SOK:young children’s cybersecurity knowledge, skills & practice: a systematic literature review

The rise in children’s use of digital technology highlights the need for them to learn to act securely online. Cybersecurity skills require mature cognitive abilities which children only acquire after they start using technology. As such, this paper explores the guidance and current curriculum expectations on cybersecurity aspects in Scotland. Additionally, a systematic review was undertaken of the literature pertaining to cybersecurity education for children on a wider scale including papers from around the world, with 27 peer reviewed papers included in the final review. We discovered that most research focused on assessing children’s knowledge or investigating the efficacy of interventions to improve cybersecurity knowledge and practice. Very few investigated the skills required to carry out the expected cybersecurity actions. For example, high levels of literacy, mature short- and long-term memory, attention, and established meta cognition are all pre-requisites to be able to carry out cybersecurity activities. Our main finding is that empirical research is required to explore the ages at which children have developed essential cognitive abilities and thereby the potential to master cybersecurity skills

Big data for monitoring educational systems

This report considers “how advances in big data are likely to transform the context and methodology of monitoring educational systems within a long-term perspective (10-30 years) and impact the evidence based policy development in the sector”, big data are “large amounts of different types of data produced with high velocity from a high number of various types of sources.” Five independent experts were commissioned by Ecorys, responding to themes of: students' privacy, educational equity and efficiency, student tracking, assessment and skills. The experts were asked to consider the “macro perspective on governance on educational systems at all levels from primary, secondary education and tertiary – the latter covering all aspects of tertiary from further, to higher, and to VET”, prioritising primary and secondary levels of education

Connecting the Dots: Young people, social inclusion & digitalisation

The s ymposium Connecting the d ots: y oung p eople, s ocial i nclusion and d igitalisation was an initiative of the partnership between the European Commission and the Council of Europe i n the field of youth ( hereinafter, the EU - C oE youth partnership) and marked its 20 th anniversary. The s ymposium took place in Tallinn on 26 - 28 June 2018. The event was organised in co - operation with the Youth Affairs Department of the Ministry of Education and Research of Estonia . Bringing together 111 y outh p olicy makers, y outh r esearchers, and y outh w orkers and representatives of civil society , the s ymposium focused on exploring the intersection between social inclusion of young people and digitalisation, creating a space to learn and explore participants’ practices and experiences, and developing future ideas on the role of the youth sector in connecting digitalisation and social inclusion

Digitization process in the local self-government: International-legal experience

Digitalization of the activity of state authorities and local self-government bodies significantly facilitates communication between citizens, the state, and businesses. In modern conditions of globalization and comprehensive digitalization of the service sector, the development and implementation of digital technologies in the field of local self-government are taking place. Due to this, the authors analyzed how the transformational path to digitization in the field of local self-government in Ukraine and abroad is taking place in detail. The purpose of the work is to study the international legal experience of digitalization of local self-government, to determine the main advantages and problematic aspects, as well as the peculiarities of the implementation of digitalization tools in municipal administration. The methodological basis of this study is such methods as logical generalization, method of economic analysis, method of comparison, graphic methods, method of theoretical generalization, the system method, methods of positive and normative analysis, metaphysical method, historical method, synergistic method, and intuitive method. As a result of the conducted research, both the national and international experience of digitalization of local authorities were analyzed and the prospects for the development of digital management tools in the near future were noted

e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)