Group items tagged

"The creative industries workforce requires employees that use ICT applications to solve the knowledge related tasks at work. The aim of this research is twofold: (1) to see if previously cited twenty-first century digital skills are suited to the creative industries workforce and (2) to investigate the extent to which skill development get attention in current organizational practices. In-depth interviews were conducted with a sample of 24 managers and senior executives of creative organizations based in the Netherlands. As a guideline for the interviews, a conceptual twenty-first century digital skills framework was used. This framework presented the following seven core skills supported by the use of ICT: technical, information management, communication, collaboration, creativity, critical thinking, and problem solving. The following five contextual skills that play a role when using ICT were also presented: ethical awareness, cultural awareness, flexibility, self-direction, and lifelong learning. The results support the importance of twenty-first century digital skills, however, there seems to be insufficient attention to the levels of these skills; they play a minor role during the selection and evaluation procedures. Often it is assumed that existing digital skills are sufficient. Managers are encouraged to improve on developing requirements necessary for future employees as well as measurements to ensure current employees skill levels. The developed framework might be used as a management tool for indicating skills that need to be assessed among professionals working in the creative industries."

"Encourage teacher education institutions, ECEC professionals' training institutions and in-service training providers to adapt their programmes with a view to accommodating new learning tools and developing appropriate pedagogies aimed at fostering creativity and innovation from an early age. 2. Encourage education providers or the relevant authorities, as appropriate, to equip schools and ECEC facilities to a suitable level in order to nurture creative and innovative capacities. 3. Encourage the providers of initial and continuous professional development programmes for both teachers and ECEC professionals to give consideration to effective methods for fostering curiosity, experimentation, creative and critical thinking and cultural understanding - for instance through art, music and theatre - and to explore the potential of creative partnerships. 4. Promote the development of formal, non-formal and informal learning activities for children which are aimed at fostering creativity and innovation, whilst also recognising the important role of parents and families."

digiskills, digital education tools