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Abstract(s)
La Comisión Europea estableció una Estrategia Digital (2018) consciente del camino a recorrer en este ámbito, definiendo objetivos estratégicos para Fomentar una cultura digital, Habilitar una formulación de políticas de la UE preparada para lo digital, Infraestructuras seguras y resilientes, entre otros. Señala la necesidad de fomentar el cambio organizativo y la cultura digital, estableciendo paquetes de aprendizaje por perfiles funcionales y una planificación y mapeo a medio plazo de las necesidades de los perfiles relacionados con lo digital, e implementando nuevas medidas de ciberseguridad y seguridad de la información en las instituciones de la UE. Recientemente se ha publicado el Marco de Competencias Digitales para los Ciudadanos (DigiComp 2.2) (Vuorikari et al., 2022), que proporciona un modelo de competencias digitales y herramientas para la autoevaluación de las mismas. Estas competencias deben fomentarse en las entidades gubernamentales, concretamente en sus trabajadores, ya que desempeñan un enorme papel a la hora de contribuir al desarrollo de la comunidad y prestar un buen servicio público. El concepto de e-government para toda la administración pública, incluyendo, el gobierno local, refleja cambios organizativos combinados y nuevas competencias, mejorando los servicios públicos, las políticas y el ejercicio de la democracia (Gouveia, 2004) y la participación pública. Además, el autor define el concepto de e-autarquía, que supone que hay diferentes procesos que se mejoran y racionalizan, reduciendo el uso de papel y el tiempo asociado a los procesos al recurrir a medios digitales. Este estudio forma parte de un proyecto de intervención, dentro del programa KA2 ERASMUS, que pretende fomentar las competencias digitales de los trabajadores y proceder a la desmaterialización en 3 Municipios Europeos (V.N. Poiares-Portugal (MP), Liepāja-Letonia (ML), Mielec-Polonia (MM). Aplicamos un cuestionario que contiene preguntas de caracterización sociodemográfica y de autoevaluación de competencias digitales. Los encuestados son los trabajadores de los municipios que utilizan ordenadores y procesos digitales (32 de MP, 110 de ML, 137 de MM, total de 139; 71 hombres y 208 mujeres, 50% <35 años, 17% tienen de 35 a 54, y 33% > 55 años. Estos porcentajes también se reflejan en los clusters Edad de Trabajo en el Municipio, con >10 años (50%), entre 10 y 19 años (17%) y <20 años (33%). Realizamos un análisis ANCOVA en JASP v0.16.4.0 para comparar las competencias digitales autoevaluadas por los trabajadores municipales (Comunicación y Colaboración -CC, Alfabetización Informacional y de Datos -IDL, Creación de Contenidos Digitales -DCC, Seguridad -S y Resolución de Problemas -PS). Se realizó un ANOVA para verificar las diferencias entre géneros. Se observó que existen diferencias entre entidades en cuanto a CC (F=11,408, p<.001), DCC (F=7,450, p<.001), S (F=5,106, p<.05) y PS (F=5,382, p<.05) y no hay diferencias en cuanto a IDL. En CC verificamos diferencias entre los 3 municipios, siendo MP el que presenta los niveles más altos y MM los más bajos. En relación a DCC, S y PS los trabajadores de MP presentan niveles superiores a los de los otros municipios. En cuanto al grupo de edad existen diferencias en IDL (F=275.000, p<.001), CC (F=275.000, p<.001), DCC (F=275.000, p<.001), S (F=275.000, p<.001), PS (F=275.000, p<.001) todos con diferencias entre los 3 grupos de edad. No se observaron diferencias de género para las competencias digitales objeto de estudio. El presente trabajo aporta recomendaciones para la formación en los municipios, siendo el MP el que presenta mayores niveles de competencias digitales pero que también puede mejorar algunas competencias, en concreto, la S y posteriormente la DCC. En el caso de los otros 2 municipios, se recomendó que ML y MM deben priorizar la DCC, y luego S en 2º, diferenciándose en el 3er módulo de formación, con PS para ML y CC para MM. Durante el próximo año, los trabajadores tendrán formación sobre esas competencias, y se pretende evaluarlos después de la intervención.
The European Commission set up a Digital Strategy (2018) conscious of the path to be made in this field, defining strategic objectives to Foster a Digital Culture, Enable Digital-Ready EU Policymaking, Secure and Resilient Infrastructure, among others. It points to the need to encourage organisational change and digital culture, setting up learning packages per functional profile and medium-term planning and mapping of the digital-related profile needs, and implementing new cybersecurity and information security measures in EU institutions. Recently it was published the Digital Competence Framework for Citizens (DigiComp 2.2) (Vuorikari et al., 2022) which provides a digital competencies model and tools for self-assessment of those. These competencies should be fostered in governmental entities, namely in their workers since they have a huge role in helping the community development and providing a good public service. The concept of e-government to all public administration, including, local government, reflects combined organizational changes and new competencies, improving the public services, policies and democracy exercise (Gouveia, 2004) and public participation. Moreover, the author defines the concept of e-autarchy, which assumes that there are different processes that are improved and rationalized, reducing the paper use and the time associated with the processes when recurring to digital means. This study is part of an intervention project, under KA2 ERASMUS program, that aims to foster the workers’ digital competencies and proceed to dematerialization in 3 European Municipalities (V.N. Poiares–Portugal (MP), Liepāja–Latvia (ML), Mielec–Poland (MM). We apply a questionnaire containing sociodemographic characterization and digital competencies self-assessment questions. The respondents are the municipalities workers that use computers and digital processes (32 from MP, 110 from ML, 137 from MM, total of 139; 71 males and 208 females, 50% <35 years old, 17% have 35 to 54, and 33% > 55 years. These percentages are also reflected in the clusters Age of Working in the Municipality, with >10 years (50%), between 10 and 19 years (17%) and <20 years (33%). We performed an ANCOVA analysis in JASP v0.16.4.0 to compare the municipality worker’s self-assessed digital competencies (Communication&Collaboration -CC, Information&Data Literacy -IDL, Digital Content Creation -DCC, Safety -S and Problem Solving -PS). An ANOVA was performed to verify the differences between gender. It was observed that are differences between entities regarding CC (F=11.408, p<.001), DCC (F=7.450, p<.001), S (F=5.106, p<.05) and PS (F=5.382, p<.05) and no differences regarding IDL. On CC we verified differences between the 3 municipalities, with MP having the higher levels and MM having the lower ones. Relatively to DCC, S and PS the MP workers present higher levels than the ones from the other municipalities. Regarding to age group there are differences on IDL (F=275.000, p<.001), CC (F=275.000, p<.001), DCC (F=275.000, p<.001), S (F=275.000, p<.001), PS (F=275.000, p<.001) all with differences between the 3 ages groups. It was not observed gender differences for the digital competencies under study. The present work provides recommendations for the training in the municipalities, with the MP having higher levels of digital competencies but that also can improve some competencies, namely, S and then DCC. In the case of the other 2 municipalities, it was recommended that ML and MM must prioritize the DCC, and then S in 2nd, differing in the 3rd training module, with PS for ML and CC for MM. During the next year, the workers will have training on those competencies, and it is intended to evaluate them after the intervention.
The European Commission set up a Digital Strategy (2018) conscious of the path to be made in this field, defining strategic objectives to Foster a Digital Culture, Enable Digital-Ready EU Policymaking, Secure and Resilient Infrastructure, among others. It points to the need to encourage organisational change and digital culture, setting up learning packages per functional profile and medium-term planning and mapping of the digital-related profile needs, and implementing new cybersecurity and information security measures in EU institutions. Recently it was published the Digital Competence Framework for Citizens (DigiComp 2.2) (Vuorikari et al., 2022) which provides a digital competencies model and tools for self-assessment of those. These competencies should be fostered in governmental entities, namely in their workers since they have a huge role in helping the community development and providing a good public service. The concept of e-government to all public administration, including, local government, reflects combined organizational changes and new competencies, improving the public services, policies and democracy exercise (Gouveia, 2004) and public participation. Moreover, the author defines the concept of e-autarchy, which assumes that there are different processes that are improved and rationalized, reducing the paper use and the time associated with the processes when recurring to digital means. This study is part of an intervention project, under KA2 ERASMUS program, that aims to foster the workers’ digital competencies and proceed to dematerialization in 3 European Municipalities (V.N. Poiares–Portugal (MP), Liepāja–Latvia (ML), Mielec–Poland (MM). We apply a questionnaire containing sociodemographic characterization and digital competencies self-assessment questions. The respondents are the municipalities workers that use computers and digital processes (32 from MP, 110 from ML, 137 from MM, total of 139; 71 males and 208 females, 50% <35 years old, 17% have 35 to 54, and 33% > 55 years. These percentages are also reflected in the clusters Age of Working in the Municipality, with >10 years (50%), between 10 and 19 years (17%) and <20 years (33%). We performed an ANCOVA analysis in JASP v0.16.4.0 to compare the municipality worker’s self-assessed digital competencies (Communication&Collaboration -CC, Information&Data Literacy -IDL, Digital Content Creation -DCC, Safety -S and Problem Solving -PS). An ANOVA was performed to verify the differences between gender. It was observed that are differences between entities regarding CC (F=11.408, p<.001), DCC (F=7.450, p<.001), S (F=5.106, p<.05) and PS (F=5.382, p<.05) and no differences regarding IDL. On CC we verified differences between the 3 municipalities, with MP having the higher levels and MM having the lower ones. Relatively to DCC, S and PS the MP workers present higher levels than the ones from the other municipalities. Regarding to age group there are differences on IDL (F=275.000, p<.001), CC (F=275.000, p<.001), DCC (F=275.000, p<.001), S (F=275.000, p<.001), PS (F=275.000, p<.001) all with differences between the 3 ages groups. It was not observed gender differences for the digital competencies under study. The present work provides recommendations for the training in the municipalities, with the MP having higher levels of digital competencies but that also can improve some competencies, namely, S and then DCC. In the case of the other 2 municipalities, it was recommended that ML and MM must prioritize the DCC, and then S in 2nd, differing in the 3rd training module, with PS for ML and CC for MM. During the next year, the workers will have training on those competencies, and it is intended to evaluate them after the intervention.
Description
Keywords
Competências digitais Desenvolvimento governamental
Citation
Santos, Artur Jorge; Peneda, Ricardo; Pernas, Artur; Lima, Carla Pedroso (2023). Fomentar las competencias digitales de trabajadores de municipios europeos. In Sonia Casillas Martín; Ana García-Valcárcel Muñoz-Repiso; Marcos Cabezas González; Alién García Hernández (Eds.) Tendencias en la investigación educativa para la actualización del profesorado en su competencia digital. Madrid: Dykinson. p. 183-195. ISBN 978-84-1170-289-8