia Germany Ghana Greece Guinea Guinea Bissu India Indnesia Ireland Italy Japan Jrdan Kenya Republic f Krea Lesth Madagascar Malawi Malaysia Maldives Mali Mauritania Mauritius Mnglia Mzambique Nepal The Netherlands New Zealand Niger Nigeria Nrway Pakistan Philippines Prtugal Rwanda Saudi Arabia Senegal Sama Seychelles Singapre Slvenia Suth Africa Spain Sri Lanka Sudan Swaziland Sweden Tanzania Thailand Tg Uganda United Kingdm United States Uzbekistan Viet Nam Zambia 18 CETF ICT Digital Literacy Initiative March 24, 2008 Page 37

45 DISCUSSION DRAFT FOR COMMENT The fllwing key resurces were used fr this reprt, and are referenced n the fllwing pages in rder t prvide a detailed illustratin f natinal initiatives and plicy appraches. Wrld Summit n Infrmatin Sciety (WSIS) Internatinal ICT Digital Literacy Plicies: The_Alexandria_Prclamati n_n_infrmatin_literacy_and_lifelng_learning.dc/beacns%2bf%2bthe%2binfrmatin%2bsciety_%2b%2bthe %2BAlexandria%2BPrclamatin%2Bn%2BInfrmatin%2BLiteracy%2Band%2BLifelng%2BLearning.dc (Adpted in Alexandria, Egypt at the Biblitheca Alexandrina n 9 Nvember 2005). NOTE: The Eurpean Unin and its specific fcus n ICT Digital Literacy are separately referenced. It is cnsidered by many bservers and experts t have the mst cmprehensive strategies fr addressing ICT Digital Literacy. It can serve as a mdel f best practices fr Califrnia in effrts t address the need fr ICT skills and literacy benchmarking and assessment. (Adpted December 18, 2002; Cntinuing Implementatin and Onging) Australia: data/assets/pdf_file/20457/new_sfie_july_2004_final.pdf (Adpted by the Australian Gvernment in July 2004; Cntinuing Implementatin and Onging planning fr sectr fcus, e.g., educatin, gvernment, etc.) Bangladesh: (Surce: (Adpted by the Ministry f Science and Infrmatin & Cmmunicatin Technlgy and Gvernment f the Peple s Republic f Bangladesh in Octber 2002: Cntinuing Implementatin as part f the Natinal Develpment Plan.) Finland: (Adpted by the Finnish Gvernment as part f the implementatin f Finnish Gvernment s Infrmatin Sciety Prgramme. September 2006; Cntinuing Implementatin.) Japan: Surces: e-japan Strategy (e-japan Strategy declared by Prime Minister Mri n September 21, 2000) e-japan Strategy II (Adpted July 2003) e-japan Strategy II Acceleratin Package (Adpted February 2004) IT Plicy Package-2005 The Clarificatin f Imprtant Measures (Adpted February 2005) 19 CETF ICT Digital Literacy Initiative March 24, 2008 Page 38

46 DISCUSSION DRAFT FOR COMMENT Jrdan: REACH 4.0 Strategies fr Jrdan s ICT Develpment (Final Reprt adpted January 2004; Cntinuing Implementatin) Krea: Infrmatizatin Prmtin Act (Adpted in 1995) First Master Plan fr Infrmatizatin Prmtin (Adpted in 1996) CYBER KOREA 21 (Adpted in 1998) e-korea VISION 2007 (Adpted in 2003) New Zealand: Reprt f the Literacy Taskfrce (Adpted in 1999; Cntinuing Implementatin) ICT Strategic Framewrk fr Educatin SUPPORTING LEARNING IN A CONNECTED SECTOR THROUGH THE SMART USE OF ICT (Adpted Nvember 2006; Cntinuing Implementatin) Saudi Arabia: INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) POLICY STATEMENT (Adpted fr Implementatin in 2006; Cntinuing Implementatin) Kentucky Department f Educatin: Expectatins/Academic+Expectatin+116.htm Kentucky Technlgy Standards Academic Expectatin 1.16 (Adpted June 2001; Updated as f Octber 23, 2007; Cntinuing Implementatin) Iwa Department f Educatin: Career & Technical Educatin Standards and Benchmarks (Adpted 1992; Cntinuing Implementatin) Iwa CONTENT STANDARDS and BENCHMARKS Infrmatin Technlgy (Adpted in 2001; Cntinuing Implementatin) New Hampshire Department f Educatinal Technlgy: New Hampshire ICT Literacy Standards fr K-12 Students (Adpted and Effective n July 1, 2005 Cntinuing Implementatin) 20 CETF ICT Digital Literacy Initiative March 24, 2008 Page 39

47 DISCUSSION DRAFT FOR COMMENT Wrld Summit n Infrmatin Sciety Plicy Statement INTERNATIONAL ICT DIGITAL LITERACY POLICIES BEACONS OF THE INFORMATION SOCIETY THE ALEXANDRIA PROCLAMATION ON INFORMATION LITERACY AND LIFELONG LEARNING Celebrating this week s cnfirmatin f the site f the Phars f Alexandria, ne f the ancient wnders f the wrld, the participants in the High Level Cllquium n Infrmatin Literacy and Lifelng Learning held at the Biblitheca Alexandrina n 6-9 Nvember 2005 prclaim that infrmatin literacy and lifelng learning are the beacns f the Infrmatin Sciety, illuminating the curses t develpment, prsperity and freedm. Infrmatin Literacy lies at the cre f lifelng learning. It empwers peple in all walks f life t seek, evaluate, use and create infrmatin effectively t achieve their persnal, scial, ccupatinal and educatinal gals. It is a basic human right in a digital wrld and prmtes scial inclusin f all natins. Lifelng learning enables individuals, cmmunities and natins t attain their gals and t take advantage f emerging pprtunities in the evlving glbal envirnment fr shared benefit. It assists them and their institutins t meet technlgical, ecnmic and scial challenges, t redress disadvantage and t advance the well being f all. Infrmatin literacy cmprises the cmpetencies t recgnize infrmatin needs and t lcate, evaluate, apply and create infrmatin within cultural and scial cntexts; is crucial t the cmpetitive advantage f individuals, enterprises (especially small and medium enterprises), regins and natins; prvides the key t effective access, use and creatin f cntent t supprt ecnmic develpment, educatin, health and human services, and all ther aspects f cntemprary scieties, and thereby prvides the vital fundatin fr fulfilling the gals f the Millennium Declaratin and the Wrld Summit n the Infrmatin Sciety; and extends beynd current technlgies t encmpass learning, critical thinking and interpretative skills acrss prfessinal bundaries and empwers individuals and cmmunities. 21 CETF ICT Digital Literacy Initiative March 24, 2008 Page 40

48 DISCUSSION DRAFT FOR COMMENT Within the cntext f the develping Infrmatin Sciety, we urge gvernments and intergvernmental rganizatins t pursue plicies and prgrams t prmte infrmatin literacy and lifelng learning. In particular, we ask them t supprt reginal and thematic meetings which will facilitate the adptin f infrmatin literacy and lifelng learning strategies within specific regins and sciecnmic sectrs; prfessinal develpment f persnnel in educatin, library, infrmatin, archive, and health and human services in the principles and practices f infrmatin literacy and lifelng learning; inclusin f infrmatin literacy int initial and cntinuing educatin fr key ecnmic sectrs and gvernment plicy making and administratin, and int the practice f advisrs t the business, industry and agriculture sectrs; prgrams t increase the emplyability and entrepreneurial capabilities f wmen and the disadvantaged, including immigrants, the underemplyed and the unemplyed; and recgnitin f lifelng learning and infrmatin literacy as key elements fr the develpment f generic capabilities which must be required fr the accreditatin f all educatin and training prgrams. We affirm that vigrus investment in infrmatin literacy and lifelng learning strategies creates public value and is essential t the develpment f the Infrmatin Sciety. This was adpted in Alexandria, Egypt at the Biblitheca Alexandrina n 9 Nvember The_Alexandria_Prclamati n_n_infrmatin_literacy_and_lifelng_learning.dc/beacns%2bf%2bthe%2binfrmatin%2bsciety_%2b%2bthe %2BAlexandria%2BPrclamatin%2Bn%2BInfrmatin%2BLiteracy%2Band%2BLifelng%2BLearning.dc 22 CETF ICT Digital Literacy Initiative March 24, 2008 Page 41

49 DISCUSSION DRAFT FOR COMMENT A Mdel fr Califrnia: The Eurpean Unin Putting Eurpe at the frefrnt f internatinal cmpetitiveness is ne f the greatest and mst urgent challenges fr the Eurpean Unin. T reach this gal, infrmatin and cmmunicatin technlgies and their prductive usage will have t play an imprtant rle, as an enabler f innvatin and t streamline business prcesses. This calls fr well-trained peple. IT digital literacy needs t be strengthened acrss all sectrs and prfessinal qualificatins in rder t use infrmatin and cmmunicatin technlgies effectively t enhance prductivity and thus stimulating grwth and emplyment. The plitical challenge f an Infrmatin Sciety fr ALL can nt be tackled in islatin. There is nt nly cmpetitin fr talented peple between different business sectrs but als between different regins and cuntries. Eurpe, accrding t planning dcuments and reprts, must be as a whle an attractive place t wrk and t live, in rder t attract peple wh can drive the Eurpean Unin s ecnmies. The 2002 reprt, E-BUSINESS AND ICT SKILLS IN EUROPE, set ut t shw that numerus initiatives already existed at the natinal, reginal r industrial level. Hwever, the reprt strngly suggested that new frms f cperatin between the different stakehlders are needed. Schls and universities will have t adapt their curricula but at the same time mre effrts have t be undertaken t train peple and t upgrade their skills n a cntinuus basis. The message was stark - Eurpe will be held back because it did nt have enugh skilled peple. But they nt just talking abut the ICT prfessinals peple in all sectrs f emplyment are expected t acquire ICT skills (with less than a third f them having received any ICT training at all). Yet at the same time there was identified a grwing "ICT pverty gap", with wmen, the unemplyed and lw incme grups tending t miss ut even further n ICT training and access, and therefre n the chance t imprve their lt. The questin psed by the Eurpean Unin was, Can we affrd nt t equip everyne with the skills needed t perate in the knwledge sciety? Fewer and fewer jbs can be filled with nly a basic educatin. Skills t perate cmputers are vital, and yet the prviders f literacy and skills f reading, writing and arithmetic capabilities are struggling t keep pace. Fur main challenges in the ICT field must be faced if the EU is t achieve its bjective f becming the wrld's leading knwledge ecnmy by 2010: Clsing the skills gap T clse the skills gap, we need t respnd t the needs f industry. Manpwer is needed at all levels: frm IT supprt staff, t sales staff, prject leaders, engineers, educatrs, managers. Peple wh cmbine technical knwhw with business acumen; matching qualificatins and skills prfiles with the needs f e-eurpe that is the challenge. Demgraphic shifts and life lng learning Newly skilled yung peple entering the labr market will nt be enugh t prvide the skills that e-eurpe needs. Hence businesses must fcus n mtivating, retaining and re-equipping current staff, and ensure that tday's and tmrrw's wrkers are capable f remaining in the labr market thrughut a full wrking life, and nt drift away in their 50's. Eurpe must als shw itself t be mre pen t the utside wrld, using the skills f immigrants t plug sme f the ICT gaps. 23 CETF ICT Digital Literacy Initiative March 24, 2008 Page 42

50 DISCUSSION DRAFT FOR COMMENT Investing in children tmrrw's wrkfrce We must invest in ur labr frce f the future: yung peple. Full access fr schlchildren t cmputers, multimedia tls and t the Internet is paramunt. Achieving an intercnnectin f PCs in schls f ne fr every fifteen pupils by the end f 2003 (as called fr by the Barcelna Eurpean Cuncil) is a step alng this rad. But prviding hardware is nly half the battle. We must als encurage the use f ICTs as a tl and a resurce acrss all subject areas and make sure that teachers are equipped with the right skills. Strengthening gender equality in the ICT sectr Even thugh men and wmen use cmputers t mre r less the same degree at wrk, the differences arise when it cmes t jbs demanding higher levels f ICT educatin. Especially when it cmes t ICT specialists and jbs that are traditinally seen as a male preserve, such as engineering and technical supprt. We need t step up actin t bst the number f wmen in these areas, frm the shp flr t senir management, and encurage mre girls and yung wmen int ICT training. At the mment nly arund 1 in 5 ICT students are wmen. Until this changes, cmpanies and sciety are lsing ut n a valuable resurce. Meeting these challenges means a substantial shift in ur pririties t prvide the right incentives t peple and fcus t invest in educatin, skills and cmpetencies. It als invlves a review f hw public expenditure is being used t best effect. The EU's resurces in terms f Structural Funds have a majr rle t play here, and it will be imprtant that the fcus f these funds in the cming years (particularly with an enlarged EU in prspect) takes sufficient accunt f the need t invest mre substantially in human resurces. At the Eurpean Cuncil in March 2000 in Lisbn, the Heads f State and Gvernment f the Eurpean Unin set the ambitius target fr the EU t becme, by 2010, the mst cmpetitive and dynamic knwledge-based ecnmy in the wrld, capable f sustainable ecnmic grwth with mre and better jbs and greater scial chesin. The intelligent use f ICT and f e-business skills ( e-skills ) is a majr enabler t increase prductivity and cmpetitiveness, which are at the heart f the Lisbn strategy. This requires a skilled and adaptable labr frce. The EITO 2001 Yearbk and several studies cmmissined by the ICT industry highlighted the fact that the Eurpean industry is suffering frm a significant e-skills gap. This has initiated, at different levels, a plicy debate abut hw t better prmte e-skills in Eurpe, in rder t fully reap the ptential benefits f mdern infrmatin and cmmunicatin technlgies. As a fllw-up f the infrmal meeting f the Cuncil f Ministers respnsible fr telecmmunicatins and fr emplyment in Luleå in February 2001, a specific Task Frce n skills and mbility was set-up in June Based n their reprt f December 2001, the Cmmissin adpted in February 2002 an Actin Plan fr skills and mbility. In this Actin Plan, the Eurpean Cmmissin acknwledges the evidence f a shrtage in ICT ccupatins and sectrs as ne f the biggest cncerns f enterprises. Althugh the current business cycle and the ecnmic dwnturn have smewhat alleviated this prblem, the lack f skilled prfessinals in the e-business and ICT area seems t be a pertinent issue. The e-skills gap may n lnger be as threatening as perceived tw years ag, hwever, there is undubtedly still an ICT skills mismatch as well as the risk that the current situatin may result in future prblems. This wuld be the case if the current slwdwn f grwth in the ICT sectr were t result in less effrt t further imprve the e-skills base. It shuld be recgnized that the use f ICT and e-business is still grwing, in particular in user industries that will in future need mre ICT experts than ever. 24 CETF ICT Digital Literacy Initiative March 24, 2008 Page 43

51 DISCUSSION DRAFT FOR COMMENT The challenge is t develp, nurture and attract talents as well as t strengthen human capital investment. The current main issues encmpass, n the demand side, clearly defining what e-business and ICT skills are needed, thereafter enabling frecasting and scenaris exercises. On the supply side, the challenges lie in the prvisin f a sufficient vlume f skilled labr, with accurate and up-t-date knwledge that matches the demand requirements. Last but nt least, the supply f talented and skilled peple needs t be scalable and sustainable ver-time. In the scpe f the eeurpe GDigital initiative, the Cmmissin has established an ICT Skills Mnitring Grup2 with representatives f Member States t better understand the nature f the prclaimed e-skills gap and t identify gd plicy respnses t imprve the availability f ICT skills. The prblem f e-skills: An area f mixed respnsibilities Industry has a clear rle in the prvisin f training and educating the wrkfrce t address the e-skills gap. Hwever, the respnsibility des nt just fall n industry, and there are already a number f jint initiatives taking place between gvernment, educatin and the private sectr reinfrcing the imprtance f cllabratin and crdinatin f apprach in rder t imprve sustainability at natinal and Eurpean levels. The public sectr als has its wn plicy schemes underway acrss Eurpe indicating that the public and the private sectr understand that the respnsibility lies with a number f stakehlders: industry, gvernment, academia and the scial partners. Key challenges in vercming the e-skills gap ICT Industry Key User Industries All Business Sectrs Funding R&D New Prduct develpment Training Awareness Demnstratin Adpting new applicatins Training Awareness Educatin New Degree Curses New Curriculum Develpment Targeted vcatinal educatin and training curricula Certificatin On the jb training schemes Basic wrk-related educatin Lwer level certificatin, e.g., Eurpean Cmputer Driving License (ECDL) Skills Scial needs High science and technlgy skills Ability t cnstantly update n new technlgical develpments New peple, new skills Scial curricula Infrmatin sciety implicatins Applicatins skills Mre advanced ICT skills Infrmatin Sciety implicatins Glbal markets On the jb training schemes t deliver general ICT skills Digitally literate schl leavers New target grups Frecasting Frecasting f ICT prfessinal skills market Frecasting f ICT prfessinal skills market Frecasting f ICT user skills Frecasting f ICT user skills needs 25 CETF ICT Digital Literacy Initiative March 24, 2008 Page 44

52 DISCUSSION DRAFT FOR COMMENT Only if all f the different pririties f the industry grups were prperly addressed wuld the e-skills gap n lnger be a majr issue. The breadth f cverage f the prgrammes identified as a result f the research indicates that this is a cmplex dmain with many different actrs invlved: the EU, Member States, industry, the scial partners and individuals. There are als issues f scial develpment, culture and private versus public financing t cnsider. Finally there are numerus tls which are being used such as educatin and training, incentives, immigratin and frecasting. Althugh there are many differences between the Member States, a set f cmmn principles can be identified: Plicies aim t establish an "enabling" envirnment that encurages investment in human resurces develpment and training by all stakehlders; Plicies aim t develp a framewrk fr human resurces develpment and training that is relevant t cuntries' scial and ecnmic cntext; Member States are keen t ensure equal access t human resurces develpment f training fr all, irrespective f sci-ecnmic and incme status, ethnic rigin, sex, age, incme level etc.; There is a drive t develp partnerships between varius stakehlders in the delivery f learning, educatin and training prgrammes. A thread that runs thrugh these cmmn principles is that the plicies are mainly ecnmic, educatinal, r scial in rigin and therefre a matrix can be drawn up with ne dimensin being the actrs and the ther being the types f tls that are emplyed. EU Member States Industry Clleges and Universities Scial Partners Individuals EU Matrix f Tls and Actrs Ecnmic Educatinal Scial The creatin f cmmn skills, prfiles and ccupatinal framewrks Wrk with the EU t develp a cmmn skills framewrk based n existing best practice in Member States Wrk with gvernment t prvide up t date meaningful statistics n the skills gap Wrk with gvernment and industry t prvide skills prfiles needed fr the wrk frce in Eurpe Wrk with the EC and Member States t supprt ecnmic plicies Willingness t seek emplyment in ICT related jbs Flexibility in emplyment Encurage lifelng learning Enhance understanding f natinal qualificatin structures acrss Eurpe t facilitate mbility Add ICT t schl educatin Imprve qualificatins fr ICTs Increased training prvisin fr wrkfrce develpment 26 Prmte scial chesin Equal pprtunities Better recgnitin f prfessinal experience and vcatinal training Prvide incentives fr retraining emplyees Encurage under-represented grups t acquire e-skills (wmen, lng-term unemplyed, the disabled) On the jb training schemes Wrk with Member States and Scial partners t train the lng term unemplyed and ther target grups in key e-skills fr business Prvisin f e-learning Prvisin f new qualificatins Increased decentralized wrkfrce training prvisin Willingness t engage with lifelng learning Ambitin t learn new methds and ICT related skills (Surce: Fundatin curses and cnversin curses Prmtin f the cncept f lifelng learning Scial dialgue between Member States, industry and the EC t encurage new ways f wrking Acceptance f ICT and use f ICT in scial envirnments and family grups CETF ICT Digital Literacy Initiative March 24, 2008 Page 45

53 DISCUSSION DRAFT FOR COMMENT AUSTRALIA Australia has already made significant strides twards an pen, adaptable ecnmy and sciety in recent years, but cntinued success cannt be taken fr granted. Further ecnmic grwth and cmmunity develpment are required t meet future challenges. Increasingly, we will need t create and mbilize new capabilities and bring them t bear in a fcused way. This will be an innvative, prblem-slving sciety: in ther wrds, an infrmatin ecnmy and sciety. Australia s brad bjectives fr the infrmatin ecnmy are: t prmte scial chesin by ensuring that particular sectrs, grups f Australians and regins are nt left behind t secure Australia s infrmatin ecnmy against external and internal threats and t prmte Australia s interests in the emerging glbal infrmatin ecnmy t remve barriers t infrmatin ecnmy develpment t make gvernment an exemplar in the use f ICT t imprve citizen engagement, efficiency and effectiveness f service delivery. These bjectives translate int the Australian Gvernment s fur strategic pririties and sixteen assciated strategies fr the infrmatin ecnmy. (Nte: The latter are nt included herein.) 1. Ensure that all Australians have the capabilities netwrks and tls t participate in the benefits f the infrmatin ecnmy. 2. Ensure the security and interperability f Australia s infrmatin infrastructure and supprt cnfidence in digital services. 3. Develp Australia s innvatin system as a platfrm fr prductivity grwth and industry transfrmatin. 4. Raise Australian public sectr prductivity, cllabratin and accessibility thrugh the effective use f infrmatin, knwledge and ICT. (Surce: data/assets/pdf_file/20457/new_sfie_july_2004_final.pdf ) 27 CETF ICT Digital Literacy Initiative March 24, 2008 Page 46

54 DISCUSSION DRAFT FOR COMMENT BANGLADESH Natinal Infrmatin and Cmmunicatin Technlgy (ICT) Plicy Visin This Plicy aims at building an ICT-driven natin cmprising f knwledge-based sciety by the year 2006 [Plicy articulated in 2002.] In view f this, a cuntry-wide ICT-infrastructure will be develped t ensure access t infrmatin by every citizen t facilitate empwerment f peple and enhance demcratic values and nrms fr sustainable ecnmic develpment by using the infrastructure fr human resurces develpment, gvernance, e-cmmerce, banking, public utility services and all srts f n-line ICT-enabled services. Objectives In rder t give a thrust t the ICT sectr and expeditius develpment f Sftware industry and its exprt required infrastructural facilities and legal framewrk will be created. Prvide effective incentives fr develpment f ICT sectr t bth lcal and freign entrepreneurs; Develp an efficient ICT infrastructure that prvides pen access t internatinal and natinal netwrk; Prmte and facilitate use f ICT in all sectrs f the ecnmy fr transparency, gd gvernance and efficiency imprvement; Establish legislative and regulatry framewrk fr ICT issues like IPR, data security and prtectin, digital signature, e-cmmerce, ICT educatin etc. as well as t ensure quality ICT educatin prvided by different private rganizatins Set up natinal databases that are reliable and easily accessible t all the peple f the cuntry; Prmte use f ICT by prviding special allcatins fr ICT prject implementatin in the public sectr. Train the decisin makers in ICT use and prmte an ICT culture. Develp a large pl f wrld class ICT prfessinals t meet the needs f lcal and glbal markets Set up a very high quality ICT institutin t cntinuusly prmte and fster ICT Industry; Enact Laws and Regulatins fr uninterrupted grwth f ICT, in cnfrmity with Wrld Trade Organizatin (WTO) stipulatins. POLICY PREAMBLE Excerpt n Training and Human Resurces Develpment Infrmatin Cmmunicatin Technlgy (ICT) encmpasses the brad fields f data/infrmatin prcessing, transmissin and cmmunicatins by means f cmputer and telecmmunicatin techniques and these mdern tls are being increasingly used fr rganizatinal/persnal infrmatin prcessing in all sectrs f ecnmy and sciety. This dcument presents the plicy guidelines fr the develpment f the ICT sectr in Bangladesh. A dependable infrmatin system is essential fr efficient management and peratin f the public and private sectrs. But there is a shrtage f lcally generated infrmatin needed fr efficient perfrmance f these sectrs. In rder t meet this bjective, ICT use in every sectr shall have t be accelerated in terms f infrmatin generatin, utilizatin and applicatins. Cnsidering the gravity and imprtance f ICT Hn ble Prime Minister has already declared ICT as the thrust sectr. Many natins have taken advantage f the pprtunities affrded by ICT within a plicy framewrk, laid dwn guidelines and prceeded with the frmulatin f a natinal ICT strategy as a part f the verall natinal develpment plan. Bangladesh intends t use ICT as the key-driving element fr sci-ecnmic develpment. 28 CETF ICT Digital Literacy Initiative March 24, 2008 Page 47

55 DISCUSSION DRAFT FOR COMMENT Training and Human Resurces Develpment Bangladesh must prepare itself t cmpete effectively in the glbal ICT market. As the demand fr skilled manpwer in ICT is grwing wrld-wide, the cuntry needs t prduce a large number f ICT prfessinals. The specific plicy statements are: Widespread intrductin f ICT educatin in public and private educatinal institutins is a prerequisite fr prducing skilled ICT manpwer. Facilities shall be built t prmte ICT training and cmputer aided training at all levels f educatin including Primary Schls and Madrasahs. Dnr agencies, nngvernment rganizatins and ther develpment partners f the cuntry shall be encuraged t help build the necessary capacity in this area. Universities, Bangladesh Institutes f Technlgy and clleges, bth in the public and private sectrs, shall be strengthened t prduce ICT graduates in fur-year Cmputer Science and/r Engineering curses. Necessary resurces will be allcated t these institutins. Out f the three Science and Technlgy universities prpsed in the Fifth Five-Year Plan, ne will be established as center f excellence in ICT by giving higher allcatin f resurces. Establish multimedia institutes up t district level t start with t prduce skilled human resurces t explit the pprtunity ffered by the grwing multimedia-market. Diplma and Trade Certificate in ICT will be ffered in bth public and private institutes including Plytechnics. The cntinual skill upgrading f existing prfessinals wrking in public and private sectrs shall be ensured by in-service training prgrammes. The shrtage f trained and qualified teachers and trainers fr ICT training is a bttleneck t the HRD plan. T address the issue, IT-Capacity-Building f the Teachers Training Institutes (TTI) including TTCs, NAPE, PTI will be taken up. T teach the teachers and trainers, intensive pst-graduate diplma curses will be intrduced in TTIs. Training prgrammes t train and retrain them peridically t keep them upt-date with the technlgical prgress in the area f ICT will be intrduced. ICT literacy will be a desirable requirement in the recruitment and selectin f teachers. Divisinal training centers f BCC will prvide TOT (Training fr the Trainers) t build up sufficient number f skilled trainers. As it wuld be difficult t train teachers in ICT in large number using the present infrastructure, deply virtual ICT trainers wherever pssible. CD and web based curseware develpment and use shall be encuraged t prmte cmputer-aided educatin at all level f educatin. T address the issue f deficiency in English and mathematics educatin, a crash prgramme shall be taken up t train teachers. T ensure standard and quality f ICT educatin, a natinal certificatin and accreditatin system shall be develped and implemented. Take up prgrammes t develp quality ICT prfessinals and skilled persnnel t ensure success in the glbal sftware and ICT-enabled services market. Encurage and supprt frmal and infrmal sectr t adpt internatinally accepted standards in training prgrams and t intrduce glbally acceptable standards. Use the ptential f ICT fr delivery f distance educatin t help stretch the cuntry s limited teaching resurces and ensure quality educatin t all. Qualified and skilled teachers will be brught in frm abrad in the fields where lcal teachers are nt available. Syllabus and Curse Curricula fr all levels f Cmputer Science training will be updated cntinuusly (Surce: 29 CETF ICT Digital Literacy Initiative March 24, 2008 Page 48

56 DISCUSSION DRAFT FOR COMMENT FINLAND The Natinal Knwledge Sciety Strategy During 2006, a Natinal Knwledge Sciety Strategy fr has been drafted as part f the implementatin f Finnish Gvernment s Infrmatin Sciety Prgramme. The Strategy has been drafted t supprt the emergence f a Finland phenmenn, in ther wrds, the transfrmatin f Finland int an internatinally attractive, human-centric and cmpetitive knwledge and service sciety. Develpment f skills and creativity, bld renewal f structures and perating mdels, and efficient utilizatin f technlgy will make this pssible, even under cnditins f increasing glbal cmpetitin. Technlgy has matured as a facilitatr f brad scietal changes, the realizatin f which requires the refrm f structures and perating mdels in cnjunctin with the implementatin f technlgy. Knwledge is an even mre imprtant resurce in ur sciety, which, with the help f technlgy, can be utilized mre effectively than ever befre. The strategic pririty has shifted frm being a sciety that utilizes ICT t ne that generates knwledge-based grwth. The brad utilizatin f infrmatin prvides Finland with the pprtunity t functin as a glbal refrmer and develp new skills and business. This will require seamless cperatin between different stakehlders and the develpment f ideas int prducts and services. Strategic Guidelines In rder t achieve the set targets, the strategic wrk defined the main prjects fr , thrugh which the Finland phenmenn will be created. In additin t the main prjects, the Strategy includes 72 prpsals fr measures intended t ensure Finland s transfrmatin frm an industrial sciety t an internatinally attractive, human-centric and cmpetitive knwledge and service sciety. The Strategy als includes a cncrete implementatin prgramme. Initiatin f a plicy prgramme fr refrming public sectr service structures Increasing cnnectin speeds fr infrmatin netwrks and ensuring the interperability f the infrmatin sciety infrastructure Ensuring the prerequisites fr lifelng learning Refrming the rules fr wrking life and develping leadership and supervisry wrk Refrming the innvatin system Further develpment f the cpyright system Prmtin f digitalizatin f business in SME s Influencing internatinally, especially at the EU level, and clse cperatin with Asian cuntries and neighbring regins 30 CETF ICT Digital Literacy Initiative March 24, 2008 Page 49

57 DISCUSSION DRAFT FOR COMMENT A VISION FOR 2015 A renewing, human-centric and cmpetitive Finland will: successfully refrm its structures, perating mdels, services and prduct ffering utilize thrughut sciety the prduct, prcess and service innvatins made pssible by digitalizatin, the resulting changes f which will be reflected in sciety as cmpetitiveness, success, high service quality and well-being encurage creativity and innvativeness as well as persnal grwth thrughut sciety prmte scial and reginal equality cperate with the private and public sectr and bldly crss ver traditinal sectr brders d interactive and target-riented internatinal cperatin implement a strategy-riented perating mdel in innvatin activities, in which educatin, research and prduct develpment and the utilizatin f their results frm a balanced apprach supprt innvative and market-riented research and develpment activities invest in everyday innvatins and cntent and services that make daily life easier fr peple and rganizatins exprt successfully technlgy, prduct, service and prcess innvatins t glbal markets effectively apply internatinal technlgy, prduct, service and prcess innvatins in the private and public sectrs create pprtunities fr all members f sciety t utilize their wn ptential as fully as pssible and appreciate varius types f expertise ffer citizens pprtunities t influence the develpment f sciety and express themselves prmte tlerance and interactin between cultures Strategic intent 2015 ICT will be inseparably linked t citizens and rganizatins daily life in Knwledge, expertise and technlgy will be seen as strategic resurces. They will be bradly utilized in business and public administratin with the target f cntinuus refrm, imprving services, increasing success, and maintaining and develping cmpetitiveness. Knwledge is a key prductin factr fr the natinal ecnmy, and prductin f intangible capital is ne f the fundatins f Finland s ecnmy. With the develpment f prductivity and cmpetitiveness, individuals well-being has imprved and exclusin decreased. Respnsibilities f the actrs in infrmatin sciety develpment ALL STAKEHOLDERS Implementatin f the Natinal Knwledge Sciety Strategy Switching t infrmatin sciety structures, prcesses, perating mdels and services Maintenance f citizens and emplyees cmpetence and well-being Prmting cmpetitiveness Cperatin between the public and private sectrs Brad utilizatin f ICT when develping peratins Leadership develpment Internatinal influencing 31 CETF ICT Digital Literacy Initiative March 24, 2008 Page 50

58 DISCUSSION DRAFT FOR COMMENT POLITICAL ACTORS Creatin f a natinal strategic intent Inclusin f infrmatin sciety plicy in the Gvernment prgramme Ensuring resurces CENTRAL GOVERNMENT Ensuring a functinal perating envirnment (incl. legislatin) Develpment and implementatin f gd practices in Gvernment activities (frerunner) Prmting utput efficiency Interperability and standardizatin Investment in research and develpment activities Maintenance f the required knwledge in cperatin with enterprises and the third sectr Ensuring quality basic educatin LOCAL GOVERNMENT Develpment and implementatin f gd practices in municipal activities (frerunner) Prmting utput efficiency Ensuring a functinal perating envirnment fr lcal enterprises Using basic services t ensure peple s quality f life Ensuring quality basic educatin BUSINESS AND INDUSTRY Develpment f innvative new technical slutins and services as well as rapid implementatin f slutins that imprve efficiency in prductin and services Investment in research and develpment activities Internatinalizatin Interperability and standardizatin BUSINESS AND LABOUR ORGANISATIONS, ASSOCIATIONS AND THE THIRD SECTOR Develpment f knwledge in cperatin with Gvernment and enterprises INDIVIDUALS Ensuring persnal expertise Active and respnsible citizenship INTERNATIONAL FORUMS Creatin f glbal cnsensus and visin Interperability and standardizatin (Surce: 32 CETF ICT Digital Literacy Initiative March 24, 2008 Page 51

59 DISCUSSION DRAFT FOR COMMENT JAPAN Japan has had an nging cmmitment fr several years t the advancement f ICT Digital Literacy. The e-japan Strategy was annunced as a natinal strategy fr infrmatin technlgy (IT) n 22 January e-japan envisins a sciety where everyne can actively utilize IT and fully enjy its benefits. T achieve this gal, gvernment must establish an envirnment where the private sectr, based n market frces, can exert its full ptential and make Japan the wrld s mst advanced IT natin within five years. The specific gals f the e-japan strategy are t: Build an ultra high-speed Internet netwrk and prvide cnstant Internet access at the earliest date pssible; Establish rules n electrnic cmmerce Realize an electrnic gvernment; and Nurture high-quality human resurces fr the new era. On 29 March 2001, the e-japan Pririty Plicy Prgramme was adpted t realize the e-japan Strategy and clarify all measures that the gvernment shuld rapidly implement by The rles f the private and public sectrs are detailed in the Prgramme: the private sectr is t play the leading rle in the area f IT. The Prgramme als identifies five areas fr actin: Frmatin f the wrld s mst advanced infrmatin and telecmmunicatins netwrks; Prmtin f educatin and learning as well as develpment f human resurces; Facilitatin f electrnic cmmerce; Digitizatin f the administratin and applicatin f IT in ther public areas; and Ensure security and reliability f advanced infrmatin and telecmmunicatins netwrks. e-japan Strategy II, launched in July 2003, aims t create a vibrant, safe, impressive and cnvenient sciety with the active use f IT. The new strategy prpses t implement leading measures in seven areas that are clsely related t the lives f the peple: medical treatment; fd; life; small- and medium-sized enterprises; finance; knwledge; emplyment; and gvernment service. The strategy als seeks t advance the develpment f a new IT scial infrastructure, which is essential fr the sphisticated use f IT during this secnd phase. Japan als launched an IT use prmtin strategy Building A New, Japan-Inspired IT Sciety when it discvered that despite lw access fees t high-speed Internet, availability f lines utstripped subscriptin. The gvernment als launched its e-prject t prvide a glimpse f its visin f Japan as the wrld s mst advanced IT natin. (Surces: CETF ICT Digital Literacy Initiative March 24, 2008 Page 52

60 DISCUSSION DRAFT FOR COMMENT REACH: Strategies fr Jrdan ICT Develpment JORDAN In 1999, a strategy was initiated t transfrm Jrdan int a knwledge sciety. The REACH initiative was published by Intaj, the IT Assciatin f Jrdan in mid-2000 fllwed by the REACH 2.0, 3.0 and finally the REACH 4.0 reprt in 2004; thus presenting a natinal strategy fr Jrdan t develp an exprt-riented infrmatin technlgy services sectr, capitalizing n its cre human capital advantage. The REACH Initiative is a cmprehensive framewrk that embraces actins in the fllwing areas: Regulatry Framewrk Enabling Envirnment and Infrastructure Advancement f Natinal IT Prgrams Capital and Finance Human Resurce Develpment VISION Jrdan shall becme a reginal IT leader and internatinally recgnized exprter f IT prducts and services, expliting its cre human capital advantages. The key t success is the central rle f the private sectr, which shall spearhead the sustained entry f the sectr int internatinal markets. It shall als require strng and active supprt frm all levels f Jrdan s Gvernment t create a psitive regulatry and prmtinal envirnment fr IT success nw and int the future. This IT industry -Gvernment f Jrdan partnership is the key t sustained grwth and creatin f ecnmic benefits fr all Jrdanians. Tw aspects f the underlying philsphy f the Visin are at its cre: Private sectr leadership: By adpting this philsphy, Jrdan will nt nly achieve success, but will distinguish itself frm mst ther cuntries f the regin that cntinue t embrace ineffective Gvernment-dminated appraches. Partnership with the Gvernment: Active supprt f the GJ t create a psitive regulatry framewrk and actively supprt the IT industry is essential. 34 CETF ICT Digital Literacy Initiative March 24, 2008 Page 53

61 DISCUSSION DRAFT FOR COMMENT STRATEGIC THRUSTS ICT Industry Develpment The capabilities f existing IT services firms and the sectr as a whle need t be upgraded t effectively cmpete in reginal and glbal markets. Plicy and Regulatry Strengthening Success will require the establishment f a supprtive regulatry framewrk fr the IT industry, and streamlining f prcedures. Human Resurce Develpment Lng-term cmpetitiveness depends n the ability f Jrdan s educatinal initiatives t prduce the quality and quantity f IT prfessinals that meet the requirements f the marketplace, and t pen equal pprtunities fr bth men and wmen. Gvernment Supprt Ttal cmmitment and active Gvernment leadership is required t stimulate, facilitate and prmte the sftware and IT services sectr. Capital and Financing Innvative mechanisms are required t prvide funding t the industry and facilitate Initial Public Offerings (IPOs) f successful cmpanies. Infrastructure Imprvement The develpment f telecmmunicatins and purpse-built physical facilities t increase the cmpetitiveness f the IT industry, and the prductivity f Jrdanian IT wrkers. Integrated actins in each f these areas, undertaken in tandem by the IT Industry, the gvernment f Jrdan, and a wide range f stakehlders, are vital t ensuring the success f the REACH Initiative. (Surce: 35 CETF ICT Digital Literacy Initiative March 24, 2008 Page 54

62 DISCUSSION DRAFT FOR COMMENT KOREA Since the mid 1990s, the Krean gvernment has established three master plans fr the develpment f the infrmatin sciety: 1) the Infrmatizatin Prmtin Act(1995) fllwed by the First Master Plan fr Infrmatizatin Prmtin(1996), 2) CYBER KOREA 21(1998), 3) e-korea VISION 2007(2003). In particular, CYBER KOREA 21 was ne f the mst imprtant plicies t cpe with the changing envirnment as a result f the Asian financial crisis. Thrugh these plans, Krea came ne step clser t a knwledge-based sciety with the cnstructin f an advanced infrmatin infrastructure, the intrductin f varius infrmatin systems in public services and in the private sectr, as well as grwth in the verall IT industry. Cyber Krea 21 CYBER KOREA 21 refers t Krea's cmprehensive plan t transfrm itself int a knwledge-based sciety where everyne can have easy access t the ever-shifting tide f infrmatin anywhere, anytime. In the cming "knwledge-based sciety," where infrmatin and knwledge are the prime surces f added value, gvernment, businesses, and individuals are called upn t jin the infrmatin revlutin s that they may freely acquire useful infrmatin, prcess it, and utilize it t their best advantage. T achieve this, CYBER KOREA 21 envisages sn building a natinwide ultra-high-speed infrmatin infrastructure in what amunts t an infrmatin superhighway f the knwledge-based sciety and, building n this mmentum, pushing ahead with infrmatizatin thrughut the gvernment and private sectr. Leveraging an advanced bradband telecmmunicatins netwrk and infrmatin technlgy will nt nly imprve prductivity and transparency acrss the gvernment and sciety at large, but will als allw current industries t develp int knwledgebased industries. The unemplyment prblem shuld be reslved by fstering new industries, such as e-cmmerce, that effectively absrb dwnsized labr frces in sciety. The Krean gvernment's effrts t create an infrmatin-based sciety were strengthened with the annuncement f Cyber Krea 21. The purpse f Cyber Krea 21 is t realize the visin f becming a knwledgebased ecnmy under the guidance f the gvernment-led infrmatin prmtin cmmittee. The first initiative is t imprve the quality f life fr the general public. T d this, the gvernment is prviding PC units t schls. The secnd initiative invlves general steps t ensure the cmpetitiveness f Krean industries as a whle, such as supprt fr the cnstructin f e-cmmerce system in steel, shipbuilding and ther traditinal industries. The third initiative is t establish an electrnic dcument distributin system t be used by administrative bdies. 36 CETF ICT Digital Literacy Initiative March 24, 2008 Page 55

63 DISCUSSION DRAFT FOR COMMENT Status f Krea s ICT develpment Bradband and Mbile cmmunicatins Krea ranked first in the wrld in terms f bradband Internet penetratin rates as f 2002 and 4 th in terms f Internet user rates as f Over 65% f Kreans are nw utilizing the Internet in their everyday lives. And nearly 12 millin Krean husehlds r 77% f ttal husehlds are cnnected t the bradband Internet at the minimum f 1-Mbps. Bradband Internet service is becming a universal service t its peple. These facts will allw Krea t be recgnized as ne f the cuntries that have reached the highest level f infrmatizatin: Krea was ranked 4 th in the Digital Access Index survey by cnducted by the ITU in Krea has the secnd mst advanced technlgical infrastructure, the largest bradband subscribers, and the secnd lwest bradband cst in the wrld, accrding t the IMD Wrld Cmpetitive Yearbk Since the successful and wrld s first cmmercializatin f the CDMA technlgy, 76% f the ttal ppulatin, r 36 millin peple, have subscribed t the mbile service in Krea is a leading cuntry in CDMA mbile cmmunicatins, starting the 3rd generatin mbile cmmunicatin service as ne f the first cuntries in the wrld, with ver 14 millin mbile Internet subscribers using the 3G services. ICT industry The ICT sectr has emerged as the single mst imprtant ecnmic grwth engine. The ICT industry in Krea cntributed 41.9% t ttal ecnmic grwth in ICT s prtin f ttal exprts has been steadily grwing since the 1990 s. In 2004, IT exprts amunted t US$ 74.7 billin, r 29.4% f ttal exprts. Based n bradband netwrks and infrmatin technlgies, the cuntry is leading the wrld particularly in hardware - semicnductr, mbile phnes, TFT-LCD, and digital TV. Its glbal cmpetitiveness has als expanded t sme f the sftware sectr, mst prminently in the nline game industry. E-gvernment IT applicatins are increasingly integrated int gvernment services and Krea s e-gvernment initiative has made steps frward. It was ranked 5 th in the UN Glbal E-Gvernment Readiness Reprt 2004, as the nly natin amng tp 10 cuntries, which neither uses English as mther tngue nr belngs t the Nrdic cuntries. Amng thers, Krea s e-prcurement service (G2B) has made the cuntry belng t the few cuntries that have a full-fledged e-gvernment prcurement system in place, receiving the First Public Service Award spnsred by the UN in Currently, mre than 400 gvernment frms can be requested ver the Internet and the use f mbile phne payment system has exceeded 20% f the ttal payment in E-life -- ther ICT applicatins Thanks t the wrld s best IT infrastructure, Krea has made significant prgress with many frms f digital technlgy. In 2004, OECD declared the cuntry s natinal e-cmmerce system needed n further actin required and suggested Krea s example as a benchmark fr ther gvernments. Up t 100,000 students can use high-speed Internet cnnectins simultaneusly t take free tutrials fr the natinal aptitude test, which can determine cllege admissins. 37 CETF ICT Digital Literacy Initiative March 24, 2008 Page 56

64 DISCUSSION DRAFT FOR COMMENT The number f individuals using ICT-related services is als cnstantly n the rise: the number f subscribers t Internet banking services reached 21 millin in 2003; Internet trade accunted fr 66% f the ttal trading as f 2003; market value f e-cmmerce has rapidly increased frm 50 billin KRW in 1998 t 177 trillin in 2003, accunting fr 12% f ttal business transactins. Success Factrs Fcused strategy Practive Gvernment Harmny between gvernment interventin and market ecnmy Balanced apprach in demand and supply A simultaneus cnsideratin f supply-push and demand-pull was als a key factr. While trying t expand the supply in ICT thrugh building ICT infrastructure natinwide and develping high-end technlgies, the gvernment als came up with strategies fr the ther side f bradband equatin - demand creatin. The ambitius plan f ICT training fr 10M peple is ne f the mst ntable initiatives amng thers. Peple Thanks t the traditinal emphasis n educatin, Krea has a high rate f literacy and schl enrllment, which are essential prerequisites fr the widespread adptin f ICT. Mrever, a large cnsumer base f technlgysavvy Kreans actually helped the rapid deplyment f Internet and varius new digital services. (Surce: 38 CETF ICT Digital Literacy Initiative March 24, 2008 Page 57

65 DISCUSSION DRAFT FOR COMMENT Digital Strategy New Zealand The Digital Strategy is a cre element f the Grwth and Innvatin Framewrk. New Zealand will be a wrld leader in using infrmatin and technlgy t realize its ecnmic, scial, envirnmental, and cultural gals, t the benefit f all its peple. The Digital Strategy is abut creating a digital future fr all New Zealanders, using the pwer f infrmatin and cmmunicatins technlgy (ICT) t enhance all aspects f ur lives. The Ministry led a whle-f-gvernment apprach t develping the strategy and is nw leading the implementatin f the strategy. This is a strategy fr ensuring New Zealand is a wrld leader in using infrmatin and technlgy t realise ur ecnmic, envirnmental, scial and cultural gals. The Digital Strategy isn't just abut technlgy... it's abut peple and their ability t cnnect t the things that matter t them. Why we need a Digital Strategy prmte innvatin increase prductivity enrich the quality f lives Lifting prductivity envirnmental benefits Transfrmatin thrugh infrmatin and cmmunicatin there is an internatinal cnsensus n the imprtance f intellectual input in creating value, underlining the need fr investment in educatin and skills in general, with a special fcus n ICT skills and research and develpment. ICT has changed the face f mdern science and technlgy research, requiring ur research rganizatins t be linked t each ther thrugh an Advanced Netwrk that is cnnected t the rest f the wrld. Ready access t a safe, secure, and affrdable cmmunicatins infrastructure that enables natinal and internatinal cllabratin is the ther half f the equatin t take us frward t the Knwledge Sciety: Cllabratin and partnerships will be essential in implementing the Digital Strategy. It is imprtant that we keep all the dimensins f the Digital Strategy in line. Cntent, Cnnectin, and Cnfidence are the three enablers. Cnnectin is necessary but nt sufficient it simply prvides the means. Cnfidence gives us the skills and a secure nline envirnment, whilst accessing r creating Cntent prvides a cmpelling reasn t make it happen. 39 CETF ICT Digital Literacy Initiative March 24, 2008 Page 58