Digital skills

‘Technology Understanding’ (Teknologiforstaelse) a.k.a. Informatics is a three-year pilot programme focused on introducing Informatics as a new subject in primary and lower secondary education (age: 6-16). The goal of this new subject is to develop the critical ability of students to (responsibly) use and shape technology, rather than just consuming it. In the pilot-phase the subject is tested both as an independent subject and as a ‘professionalism’ (integrated in multiple existing subjects including social studies, language and visual arts).

The pilot programme and its implementation is coordinated by the Danish ministry for Children and Education. The content of the subject has been prepared by an advisory expert group of around 20 scholars from universities, University Colleges, and ministry learning consultants as well as school teachers. 

The ojectives of the subject itself are to develop the students ability to (responsibly) use and shape technology. To achieve this the work done by students in the context of the subject focuses on four interrelated areas of competence:

• Digital empowerment: the ability to critically examine how technology is imbued with values and intentions, and how it shapes our lives as individuals, groups and as a society.
• Digital design and design processes: the ability to incrementally design digital artefacts with respect to the context of future use
• Computational thinking: the ability to analyse, model and structure data and data processes
• Technological competences: knowledge about principled function of computer systems, networks, security, privacy and programming skills

A short video explaining each of the competence areas and related activities can be found via the link above.

The objective of the three year pilot-phase is to test the new Informatics subject in two configurations (as a stand-alone subject and through integration in other subjects).

Norwegian companies are reporting a major need for technologists. Technical skilled workers, engineers and scientists are in high demand, and these are all fields where women are in distinct minority. The aim of the Girls and Technology-programme is therefore to increase the number of girls that choose education within technology fields – both practical and theoretical. 

The programme was founded in 2003. A partnership consisting of several social partners and the University of Agder came together to improve the recruitment of girls to the university's technology study programs. Through events with female role models, they were able to inspire and inform girls about the possibilities within technology education. 

The share of women in technology studies in Norway remains low. Currently 3-11% of technical vocational students are women (Statistics Norway, 2015). 20% of Norwegian engineering students are women (Norwegian Centre for Research Data, 2017). In light of this, the Confederation of Norwegian Enterprise (NHO) decided to upscale the project to a national level in 2016. With funding from the Ministry of Children and Equality the project has now been carried out for four years and continues in 2020. In 2018 The Norwegian Society of Engineers and Technologists (NITO) and The National Centre for STEM recruitment (NCR) joined the project to strengthen the team and expand the project further. Its objective is still to increase the share of women in technology studies. Technology in this context is defined according to STEM (science, technology, engineering and mathematics). Vocational training and education is included in the project goals. The three subgoals for the project are:

• To increase the share of women in STEM higher education
• To Increase the share of women in technical vocational education and training
• To Increase the share of women in technical vocational colleges

To achieve this the project is using young female role models, under education or with jobs within technology, to show and inform about the different opportunities you have as a young girl to make your first educational choices. It is also an important aim to show the variety in what technology is and how it can be be used to improve the world and contribute to a more sustainable society. Another important aspect of the project is to show the diversity of people, with different backgrounds and competence, that is necessary to develop technology suitable for all kinds of people and needs.  

The methodology that pervades all activities in the project is using young, female role models to motivate and inform about technology studies and work possibilities within technology (see related studies in background documents). The programme implements a wide variety of activities.

An annual national tour has been arranged since 2016. In 2019 the tour consisted of 17 separate events all over Norway. The target group was girls in year 9 and 10 of lower secondary school. Approximately 7000 girls participated altogether. Each event lasts for 3 hours, and consists of various short talks from role models, talk show-style chats with a moderator, short video clips, demonstration of new technologies and competitions and workshops to increase the interaction between the audience and the role models. A success factor for the individual talks was the balance between personal experience and information about a given field of education or occupation. For each event we secured a variety of backgrounds – from various technology fields, and different levels of education to fulfil each individual subgoal as described below. In addition, career counselors and teachers were invited to the event and provided with posters and info material about STEM education pathways.

In 2019 Girls and Technology also hosted two live streams on YouTube. The format of the live streams was similar to the national tour events but limited to 45 minutes. Girls from year 9 and 10 in lower secondary school were invited to participate and the live streams had more than 3000 viewers. In addition, the Girls and Technology network of universities organized local Girls and Technology events on one shared day in February. The target group for these events were girls aged between 15-19. 8 universities participated in a total of 7 events, and a total of 1850 girls participated. There were also stands with various activities during the breaks (more information on the programme's reach below).

In 2020 the physical tour was replaced by a digital tour with 11 live streams, one for each county. The streams were modified to each county with local role models and representatives from regional industries. A total of 9 600 girls in grade 9 and 10 attended the live streams. 

In connection with the national tours in 2017-2019, NHO, The Norwegian Society of Engineers and Technologists (NITO) and NCR conducted a national competition for Technology students to win a study trip to NASA in Houston. The competition got significant attention at universities, in social media and in traditional media. The six winners got to experience a dream week of meeting astronauts, engineers, flight directors and many others working with space technology. The trip was communicated through daily updates on all social medias, and a film was produced after the trip (video 3). Most importantly, the winners were used as role models in the national Girls and Technology tour. Their presentations about the trip and space technology were tremendously popular among the girls in the audience. In 2020 the prize was a trip to Svalbard which also generated a lot of attention amongst students.

In adittion to the annual tour, social media and traditional media is used to reach girls year round and also to reach parents and career councelors.

STEM Ondernemers voor de Klas (‘STEM entrepreneurs in the classroom’), or ‘STEM OvK’. Is an initiative of the Flemish organisation ‘Vlaamse Jonge Ondernemingen’ (VLAJO) aimed at engaging students with STEM-driven entrepreneurship at a young age. The programme is a spin-off of the existing ‘Ondernemers voor de Klas’ (‘Entrepeneurs in the classroom’ – OVK) initiative. The programme facilitates guest-lectures by STEM entrepreneurs in STEM courses that provide context to the curriculum, highlighting the practical application and opportunities of STEM in enterprises and the link between STEM and societal challenges like climate change, healthcare, etc. Each guest-lecture is followed by a ‘wrap-up’ and evaluation organised by the teacher (supported by VLAJO).

Guest-lecturers are matched to schools in their geographic vicinity by a matching-programme (supported by a programme coordinator). After a school has been selected, the guest lecturer provides a one-hour guest lecture with time for questions. Each school year is kicked-off by a ‘boegbeeld’ (programme ambassador), a high-level company representative who’s guest lecture is used for broader campaigning purposes (and often covered by national media).

The main goal of the project is to enthuse students (14-18 years) for (STEM) entrepreneurship. On the organisational level VLAJO sets yearly benchmarks for the number of guest lectures, number of lecturers, number students and number of teachers. In addition, the quality of the activities is assessed through a questionnaire among participating teachers and guest-lecturers.

Research has shown the importance of continuous investment in skills (lifelong learning). Small and medium sized enterprises (SME’s) in the Netherlands tend to invest relatively little in lifelong learning. Research by the Dutch ministry of Economic Affairs (EZK) has shown that the main obstacle to increased (structural) investment in the continuous development of employees is not a financial but practical. For example, smaller companies find it more difficult to free up personnel to participate in lifelong learning activities, but also find it more difficult to identify learning opportunities suitable to their specific company / sector.

The Dutch ministry of Economic Affairs responded to this challenge with the MKB!dee: A programme that supports SME’s in the development of lifelong learning activities that fit the needs of their specific company type, size and sector. The programme is funded by the Dutch ministry of Economic Affairs and part of the broader MKB Actieplan ('SME Action Plan'). It is implemented by the Dutch national STEM platform supported by the Netherlands Enterprise Agency (RVO) which monitors and evaluates the programme. Participating SME’s can apply for a total grant of max. 125.000 euro (individual SME’s) or 200.000 euro (multiple SME’s) for the development of new / experimental lifelong learning activities relevant for their company / sector. The main objective of the MKB!dee programme is twofold:

1. To provide practical and financial support to SME’s in the Netherlands in the development of (experimental) lifelong learning activities that suit the needs of their company
2. To identify and upscale successful lifelong learning approaches developed in the context of the programme.

In addition to general quality criteria, project proposals submitted by SME’s are evaluated on the extent to which they contribute to pre-defined policy objectives of the Dutch ministry of Economic Affairs. These include:

• Climate and energy transition
• Increasing the number and quality of STEM and ICT professionals
• Digitalisation of SME’s
• Lifelong learning in small SME's (< 50 employees)

During the Children’s University, young students can learn the basics of LEGO robot programming. They can build robots, observe and control their movements with the help of different sensors and motors. Participants hear a lot of interesting things about mathematics, which help them understand the simplicity and beauty of this difficult subject.

At these events, children will have the opportunity to learn more about VR and 3D printing as well. At some locations, the children will have the chance to design and print unique products.

At the Mini Tech Fairs the children have the opportunity to see the everyday life of a tech expert, they can experience the most up-to-date technologies and devices, and try what it is like to work at a tech company. Children can also meet tech volunteers at the events who speak about their everyday work, the advantages and challenges they have to face at their workplace. It can be a good opportunity for visitors to meet their future employers or get a suitable job or internship places.

Based on the increasing demand for competence within science, technology, engineering and mathematics (STEM) in the Norwegian labor market, the ENT3R program was initiated by the Norwegian National Centre for Science Recruitment (NCR) in 2010. The project is coordinated by NCR in collaboration with local universities and university colleges offering STEM studies throughout Norway. The ENT3R STEM training is offered to junior high pupils and high school students.

Participating pupils attend after school activities, typically in the form of help with mathematics and science homework and occasional pupil night arrangements including inspirational lectures by invited guests, pitching of different studies and career opportunities, experiments, pizza serving, quizzes and competitions. The ENT3R sessions and activities are organized by designated project leaders and organized and held at the local campuses by STEM students working as mentors for the pupils. All students working for ENT3R are brought together regularly for courses and exchange of experience. New mentors are trained in basic pedagogics and STEM subject didactics and attend regular gatherings for exchange of experience.

The main objective of ENT3R is to encourage and inspire youths facing a career choice to consider and pursue and education and career within STEM. The “STEM training” activities in ENT3R aims to provide the pupils with:

• Increased motivation and sense of achievement
• A more positive attitude towards STEM subjects
• Increased career choice capability
• Increased STEM capital

The KPI`s used is a yearly survey among all pupils participating in ENT3R, giving valuable insight and measures of pupil motivation, effects on grades and considerations of future career choices, satisfaction with the mentors etc. Every year we also see our initiatives in context with trends in the universities and colleges admission services.  The ENT3R program is part of th e Norwegian Directorate for Education and Trainings STEM strategy called “close to STEM”.

Meet and Code invites local nonprofits across Europe to apply for micro-grants to organize events that foster interest in and access to digital skills among young Europeans. The aim of Meet and Code is to help build a world in which every young European has the digital skills required to shape their own future. It was co-created by SAP and Haus des Stiftens gGmbH in Munich, which coordinates the grant-giving process, along with the TechSoup Europe network partners. The initiative is aligned with the EU Code Week and the United Nations Sustainable Development Goals.

THe Meet and Code Award presents and honors the most successful event ideas. The goal is to award the most creative and innovative event ideas used by nonprofits to get youngsters excited about coding. The five categories of the Meet and Code Award 2020 are aligned with the Sustainable Development Goals (SDGs). Winners of each category will receive 2000 euro prize money.

The following 35 countries are eligible for grants from the programme: Austria, Belgium, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Kazakhstan, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,

Coding becomes more and more important in our society. To help increase the level of knowledge on a wide scale Science on Stage focuses on the teachers. They first need to be familiar with coding before introducing their students to this topic.

With our teacher project 'Coding in STEM Education' 22 teachers from seven European countries develop concrete examples and practical advice not only about how to practice coding skills using Arduino, Raspberry Pi & Co. in computer sciences but also in subjects such as biology, chemistry, technology, mathematics, and physics - even if you are no IT expert.

The results were published in 2019 in form of a teaching brochure. The project is proudly supported by SAP.

On 13 May 2013, over 60 parties signed the National Technology Pact 2020 in an effort to structurally improve alignment between education and the technology job market and reduce the shortage of technically trained staff. Since the official signing of the Technology Pact, all the involved partners have made concerted and dedicated efforts to implement the necessary measures on the basis of an integrated approach entitled ‘Choosing, learning and working in technology’. The Technology Pact is characterised by a regional approach with a national support infrastructure. 

As the results clearly show, the approach has proven effective and is now being emulated at international level: in the wake of Estonia and Flanders, Denmark is also set to introduce its own Technology Pact later this year.

The Technology Pact was updated three years after its original signing in order to evolve in pace with the inevitable social changes as a result of ongoing technological developments. A new structure has been defined on the basis of twelve objectives, offering room to continue ongoing measures from the original Technology Pact and formulate relevant new goals. The overarching ambitions for the Technology Pact 2016–2020 will remain unchanged: developing a structural approach to ensure a well-trained workforce with enough smart and capable technicians for the jobs of today and tomorrow.

An English version of the document can be downloaded here.