ITU EXPERT GROUP ON HOUSEHOLD INDICATORS (EGH) BACKGROUND DOCUMENT 2 IMPROVING THE MEASUREMENT OF ICT SKILLS THROUGH HOUSEHOLDS SURVEYS 1

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1 ITU EXPERT GROUP ON HOUSEHOLD INDICATORS (EGH) BACKGROUND DOCUMENT 2 IMPROVING THE MEASUREMENT OF ICT SKILLS THROUGH HOUSEHOLDS SURVEYS 1 SUMMARY The 4th meeting f the Expert Grup n ICT Husehld Indicatrs (EGH) held in 2016 discussed the need t enhance the measurement f ICT skills and hw t measure the emplyment demand fr ICT skills. During the meeting, ITU presented an verview f the current data availability f indicatr HH15 - Individuals with ICT skills, by type f skills, highlighting the imprtance f this indicatr within the Sustainable Develpment Gals mnitring framewrk. Tw initiatives related t this discussin were als intrduced: I. wrk being cnducted by OECD in assessing the intensity f ICT generic skills by ccupatin by linking emplyment data with infrmatin n peple s use f ICTs at wrk; and II. new research being cnducted by Prfessr Dr. Ellen Helsper frm the Lndn Schl f Ecnmics (LSE) n hw t accurately measure ICT skills. The EGH meeting agreed that there are challenges with the measurement f ICT skills and that the current respnse categries fr HH15: Individuals with ICT skills, by type f skills need t be reviewed t reflect ICT skills beynd cmputer-related skills. Recent studies have highlighted the need t distinguish between different types f skills, e.g. peratinal skills, navigating skills, creative skills, safety skills, cmputatinal skills, scial skills etc. This apprach is slightly different frm the current definitin f HH15, which mainly measures peratinal r technical skills, e.g. installing sftware and cpying and pasting within a dcument. Measuring a brader set f ICT skills wuld require infrmatin n individuals technical and nn-technical skills, e.g. scial skills and cmprehensin f nline behavir. Fr example, the cmbinatin f infrmatin prvided by HH15 and infrmatin cllected n Internet use thrugh HH9: Prprtins f individuals using the Internet, by type f activity wuld capture a brader set f ICT skills than HH15 alne. Mrever, while sme f the current respnse categries f HH15 can nw be perfrmed using a smartphne, e.g. sending s with attachments and dwnlading and installing sftware (referring t apps), it is als imprtant t cnsider skills which can be applied t many types f devices, e.g. t find infrmatin, edit pictures and vide, cmmunicating with friends and family and basic knwledge f security and hw t behave nline. The meeting agreed t cntinue discussins in the EGH frum, taking int cnsideratin the inputs discussed during the meeting and new research n hw t measure ICT skills. During 2017, three main tpics related t ICT skills were discussed in the EGH nline frum: Measuring ICT skills: revisin f HH15 t reflect ICT skills beynd cmputer skills and hw t aggregate respnse categries f HH9; Aggregatin f ICT skills categries: discussin n methdlgy fr an ICT skills scre; and Measuring ICT skills by ccupatin: measuring use and intensity f ICT skills in emplyment. 1 This dcument was prepared by Alexandre Barbsa, Maria Eugenia Szi and Winstn Oyadmari frm the Reginal Center fr Studies n the Develpment f Infrmatin Sciety (CETIC.br). 1

2 Cmments received frm the nline frum: Brazil (Cetic.br), Kenya, Saudi Arabia, Uruguay (Agesic) Preliminary cnclusin: Measuring ICT skills is crucial fr plicy-making and t ensure peple develp the right cmpetencies required fr emplyment and the jbs f the future. Imprving the measurements f ICT skills is f high relevance fr tracking prgress f the attainment f the SDGs. ICT skills indicatr HH15 is an agreed SDG indicatr t measure target 4.4: By 2030, substantially increase the number f yuth and adults wh have relevant skills, including technical and vcatinal skills, fr emplyment, decent jbs and entrepreneurship. Fr these reasns, it is crucial t agree n an updated indicatr, taking int accunt new technlgies and new uses f ICTs. The ICT skills indicatr (HH15) currently includes nine respnse categries. Hwever, while the respnse categries were initially rdered frm relatively easy t mre cmplex tasks, there was n discussin r prpsal t find a standard methd fr aggregating this infrmatin int ne ICT skills scre t allw fr crsscuntry cmparisn. The link between ICT skills and emplyment is crucial in rder t assess the demand in the jb market and ensure peple develp the right cmpetencies fr emplyment and the jbs f the future. Hwever, disaggregated data at the ISCO 1-digit level (10 majr grups f ccupatins), and ISCO 2-digit level (43 subgrup ccupatins) is still a challenge fr mst cuntries. Pints fr discussin: Cuntries and experts are encuraged t prvide feedback n: (i) (ii) (iii) (iv) (v) The dimensins f ICT skills which need t be mnitred, e.g. the EU Digital Cmpetences Framewrk identifies five dimensins f ICT skills. Hw the dimensins f ICT skills are best measured, e.g. thrugh ne single indicatr r a cmbinatin f several indicatrs, e.g. HH9 and HH15. The need t revise the respnse categries in HH9: Prprtins f individuals using the Internet, by type f activity and HH15: Individuals with ICT skills, by type f skills, t ensure these indicatrs include the latest technlgies, devices and new uses f ICTs; The need t create new indicatr(s) t measure specific types f ICT skills nt cvered in HH9 and HH15, e.g. privacy, security, nline behaviur etc.; and Hw t aggregate respnse categries int ne skill scre fr crss-cuntry cmparisn. 2

3 Cntents I. Backgrund: The grwing imprtance f measuring ICT skills... 4 II. Cnsideratins fr revising the existing indicatrs HH9 and HH15 in supprt f measuring ICT skills... 6 III. Way frward and future wrk n HH9 and HH IV. References... 8 Annex A: The Eurpean Cmmissin in the reprt The Digital Cmpetence Framewrk fr Citizens (EC, 2016), which identifies key cmpnents f digital cmpetence in five dimensins Dimensin 1: Infrmatin and data literacy... 9 Dimensin 2: Cmmunicatin and cllabratin... 9 Dimensin 3: Digital cntent creatin... 9 Dimensin 4: Safety... 9 Dimensin 5: Prblem slving Annex B: Current definitin f the Indicatr HH9: Prprtin f individuals using the Internet, by type f activity (ITU Manual fr Measuring ICT Access and Use by Husehlds and Individuals: 2014 Editin) Annex C: Current definitin f the Indicatr HH15: Individuals with ICT skills, by type f skills (ITU Manual fr Measuring ICT Access and Use by Husehlds and Individuals: 2014 Editin) Annex D: Eurpean Unin Survey n ICT usage in husehlds and by individuals: 2016 Eurstat Mdel Questinnaire

4 I. Backgrund: The grwing imprtance f measuring ICT skills In recent years, the fcus f discussin n digital inclusin has mved frm access inequalities t understanding differences in digital use and skills. Criticism f a mre restricted visin f the digital divide sheds light n a secnd-level digital divide, which can als be identified amng thse wh have vercme access barriers (VAN DIJK, 2005; DIMAGGIO et al, 2004). Mrever, digital literacy has becme essential t ensure inclusin in the digital ecnmy and effective participatin in the infrmatin and knwledge sciety. As ICT has spread thrughut all fields f ur daily lives, it plays a crucial rle in ur wrk place, as the large majrity f jbs require at least sme basic frm f ICT skills, and in ur private lives fr leisure and entertainment, cmmunicatin and scial interactin, civic and participatry engagement, health and wellbeing. Accrding t OECD (2016), the increasing use f digital technlgies in ur daily lives is raising the demand fr new skills. Therefre, participatin in the digital ecnmy requires that individuals develp relevant ICT skills and rapidly adjust t shifts in skills demands t use and adpt digital technlgy. Frm this pint f view, the scidemgraphic characteristics f individuals, as well as mtivatinal differences and different skills fr using infrmatin and cmmunicatin technlgies (ICT), result in inequality f use even amng thse wh have access t the Internet (VAN DIJK, 2005). This suggests that digital skills are amng the main mediatin factrs capable f translating engagement in nline activities int tangible results (VAN DEURSEN et al, 2016). Identifying prper methds fr measuring digital skills that g beynd cmputer-based skills is f great relevance fr plicymaking purpses. This wuld include measuring nt nly generic ICT skills, e.g. activities perfrmed using cmputers, but als skills t use nline applicatins n the Internet assciated t infrmatin-prcessing, cmmunicatin and cllabratin, cntent creatin, safety and privacy, prblem-slving amng ther nline activities. Frm a methdlgical pint f view, numerus effrts have been made t develp mre sphisticated ways t measure skills that can prvide further knwledge abut which cmpetencies really matter in allwing individuals t achieve greater well-being by using the Internet. There exists a cnsensus in the literature that measuring skills entails a cmplex prcess. Measurement effrts and methdlgical prpsals can be summarized in three majr methds as shwn belw: Assuming use and activities perfrmed nline as a prxy t skills: This is a cmmn methd and wrks as a prxy t measure skills. This is the methd used in the current HH15 and HH9 indicatrs. This methd assumes that perfrming an activity means having skills in a specific area. It has the benefit f being cllected using regular husehld surveys thrugh structured questins such as which f the fllwing activities have yu carried ut? Hwever, althugh use and skills are crrelated, perfrming an activity des nt necessarily mean the persn has adequate skills t perfrm a specific task. This apprach is cmmnly endrsed by fficial statistical ffices (e.g. Eurstat Cmmunity Survey f ICT usage in Husehlds and by Individuals). Althugh the relatinship between use f the Internet and digital skills is nt sufficiently dcumented, several cuntries cllect activities- 4

5 based indicatrs as an adequate prxy, thus enabling a rbust statistical basis fr cnstructing a time series and allwing fr internatinal cmparability fr this type f indicatr. Mrever, activities-based indicatrs are ften based n dichtmus questins (i.e. Yes r N questins), whereas the absence f scales can reduce the burden f implementing this indicatr acrss cuntries. Fr mre infrmatin n this methd, please refer t the dcuments Van Deursen Helsper and Eynn - Measuring Digital Skills.pdf and pages in OECD - Adults Cmputers and Prblem Slving.pdf, available at the EGH Online Frum. Self-assessment t measure skills: Similar t the apprach where use means skills, selfassessment methd can be used t cllected data thrugh husehld surveys and it is based n the premise that perfrming nline activities des nt necessarily cnvert t digital skills. Althugh measures based n self-assessment f skills are a cmmnly emplyed methd within surveys, they can pssibly lead t sme issues, such as verrating and underrating f skills and studies shw that peple ften ver-estimate their skills in self-assessments. Als, scales and respnse categries used fr self-assessments might be culturally biased (e.g. challenge f translating scales t different languages, respnse items might be mre r less desirable t reprt in different cultures, e.g. cultural/gender bias, etc). Fr mre infrmatin n this methd, please refer t the dcument ECDL Fundatin - Perceptin and Reality - Measuring Digital Skills.pdf, available at the EGH Online Frum. Direct assessment f skills thrugh perfrmance tests: This is cnsidered the mst accurate measurement apprach, althugh they are very cstly and time-cnsuming fr large-scale ppulatin-wide surveys. Hence this methd is nt necessarily pssible using husehld surveys. Prgramme fr the Internatinal Assessment f Adult Cmpetencies (PIAAC) and Prgramme fr Internatinal Student Assessment (PISA) being carried ut by the Organisatin fr Ecnmic Cperatin and Develpment (OECD) are gd examples f initiatives based n the perfrmance test apprach. Fr mre infrmatin n this methd, please refer t the dcuments UNESCO - A glbal measure f digital and ICT literacy skills.pdf and OECD - Adults Cmputers and Prblem Slving.pdf available at the EGH Online Frum. 5

6 II. Cnsideratins fr revising the existing indicatrs HH9 and HH15 in supprt f measuring ICT skills Cnsidering the challenges in develping internatinally cmparable measures f ICT skills, it is imprtant t highlight that indicatrs t measure ICT skills shuld essentially cver a wide range f ICT skills frm basic t advanced skills. Assuming use as a prxy fr skills, tw current indicatrs defined by the ITU Manual fr Measuring ICT Access and Use by Husehlds and Individuals HH9 and HH15 - are suitable t measure mst relevant ICT skills identified in the literature as key nes fr individuals t engage in the digital ecnmy and have an effective participatin in the infrmatin and knwledge scieties (Refer t Annex B and C). Revisins n the definitins and respnse categries f HH9 and HH15 shuld take int cnsideratin the need t strengthen the link between bth indicatrs, finding prper ways n hw they can cmplement each ther and tgether can be used t prperly assess ICT skills. Revising the respnse categries in HH9 and HH15 wuld require a lwer amunt f mdificatin t the current measurement framewrk. Hwever, it wuld require a discussin n whether these tw indicatrs can capture all necessary dimensins f ICT skills r if there is a need t create new indicatrs t cver ther dimensins f ICT skills, e.g. privacy, security, knwledge f hw t behave nline etc. An example f dimensins f ICT skills can be fund in the principles set frth by the Eurpean Cmmissin in the reprt The Digital Cmpetence Framewrk fr Citizens (EC, 2016), which identifies key cmpnents f digital cmpetence in five areas (Please refer t Annex A). It is imprtant t keep in mind that respndent burden is f great cncern in designing a survey questinnaire. As a result, a recmmendatin fr a stand-alne ICT husehld survey regarding a prpsal fr measuring ICT skills shuld cnsider the limitatins n what is feasible t be cllected frm a respndent thrugh structured questinnaires acrss different cntexts. It is imprtant t highlight that data cllectin will have limitatins, therefre data analysis is f paramunt imprtance t a mre cmprehensive understanding f the indicatr. Als, specific data needs such as prficiency r tangible utcmes achieved frm individuals ICT skills wuld prbably becme unachievable thrugh data cllectin based n structured survey questinnaires, and alternative methds and data surces shuld be pursued. A separate discussin is als necessary t explre pssibilities f aggregating respnse categries int ne ICT skills scre, which can allw fr crss-cuntry cmparisns. An example is the Digital Skills Indicatr described in Measuring Digital Skills acrss the EU: EU wide indicatrs f Digital Cmpetence prepared by the Eurpean Cmmissin. 6

7 III. Way frward and future wrk n HH9 and HH15 Cnsidering that the indicatr HH15 in its current definitin prpses a set f cmputer-related activities, and that HH9 prpses a lng list f activities undertaken by individuals using the Internet fr private purpses (defined as nn-wrk), experts are invited t discuss the way frward n hw t imprve the measurement f ICT skills thrugh husehld surveys, in particular relating t these tw existing indicatrs. Fllwing issues shuld be discussed: The dimensins f ICT skills which are necessary t mnitr, e.g. are there ther imprtant skills beynd the nes identified in the EU Digital Cmpetences Framewrk? Hw are the dimensins f ICT skills best measured within husehld surveys, e.g. thrugh ne single indicatr r a cmbinatin f several indicatrs, e.g. HH9 and HH15? The need t revise the respnse categries f HH15 t expand them t cver skills beynd cmputer-related skills and ther areas f cmpetences as indicated in the existing literature (Annex A); The need t revise the respnse categries f HH9 t expand/cnslidate them t cver ther areas f nline cmpetences as indicated in existing literature (Annex A); The need t develp new indicatr(s) t cver issues such as privacy, security r ther digital cmpetencies nt cvered r related t existing indicatrs etc. (see Annex D); r e-waste aviding t include all cmpetencies in HH9 and HH15 alne. Hw t aggregate respnse categries int ne skills scre fr crss-cuntry cmparisn. Cuntries and experts are als encuraged t highlight ther indicatrs relating t ICT skills which culd be further explred fr future inclusin. 7

8 IV. References DIMAGGIO, P.; HARGITTAI, E.; CELESTE, C.; SHAFER, S. Frm Unequal Access t Differentiated Use: Literature Review and Agenda fr Research n Digital Inequality. In. NECKERMAN, K. (rg.). Scial Inequality. New Yrk: Russell Sage Fundatin, 2004, p EUROSTAT (2017), Cmmunity survey n ICT usage in husehlds and by individuals. EUROPEAN COMMISION - DigCmp 2.0: The Digital Cmpetence Framewrk fr Citizens. Available at e%20digital%20cmpetence%20framewrk%20fr%20citizens.%20update%20phase%201.pdf ITU Manual fr Measuring ICT Access and Use by Husehlds and Individuals: 2014 Editin. EC Measuring Digital Skills acrss the EU: EU wide indicatrs f Digital Cmpetence (2014). Available at ICT-skills.aspx OECD - Skills fr a Digital Wrld: OECD Digital Ecnmy Papers N. 250; 2016 Ministerial Meeting On The Digital Ecnmy Backgrund Reprt. Available at Inclusin/Wmen-and-Girls/Girls-in-ICT- Prtal/Dcuments/OECD%20skills%20fr%20a%20digital%20wrld.pdf UNESCO A Glbal measure f digital and ICT literacy skills. Dwnladed frm ICT-skills.aspx VAN DIJK, J. The deepening divide: inequality in the infrmatin sciety. Lndn: Sage, VAN DEURSEN, A.; VAN DIJK, J. The digital divide shifts t differences in usage. New Media and Sciety, Jun. 2013, p

9 Annex A: The Eurpean Cmmissin in the reprt The Digital Cmpetence Framewrk fr Citizens (EC, 2016), which identifies key cmpnents f digital cmpetence in five dimensins. Dimensins and cmpetences listed in the cnceptual reference mdel fr the Digital Cmpetence Framewrk fr Citizens. Dimensin 1: Infrmatin and data literacy T articulate infrmatin needs, t lcate and retrieve digital data, infrmatin and cntent. T judge the relevance f the surce and its cntent. T stre, manage, and rganize digital data, infrmatin and cntent. Cmpetences categries shuld include: Brwsing, searching, filtering data, infrmatin and digital cntent; Evaluating data, infrmatin and digital cntent; and Managing data, infrmatin and digital cntent. Dimensin 2: Cmmunicatin and cllabratin T interact, cmmunicate and cllabrate thrugh digital technlgies while being aware f cultural and generatinal diversity. T participate in sciety thrugh public and private digital services and participatry citizenship. T manage ne s digital identity and reputatin. Cmpetences categries shuld include: Interacting thrugh digital technlgies; Sharing thrugh digital technlgies; Engaging in citizenship thrugh digital technlgies; Cllabrating thrugh digital technlgies; Netiquette: set f rules abut behavir that is acceptable nline; and Managing digital identity. Dimensin 3: Digital cntent creatin T create and edit digital cntent and t imprve and integrate infrmatin and cntent int an existing bdy f knwledge while understanding hw cpyright and licenses are t be applied. T knw hw t give understandable instructins fr a cmputer system. Cmpetences categries shuld include: Develping digital cntent; Integrating and re-elabrating digital cntent; Cpyright and licenses; and Prgramming. Dimensin 4: Safety T prtect devices, cntent, persnal data and privacy in digital envirnments. T prtect physical and psychlgical health, and t be aware f digital technlgies fr scial well-being and scial inclusin. T be aware f the envirnmental impact f digital technlgies and their use. Cmpetences categries shuld include: 9

10 Prtecting devices; Prtecting persnal data and privacy; Prtecting health and well-being; and Prtecting the envirnment. Dimensin 5: Prblem slving T identify needs and prblems, and t reslve cnceptual prblems and prblem situatins in digital envirnments. T use digital tls t innvate prcesses and prducts. T keep up-t-date with the digital evlutin. Cmpetences categries shuld include: Slving technical prblems; Identifying needs and technlgical respnses; Creatively using digital technlgies; and Identifying digital cmpetence gaps. 10

11 Annex B: Current definitin f the Indicatr HH9: Prprtin f individuals using the Internet, by type f activity (ITU Manual fr Measuring ICT Access and Use by Husehlds and Individuals: 2014 Editin) INDICATOR HH9: PROPORTION OF INDIVIDUALS USING THE INTERNET, BY TYPE OF ACTIVITY Definitins: This is the prprtin f individuals wh undertk ne r mre activities using the Internet fr private (defined as nn-wrk) purpses frm any lcatin in the last three mnths. Internet activities are defined as fllws: Getting infrmatin abut gds r services Seeking health infrmatin (n injury, disease, nutritin etc.). Making an appintment with a health practitiner via a website Getting infrmatin frm general gvernment rganizatins Interacting with general gvernment rganizatins (dwnlading/requesting frms, cmpleting/ldging frms nline, making nline payments and purchasing frm gvernment rganizatins etc.) General gvernment rganizatins shuld be cnsistent with the SNA93 (2008 revisin) cncept f general gvernment. Accrding t the SNA the principal functins f gvernment are t assume respnsibility fr the prvisin f gds and services t the cmmunity r t individual husehlds and t finance their prvisin ut f taxatin r ther incmes; t redistribute incme and wealth by means f transfers; and t engage in nn-market prductin. (General) gvernment rganizatins include central, state and lcal gvernment units. Sending r receiving Telephning ver the Internet/VIP (using Skype, italk, etc.; includes vide calls via webcam) Participating in scial netwrks (creating user prfile, psting messages r ther cntributins t Facebk, Twitter etc.) Accessing chat sites, blgs, newsgrups r nline discussins Purchasing r rdering gds r services (purchase rders placed via the Internet whether r nt payment was made nline; excludes rders that were cancelled r nt cmpleted; includes purchasing f prducts such as music, travel and accmmdatin via the Internet) Selling gds r services (via ebay, Mercad libre, Facebk etc.) Using services related t travel r travel-related accmmdatin Internet banking (includes electrnic transactins with a bank fr payment, transfers, etc. r fr lking up accunt infrmatin; excludes electrnic transactins via the Internet fr ther types f financial services such as share purchases, financial services and insurance) Ding a frmal nline curse (in any subject) Cnsulting wikis (Wikipedia etc.), nline encyclpaedias r ther websites fr frmal learning purpses Listening t web radi (either paid r free f charge) Watching web televisin (either paid r free f charge) Streaming r dwnlading images, mvies, vides r music; playing r dwnlading games (either paid r free f charge) Dwnlading sftware r applicatins (includes patches and upgrades, either paid r free f charge) Reading r dwnlading nline newspapers r magazines, electrnic bks (includes accessing news websites, either paid r free f charge; includes subscriptins t nline news services) Lking fr a jb r sending/submitting a jb applicatin (includes searching specific web sites fr a jb; sending/submitting an applicatin nline) Participating in prfessinal netwrks (prfessinal netwrks are als seen in the brader cntext f scial netwrking and have the same requirement f prfile creatin, cntributing thrugh messaging r chat, r uplading text r audi-visual cntent files; examples f prfessinal r business netwrks are LinkedIn and Xing) 11

12 Managing persnal/wn hmepage Uplading self/user-created cntent t a website t be shared (text, images, phts, vides, music, sftware, etc.) Blgging: maintaining r adding cntents t a blg Psting pinins n civic r plitical issues via websites (blgs, scial netwrks, etc.) that may be created by any individual r rganizatin Taking part in nline cnsultatins r vting t define civic r plitical issues (urban planning, signing a petitin etc.) Using strage space n the Internet t save dcuments, pictures, music, vide r ther files (e.g. Ggle Drive, Drpbx, Windws Skydrive, iclud, Amazn Clud Drive) Using sftware run ver the Internet fr editing text dcuments, spreadsheets r presentatins Clarificatins and methdlgical issues: Nte that these activities are restricted t private purpses and therefre exclude activities such as purchasing ver the Internet undertaken as part f a persn s jb r telewrking. Individuals shuld be asked abut all Internet activities. The survey questin used by cuntries shuld specify multiple respnses and shuld nt, fr example, ask abut the mst frequent activities undertaken. Activities are nt mutually exclusive, that is, there is verlap between sme categries. When cllecting data n these activities, sme f them may need rewrding and examples prvided accrding t the lcal cntext. The suggested reference perid is the last three mnths. Cuntry practices vary, but ideally, reference perids shuld be aligned in rder t btain cmparable data. Nte that this represents a change since the last editin f this manual. Cuntries changing their reference perid may wish t split the reference perid in rder t btain cmparable time series. Individual is discussed in Chapter 7. Cuntries may wish t extend activities t sme nn-private purpses, such as telewrking (wrking frm ne s hme either as an emplyee r as a self-emplyed persn). Mdel questin: Fr which f the fllwing activities did yu use the Internet fr private purpses (frm any lcatin) in the last three mnths? Respndents shuld select all activities (see abve) that apply. Cuntries may ask abut activities as a series f yes/n questins, each referring t ne activity. Disaggregatin and clarificatins: If data allw breakdwn and disaggregatin, the fllwing can be cnsidered: Breakdwn by regin, such as gegraphical areas, urban/ rural. Classificatin by sex. Classificatin by age: cuntries can use the fllwing age grups fr reprting n individuals age: under 5; 5 9; 10 14; 15 24; 25 34; 35 44; 45 54; 55 64; and 75 and ver. Classificatin by highest educatin level attained: cuntries can use the ISCED 2011 classificatin fr reprting n individuals level f educatin: primary educatin r lwer (ISCED 0,1); lwer secndary educatin (ISCED 2); upper secndary r pst-secndary nn-tertiary educatin (ISCED 3, 4); tertiary educatin (ISCED 5, 6); and pst-tertiary educatin (ISCED 7, 8). Classificatin by labur frce status: cuntries can use the fllwing categries fr reprting n individuals labur frce status: emplyee; self-emplyed (includes emplyers, wn accunt wrkers, members f prducers' cperatives and cntributing family wrkers); wrkers nt classifiable by status, unemplyed; 12

13 and utside the labur frce. Classificatin by ccupatin: cuntries shuld use the ISCO 2008 categries where these are in use (if nt, use ISCO-88 per Table 4 earlier in this chapter) fr reprting n individuals ccupatin: managers; prfessinals; technicians and assciate prfessinals; clerical supprt wrkers; service and sales wrkers; skilled agricultural, frestry and fishery wrkers; craft and related trades wrkers; plant and machine peratrs, and assemblers; elementary ccupatins; and armed frces ccupatins (nting that armed frces persnnel may be ut f scpe). Other breakdwns r classificatins, where relevant variables r questins are used in the questinnaire, such as individual incme. Calculatin The number f in-scpe individuals using the Internet fr a specific activity is calculated by aggregating the weighted respnses fr each activity (see Chapter 8). Prprtins are expressed as percentages and are calculated by dividing the number f in-scpe individuals using the Internet fr a specific activity by either the ttal number f in-scpe individuals using the Internet (see HH7) r by the ttal number f in-scpe individuals, and then multiplying the result by 100. Examples: The percentage f Internet users wh undertk Internet banking is calculated as: HH9 %Internet users banking = [(number f in-scpe individuals wh used the Internet fr banking) / (ttal number f in-scpe individuals wh used the Internet)]*100 The percentage f in-scpe individuals using the Internet fr Internet banking is calculated as: HH9 %Individuals banking = [(number f in-scpe individuals wh used the Internet fr banking) / (ttal number f in-scpe individuals)]*100 Plicy relevance: The indicatr n the types f Internet activities undertaken by individuals is a key indicatr in tracking the infrmatin sciety because it allws plicy-makers, businesses and analysts t understand hw Internet access is changing the way that peple d business, learn, buy, cmmunicate and interact with thers, including gvernments. This indicatr is imprtant fr the frmulatin f plicies since it is an indicatin f the demand fr certain nline services and applicatins. Fr example, it helps gvernment rganizatins understand the demand fr egvernment infrmatin and services. Questins n e-gds and services will help businesses and thers understand the degree t which users are adpting e-cmmerce, etc. HH9 als prvides useful infrmatin n the sphisticatin f Internet use and the degree f ICT skills that Internet users have. Classificatry variables can prvide further infrmatin n differences in the Internet activities undertaken by men/wmen, children/adults, emplyed/unemplyed, etc. This infrmatin may be used, fr instance, t design plicies t prmte e-cmmerce and extend e-gvernment services t particular target grups, in rder t ensure transitin twards an inclusive infrmatin sciety. 13

14 Annex C: Current definitin f the Indicatr HH15: Individuals with ICT skills, by type f skills (ITU Manual fr Measuring ICT Access and Use by Husehlds and Individuals: 2014 Editin) INDICATOR HH15: INDIVIDUALS WITH ICT SKILLS, BY TYPE OF SKILLS Definitins: This refers t ICT skills, defined fr the purpse f this indicatr as having undertaken certain cmputer-related activities in the last three mnths. Cmputer-related activities t measure ICT skills are as fllws: Cpying r mving a file r flder Using cpy and paste tls t duplicate r mve infrmatin within a dcument Sending s with attached files (e.g. dcument, picture, vide) Using basic arithmetic frmulae in a spreadsheet Cnnecting and installing new devices (e.g. a mdem, camera, printer) Finding, dwnlading, installing and cnfiguring sftware Creating electrnic presentatins with presentatin sftware (including text, images, sund, vide r charts) Transferring files between a cmputer and ther devices Writing a cmputer prgram using a specialized prgramming language Clarificatins and methdlgical issues: Individual is discussed in Chapter 7. Mst individuals will have carried ut mre than ne activity and therefre multiple respnses are expected. The tasks are bradly rdered frm less cmplex t mre cmplex, althugh there is n requirement fr a respndent t select simpler tasks befre selecting a mre cmplex task. It may be pssible t cnstruct a metric based n the number f tasks individuals have perfrmed. Fr example, Eurstat (2012) categrized individuals int lw, medium and high levels f cmputer skills depending n hw many tasks had been ticked (the level f difficulty f tasks is nt taken int accunt). Hwever, as at 2012, that categrizatin was under review. Mdel questin: Which f the fllwing cmputer-related activities have yu carried ut in the last three mnths? Respndents shuld select all that apply (see abve). Sme cuntries may ask abut tasks as a series f yes/n questins. This questin is asked f individuals having used a cmputer in the last three mnths. Disaggregatin and clarificatins: If data allw breakdwn and disaggregatin, the fllwing can be cnsidered: Breakdwn by regin, such as gegraphical areas, urban/ rural. Classificatin by sex. Classificatin by age: cuntries can use the fllwing age grups fr reprting n individuals age: under 5; 14

15 5 9; 10 14; 15 24; 25 34; 35 44; 45 54; 55 64; and 75 and ver. Classificatin by highest educatin level attained: cuntries can use the ISCED 2011 classificatin fr reprting n individuals level f educatin: primary educatin r lwer (ISCED 0,1); lwer secndary educatin (ISCED 2); upper secndary r pst-secndary nn-tertiary educatin (ISCED 3, 4); tertiary educatin (ISCED 5, 6); and pst-tertiary educatin (ISCED 7, 8). Classificatin by labur frce status: cuntries can use the fllwing categries fr reprting n individuals labur frce status: emplyee; self-emplyed (includes emplyers, wn accunt wrkers, members f prducers' cperatives and cntributing family wrkers); wrkers nt classifiable by status, unemplyed; and utside the labur frce. Classificatin by ccupatin: cuntries shuld use the ISCO 2008 categries where these are in use (if nt, use ISCO-88 per Table 4 earlier in this chapter) fr reprting n individuals ccupatin: managers; prfessinals; technicians and assciate prfessinals; clerical supprt wrkers; service and sales wrkers; skilled agricultural, frestry and fishery wrkers; craft and related trades wrkers; plant and machine peratrs, and assemblers; elementary ccupatins; and armed frces ccupatins (nting that armed frces persnnel may be ut f scpe). Other breakdwns r classificatins, where relevant variables r questins are used in the questinnaire, such as individual incme. Calculatin: Indicatr HH15 is calculated as the prprtin f in-scpe cmputer users (HH5) wh have carried ut each cmputer-related activity. The indicatr is expressed as a percentage. Fr instance, the percentage f individual cmputer users having cpied r mved a file r flder can be calculated as: HH15cpied r mved a file= [(number f in-scpe individuals wh cpied r mved a flder r file) / (number f in-scpe individuals wh used a cmputer)]*100 Plicy relevance: ICT skills determine the effective use that is made f ICTs. The infrmatin frm HH15 may therefre assist in making the link between ICT usage and impact. Currently, there is little data available fr measuring ICT-specific skills, and hence researchers and plicy-makers must rely n prxy indicatrs t measure this imprtant enabler f ICT develpment. HH15 is an apprpriate way t measure and track the level f prficiency f cmputer users. This infrmatin culd be used, fr example, t adapt ICT literacy curses in schls, identify barriers t certain uses f cmputers as well as ptential applicatins and services that culd be accessed ver the Internet. Classificatry variables can prvide further infrmatin n the differences in ICT skills amng men/wmen, children/adults, emplyed/unemplyed, etc. These data may be used t infrm targeted plicies t imprve ICT skills, and thus cntribute t an inclusive infrmatin sciety. 15

16 Annex D: Eurpean Unin Survey n ICT usage in husehlds and by individuals: 2016 Eurstat Mdel Questinnaire Mdule F: Privacy and prtectin f persnal identity: The fllwing questins cncern the prvisin and prtectin f persnal infrmatin in cnnectin with activities carried ut ver the internet fr any purpse, using websites r apps (excluding ). Persnal infrmatin refers t infrmatin which yu cnsider private and wuld nt necessarily disclse t the public, e.g. persnal details (e.g. first name, family name, date f birth, identity card number), cntact details (e.g. hme address/where yu live, phne number, ) r payment details (e.g. credit card number) r ther persnal infrmatin (e.g. phts, current lcatin). F1. What type f persnal infrmatin did yu prvide ver the internet in the last 12 mnths? (tick all that apply r e) F2. Have yu carried ut any f the fllwing t manage access t yur persnal infrmatin n the internet in the last 12 mnths? (tick all that apply) F3. Did yu knw that ckies can be used t trace mvements f peple n the Internet, t make a prfile f each user and service them tailred ads? (tick ne) F4. Hw cncerned are yu with yur nline activities being recrded t prvide yu with tailred advertising? (ptinal) (tick ne) F5. Have yu ever changed the settings in yur internet brwser t prevent r limit the amunt f ckies put n yur cmputer? a) Persnal details (e.g. name, date f birth, identity card number) b) Cntact details (e.g. hme address, phne number, ) c) Payment details (e.g. credit r debit card number, bank accunt number) d) Other persnal infrmatin (e.g. phts f yu, current lcatin) infrmatin related t health, emplyment, incme) e) nne, did nt prvide any persnal infrmatin [ -> g t F2 ] a) Read privacy plicy statements befre prviding persnal infrmatin b) Restricted access t yur gegraphical lcatin c) Limited access t yur prfile r cntent n scial netwrking sites d) Refused allwing the use f persnal infrmatin fr advertising purpses e) Checked that the website w here yu needed t prvide persnal infrmatin was secure (e.g. https sites, safety lg r certificate) f) Asked websites r search engines t access the infrmatin they hld abut yu t update r delete it [ -> g t F3 ] Yes N [ -> g t F4 ] Very cncerned Smewhat cncerned Nt cncerned at all [ -> g t F5 ] Yes N [ -> g t F6 ] 16

17 (tick ne) F6. D yu use anti-tracking sftware (sftware that limits the ability t track yur activities n the internet)? (tick ne) Yes N [ -> g t G1 ] 17