GROOVE Toolkit_Final Version_090223

37 www.grooveproject.eu This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CY01-KA220-VET-000033254] Besides, in order to complement the organizational perspective, educational organizations may use DigCompOrg in combination with other frameworks and tools. For example, the DigComp framework (Ferrari, 2013) or UNESCO ICT Competence Framework for Teachers (UNESCO, 2011) to develop the digital competence of individual staff and students. Educational Organizations could also adopt the DigCompOrg to sustain the quality assurance mechanisms internally, to embrace digital learning and OER in VET, providing standards and criteria for monitoring and evaluating the progress and quality of learners’, teachers’ and trainers’ digital skills and competences. Making VET providers ‘digitally competent’ At the center of the Education and Training Foundation’s approach is the VET provider, who needs to become ‘digitally competent’ so that the necessary digital capacity for the key elements of the VET system can be fully developed ( bottom-up approach ). Although VET providers are mostly public and private schools and continuing training providers, companies and intermediary organizations are also playing an increasing role and should be considered. Focusing on the VET providers, in close cooperation with the relevant ministries and institutions in charge of VET and digital innovation, the ETF effects a strategic entry into the key elements such as leadership, teaching, quality assurance and learning practices (European Training Foundation, 2018) (table 2) ETF priorities ETF strategic actions Tools Making VET providers digitally competent Support the analysis of the digital readiness of VET providers Support the digital competence development of VET providers • DigCompOrg • SELFIE (self-reflection tool) Table 2: ETF Priorities, Strategic Actions, and Tools Digital skills and competences CEDEFOP (2024) describes digital competence as the same of digital literacy , being the “ ability to use information and communication technology (ICT) ”, emphasized by basic skills such as the “ use of computers to retrieve, assess, store, produce, present and exchange, information, and to communicate and participate in collaborative networks via the internet ”. Since 2006, digital competence is one of the eight key competences in the EU for lifelong learning.