Digital Literacy Report - 2009

ECDL FOUNDATION – DIGITAL LITERACY REPORT 2008

ECDL FOUNDATION – DIGITAL LITERACY REPORT 2008 _______________________________________________ ii

1 Executive Summary ___________________________________________________________ 4

1.1 Background ___________________________________________________________________ 4

1.2 About ECDL Foundation _________________________________________________________ 4

1.3 Introduction __________________________________________________________________ 4

1.4 Interpretations of Digital Literacy _________________________________________________ 5

1.5 Key Findings __________________________________________________________________ 5 1.5.1 Perception V’s Confidence V’s Actual Skills __________________________________________________5 1.5.2 Actual Levels of Digital Literacy ____________________________________________________________5 1.5.3 Demographical Findings _________________________________________________________________6

1.6 General Conclusions ____________________________________________________________ 6

1.7 Policy recommendations ________________________________________________________ 7

2 Top Level Findings ____________________________________________________________ 8

2.1 Overall Skills Levels _____________________________________________________________ 8

2.2 Variance between Perceived and Actual Skills levels _________________________________ 10

3 Demographical Analysis ______________________________________________________ 14

3.1 Age _________________________________________________________________________ 14

3.2 Gender ______________________________________________________________________ 17

3.3 Urban/Rural Split _____________________________________________________________ 19

3.4 PC Ownership ________________________________________________________________ 22

4 Role of Training / Education and IT Usage Patterns ________________________________ 26

5 Performance by Skill Area _____________________________________________________ 28

6 Survey Structure ____________________________________________________________ 29

6.1 3 Analysis Methodologies - Confidence / Perceived / Actual ___________________________ 29

6.2 4 Analysis Areas ______________________________________________________________ 29

6.3 Demographical Analysis ________________________________________________________ 29

6.4 Survey Quota’s _______________________________________________________________ 29

6.5 Survey Questions _____________________________________________________________ 29 6.5.1 Personal / Demographical Information Q1-11 ______________________________________________ 29 6.5.2 Self Confidence Digital Skills ____________________________________________________________ 30 6.5.3 Actual Skills Questions _________________________________________________________________ 30

6.6 Skills Area Categorisation _______________________________________________________ 31

7 Country Level Analysis _______________________________________________________ 32

7.1 Austria ______________________________________________________________________ 32

7.2 Colombia ____________________________________________________________________ 33

7.3 Germany ____________________________________________________________________ 34

7.4 Hong Kong ___________________________________________________________________ 35

7.5 Hungary _____________________________________________________________________ 36

7.6 Ireland ______________________________________________________________________ 37

7.7 Lithuania ____________________________________________________________________ 38

7.8 New Zealand _________________________________________________________________ 39

7.9 Portugal _____________________________________________________________________ 40

7.10 Romania ____________________________________________________________________ 41

7.11 Serbia _______________________________________________________________________ 42

7.12 South Africa __________________________________________________________________ 43

7.13 Spain _______________________________________________________________________ 44

7.14 Switzerland __________________________________________________________________ 45

7.15 Thailand _____________________________________________________________________ 46

Table of Figures ________________________________________________________________ 47

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1 Executive Summary

1.1 Background During the first decade of the 21st century, society has been characterised by the increasing pervasiveness of Information and Communication Technologies (ICT). Significant investment has been made in ICT research, development and deployment, with most modern economies and societies becoming highly reliant on ICT. The majority of investment in ICT, in particular public investment, is generally focused on building infrastructure and improving access. ICT skills, despite being a key enabler of technologies, receive a comparatively small level of investment. Consequently, this lack of balanced investment in ICT, and the subsequent creation of continued economic and social barriers which have prevented many from accessing and developing the skills to access ICT, has contributed to the emergence of a significant ‘digital divide’.

The four main components of the digital divide are access, affordability, relevancy of content and skills. Many national and international policies and investments focus on addressing the first 3 components, often to the detriment of a structured focus on skills. This has only served to widen the digital divide. The digital divide is a relative concept, which measures the difference between those who use ICT fully in their daily lives and those who are unable to use ICT fully. Within this context, the absence of basic skills to use ICT (more commonly referred to as ‘digital literacy’) has contributed to both economic and social exclusion in both developed and developing countries across the globe. Common metrics used in the media, such as broadband coverage and PC penetration are increasingly misrepresented as positive indicators of society’s ability to engage in technology.

1.2 About ECDL Foundation ECDL Foundation is the international certifying authority for the European and International Computer Driving Licence (ECDL/ICDL). It is a recognised global authority on digital literacy. Since its inception in 1997, ECDL Foundation’s main certification programme, the European and International Computer Driving Licence (ECDL/ICDL) has become the world largest end user IT skills programme, setting an international benchmark for digital literacy and competency in the proficient use of IT in daily life. ECDL Foundation was established by the Council of European Professional Informatics Societies (CEPIS) and is a not for profit organisation whose mission is to enable the efficient use of ICT to empower individuals, organisations and society through the development, promotion and delivery of quality certification programmes throughout the world.

1.3 Introduction In late 2008, ECDL Foundation undertook a detailed survey (both qualitative and quantitative) of digital literacy levels across the population of 15 countries. The survey methodology was overseen by Gartner. Using a custom designed automated survey tool, localised in 14 languages, almost 8000 people were surveyed across Europe, Asia, Africa and South America.

The survey had 3 core purposes;

1. To analyse the absolute levels of digital literacy across different demographics within each country, making relevant correlations between digital literacy rates, and regional and social demographic variables

2. To analyse the variance between 3 distinct levels of measurement of digital literacy, namely;

- an individual’s overall self assessed perception of their ability to understand and use ICT generally

- an individual’s self assessed confidence levels in performing 13 specific tasks using common ICT applications and everyday technologies

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- an individual’s actual ability at performing 13 specific tasks using common ICT applications and everyday technologies

3. To analyse overall demographical patterns of computer usage, skill development and training

1.4 Interpretations of Digital Literacy Digital Literacy exists in a continuum, relative to currency of technology and also cultural and socio-economic contexts. The term encompasses many domains and meanings, “the question of what counts as technological literacies is complex” (Lankshear & Knobel, 1997) and many terms have been used synonymously to refer to Digital Literacy (European Commission, 2003) including: ICT Literacy (Educational Testing Service, 2002), ICT fluency (NRC, 1999), computer literacy (Williams, 2003), ICT skills (QCA, 2005), Technological literacy (ISTE, 1998), Media literacy (2005), information literacy (ACRL, 2004), (Bundy, 2004), eliteracy (Martin, 2000), Multiliteracies (Cope & Kalantzis, 2000) and 21st century literacies (Partnership for 21st Century Skills, 2002).

Many frameworks, standards, policies and benchmarking have been applied to the determination of digital literacy. Research undertaken has attempted to apply these, using various methodologies. Predominantly, this has included four main approaches for determining digital literacy levels – Surveys/questionnaires (majority of research to date), skills tests (considered expensive and time consuming), numbers achieving certification, or e-skill shortages. There has been minimal research employing combinations of these approaches to determine the validity and reliability of findings. This survey represents the first substantive attempt at combining methodologies.

1.5 Key Findings A cross section of society in each of the 15 countries was surveyed over a 3 week period. The respondents were asked to rate their self perceived overall ability with IT, their confidence level in performing specific tasks, and then were tested to determine their actual capability at performing these tasks. There were 3 key areas of overall findings that demonstrate some interesting results, and also importantly raise concerns with the validity of commonly used indicators of digital literacy. In each of the 3 measurement areas the categorisation of skills levels are as follows (>91% = ‘Digitally Literate’, >91% - <70% = ‘Basic Skills’, <70% = ‘Insufficient skills’)

1.5.1 Perception V’s Confidence V’s Actual Skills Less that 1% of respondents expressed their overall self perceived computer skills as good or better

(digitally literate). However when asked to rank their confidence in 13 skill areas, 28% of respondents ranked themselves as digitally literate. 63% of respondents were ranked as digitally literate when actually tested.

48% of respondents expressed their overall self perceived computer skills as basic. However, when asked to rank their confidence across 13 skill areas, 58% of respondents ranked themselves as having basic skills. Overall 35% of the respondents were ranked as having basic skills when actually tested.

52% of respondents expressed their overall self perceived computer skills as being insufficient. However, once asked to rate their confidence in the 13 skill areas this dropped to less than 14%. Fewer than 3% of candidates were ranked as having insufficient skills when actually tested.

1.5.2 Actual Levels of Digital Literacy A mean of 63% across the total surveyed were ‘digitally literate’

A mean of 34% displayed basic or lower than basic computer skills

A mean of 37% displayed skills gaps between their competency and full digital literacy levels

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Of the 4 areas tested (Awareness of Hardware/terminology, Internet Competence, Application Competence, New Media Competence). Internet Competence and New Media Competence was higher, whereas Awareness with Hardware/terminology and Application Competence was lower

1.5.3 Demographical Findings PC ownership of those surveyed was at a mean of approximately 95% of those surveyed. However,

only an average of 63% were full digitally literate

There is a significant gap between digital literacy and PC ownership

The group displaying most ‘over confidence’ were 16-25 Year olds

The group displaying ‘under confidence’ were those over 55 years of age

On average 60%, of those surveyed used a PC at work

69% of users had taken some form of training. The most popular training locations were part of the schooling system and through work for adults.

The countries with the highest scores for actual skills also demonstrated the highest participation in training

There was no observable difference between gender

Digital Literacy in urban areas was slightly greater than in rural areas

1.6 General Conclusions External indicators (i.e. PC Ownership, Broadband Penetration) which are often used as a

barometer of digital literacy are proven to be extremely inaccurate measures of the real state of digital literacy with a correlation coefficient of less than 0.35 showing no meaningful relationship between skills and PC ownership

Traditional methods of assessment of digital literacy (i.e. Interview, Self Assessment) are proven to be inaccurate measures of digital literacy. This is apparent in the variation between the ‘Perceived’ scores, ‘Confidence ranking’ scores and the ‘Actual’ scores

Multiple methods which include an analysis of education levels are relevant forms of evaluation but need to be complimented by actual testing, and skills certification data

Over confidence shown by the 16-25 age group, combined with strong scoring in the Internet section of the survey indicate a narrower field of perception of digital literacy amongst this age group which is predominantly focused on the use of the internet

Under Confidence displayed in particular by the 55 – 69 age group indicates that there is still a fear of technology and what it can be used for, and also a lack of understanding of the term digital literacy and the skills encompassed.

Typical marginalised groups still seem to show a lower level of digital literacy, including the elderly and those in rural communities.

The greatest area in which there is a skills deficit for older people is in the areas of online transactions, understanding the general principles of how PC’s work, the use of text and spreadsheet applications, and the dangers/security issues inherent in using the internet

The greatest area in which there is a skills deficit for younger people is in the use of word processing and spreadsheet applications.

The World Economic Forum (WEF) Global Competitive Index shows a direct link between skills and economic competitiveness. The survey showed that there was a lower level of confidence and

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perceived capability with IT, indicating that productivity, return on investment in capital infrastructure and thus economic competitiveness are not being maximised

1.7 Policy recommendations

Investment in basic skills, specifically those needed to grow digital literacy is a critical factor in supporting the overall growth of an economy and development of society. Only with a parallel investment in basic skills will strategic investment in high level and professional skills be of benefit to the economy and society, and ensure all downstream users can avail, interact and utilise ICT effectively. All ICT Capital Investment by Governments /Organisations must contain a skills and training component, otherwise the return in investment in infrastructure will be significantly reduced

Conclusion of the EU Riga Declaration should be adopted globally, with subsequent actions put in place to support their implementation;

o All government to put in place sustainable digital literacy and e-skills competence development actions using formal and informal education systems and utilising existing expertise

o Such actions to be achieved through public private partnerships which focus on digital literacy in the area of lifelong learning , e-Skills and digital user rights.

o Such actions should be supported by appropriate qualifications schemes of industry and academia, that are internationally recognised and facilitate mobility

Government Policy addressing digital literacy must be inclusive of marginalised sections of society (economically disadvantaged, unemployed, elderly, rural, and disabled) which collectively account for between c.30% and 60% of all members of society.

International Aid Funding which focuses on developing countries and contains an ICT infrastructural component must include a training/certification component and must consider investment in the education of the downstream users of any such infrastructure

An agreed definition and framework which allows for occupational skills, technological change and other factors should be developed.

Digital Literacy and the digital divide are both relative terms which continue to change. Governments and Industry should work together to discuss the dichotomy between digital literacy and the expectations of the role that ICT can play in society. Clearly citizens believe ICT can deliver a lot more than they believe they are aware of. This issue of perception around ICT and its relationship with society needs to be explored in greater detail.

Governments should recognise the real barometers of digital literacy and the real impact this has on the economic and social progress and competitiveness of your country

Governments, business and responsible authorities should look to remove all legal and regulatory barriers to education, innovation and the investment and access to education

The UN / UNESCO should support the creation of a world digital literacy index which measures the actual digital literacy across the world, and implement actions through UNESCO to support digital literacy development, as a key building block for economic and societal development.

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2 Top Level Findings This section looks at the top level findings of the Digital Literacy Survey. The survey used 3 measures of assessing the levels of digital literacy of the respondents used in the survey

1. Perceived Digital Literacy measure, asked participants to assess their overall ability with ICT. (See Section 6.4.1)

2. Confidence of Digital Literacy measure, asked participants to rate how confident they were in performing specific tasks using computer applications or answering specific knowledge areas. They were asked to rate their confidence at performing a total of 13 questions covering 4 topic areas. (See Section 6.4.2)

3. Actual Digital Literacy measure, asked the participants to perform specific tasks across 13 matching question areas to the ones which measured their self rated confidence. (See Section 6.4.3)

In this section, the results of each of the 3 measurements are analysed separately and then are compared. Each respondent was categorised as being digitally literate, having basic skills or having insufficient skills for each of the three measurements.

2.1 Overall Skills Levels Figures 2.1, 2.2 and 2.3 outline the overall skills levels assessment for each of three measures. There was a significant variance between Actual Skills, self rated Confidence in those Skills, and Overall Self Perceived Ability with IT.

Figure 2-1 Actual Digital Literacy

Figure 2.1 shows the mean level of digital literacy based on actual testing for the 15 countries surveyed was approximately 63%. Respondents who got a minimum of 91% in the actual testing (12 or 13 questions correct out of a total of 13 questions) were classified as digitally literate. A mean of 34% of respondent had

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basic digital skills (respondents who got between 7 and 11 out of 13 questions correct). While 3% of respondents had insufficient skills

While the mean figure of 63% being digitally literate is encouraging, these results also show that a mean of 37% of society need to improve their skills to be able to engage effectively and securely within society.

Figures 2.2 and 2.3 below are instructive for 2 main reasons. Firstly, when contrasted with actual scores of Figure 2.1 they highlight that there is great disparity between the different methodologies of assessing skills. Secondly, and equally importantly, they highlight that the dynamic nature of the ICT world which may indicate that people feel they are not fully aware of the role of ICT in their lives and perceive even at a minimum level of digital literacy that more skills are required to be a competent user of any technology or application. This relevant lack of confidence may indicate that people feel they are not maximising or not capable of maximising the benefits of ICT in their lives. Figure 2.3 is particularly instructive showing that on average 58% of respondents believed they have insufficient skills, with a further 41% believing they only had basic skills.

Figure 2-2 Overall Expressed Confidence

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Figure 2-3 Overall Perceived Skills

2.2 Variance between Perceived and Actual Skills levels Figure 2-4 Variance between Confidence, Perceived and Actual

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Figure 2.4 shows in a simplistic format, the difference between the 3 measurement methods. This highlights not only the disparate results, but importantly the caution with which any digital literacy metrics should be reviewed and the possible inherent reasons as to disparities in data. While actual testing (through a survey or through analysis of certification data) provides an accurate barometer of skills, the issues of confidence and self perception may have a wider significance which needs to be analysed. In addition to skills, people’s confidence and attitudes to ICT are also important particularly in the adoption of technology and the uptake of public or private services that are based on a technology platform.

Figures 2.5, 2.6 and 2.7 explore the variances between the different methodologies of measurement for each of the 3 levels of skills.

Figure 2.5 highlights the greatest deviation in people’s perceptions of the meaning of digital literacy and the skills encompassed. While general confidence in performing specific tasks was expressed as 28%, when respondents were initially asked to rate their own overall ability with ICT, less than 1% of them considered that they were digitally literate which contrast significantly with the 63% who ranked as digitally literate from the actual test. This would indicate as significant negative perception or fear around ICT.

Figure 2-5 Digitally Literate Variances

Figure 2.6 demonstrates that more individuals were most comfortable rating their skills as basic. 58% of respondents expressed an overall confidence that they had basic IT skills based on rating their confidence against skill areas, but once again when they were intially asked to rate their overall perceive ability with IT, it was lowerat 47%

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Figure 2-6 Basic Skills Variances

Figure 2-7 Insufficient Skills Variances

Together with the results in figure 2.5, figure 2.7 is highly significant. With a mean of 52% of respondents perceiving their overall skills as insufficient, when asked to rate their confidence against 13 specific technology questions, this dropped to 14%. This may have greatest significance for employers, and the ICT industry, showing that the use of technology is not being maximized and potentially the return on investment in ICT is lower than it could be, with overall potential productivity also greatly reduced.

Figures 2.8 and 2.9 overleaf show this in a simpler format. Almost two thirds of people are not confident and under estimate their level of ability in using ICT. In these two charts overleaf the levels of estimation are graded as follows

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Accute Under Under estimated skill level by >24%

Under estimated skill level by > 4.8% and <24%

Accurate Estimation of skill level was over or under by 4.8%

Over Over estimated skill level by > 4.8% and <24%

Acute Over Over estimated skill level by >24%

Figure 2-8 - Variances between Confidence and Actual Skill Levels

Figure 2-9 - Variances between Confidence and Actual Skill Levels

COUNTRY Confidence Variance: - under estimate + over estimate

COUNTRY Confidence Variance: - under estimate + over estimate

Austria Average -14.9% Portugal Average -18.5%

Colombia Average -12.5% Romania Average -8.4%

Germany Average -19.1% Serbia Average -2.2%

Hong Kong Average -26.5% South Africa Average -13.2%

Hungary Average -4.0% Spain Average -15.2%

Ireland Average -11.4% Switzerland Average -16.6%

Lithuania Average -11.8% Thailand Average -28.9%

New Zealand Average -19.3% Vietnam Average -18.8%

Grand Average -12.3%

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3 Demographical Analysis This section looks at the relationship between the overall results of the respondents’ confidence, self perception and actual rankings, across three of the most common demographical parameters (Age, Gender, Urban/Rural). This demographical analysis is of particular relevance to government, civil society and development organisations in formulating appropriate strategy and implementing appropriate actions to create a balanced development of digital literacy across society.

3.1 Age Figure 3.1 shows that those between 26 -55 had the highest actual scores. As this represent a large percentage of the labour market this is not surprising. This age group also demonstrates the greatest overall confidence and self perceived ability amongst the survey group. Actual achievement for over 70’s is approximately 86%. This may reflect the large investments by governments in skills initiative for this sector, together with the level of informal training that takes place within extended families.

Figure 3-1 Average Actual Score by Age

Figures 3.2 and 3.3 overleaf, show that perceived ability and confidence with specifc tasks is highest among 26-40 year olds and drops significantly, with 56-70 year olds having the lowest confidence. However the sample size of over 70’s was not statistically representative enough and so possibly distorts the reality of their confidence and perceived scores.

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Figure 3-2 Average Confidence Score by Age

Figure 3-3 Average Perceived Score by Age

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A mean of 84% of respondents use computers daily, with 94% of repondents using a computer a few times a week or more.

Figure 3-4 Regularity of Computer Use

The main sources of computer training were school for the 16-25 age categories, while up to 60% of those in the labour market (ages 26-55) had taken training at work or in a private training centre. A mean of 83% of total respondents had taken some form of formal training.

Figure 3-5 Training Sources by Age

Fig 3.6 overleaf, shows that computer usage is highest amongst the labour market (Age26 -55), where computers are used regularly both in work and and outside of the work place.

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Figure 3-6 Computer Usage by Age

3.2 Gender There was only a very small variance between genders in terms of the overall actual score, with males scoring an average of 1.75% higher than the females surveyed

Figure 3-7 Average Actual Score

Interestingly there was a greater variance between male and female overall confidence, with males expressing 7% higher confidence in perfoming these tasks (figure 3.8), however when rating their overall self perceived ability with IT (figure 3.9) there was less than 1% variance, with females rating their self perceived ability only slightly higher than males. This may indicate a greater awareness amongst males of the breadth of IT skills.

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Figure 3-8 Confidence Average Score

Figure 3-9 Perceived Score by Gender

There was no signficant variance in the frequency of computer use by gender, with 80% of Females and 83% of males using computers every day

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Figure 3-10 Frequency of use by Gender

3.3 Urban/Rural Split Figures 3.11 and 3.12 demonstrate a marginally higher actual score(less than 2%) amongst urban respondents over rural respondents. This differential remained the same when they were estimating their overall perceived ability and self rating their confidence with overall tasks

Figure 3-11 Urban/Rural Actual Scores

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Figure 3-12 Urban/Rural Confidence Scores

Figure 3-13 Rural and Urban Perceived Score

Broadly speaking the location of computer usage was similar across the Rural/Urban divide, with slight more Rural respondents using computers at home than their Urban counterparts.

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Figure 3-14 - Rural/Urban Usage

The slightly lower average actual score of Urban respondents can perhaps be partially explained by figures 3.15 and 3.16 where Urban respondents have on average been using computers for a longer period than the rural respondents, moreover when it came to training almost 5% more Urban respondents had received training, with an overall average of 68% of respondents having received training

Figure 3-15 Rural/Urban Experience

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Figure 3-16 Rural/Urban training levels

3.4 PC Ownership Figure 3.17 shows that PC ownership among rural respondents, though still high is 2.5% lower than urban respondents. This is similar to the minor variance in actual skills between urban and rural respondents and also the minor variance in those that had taken training.

Figure 3-17 Rural/Urban PC Ownership

Figure 3.18 below shows that despite a high overall level of PC ownership, Digital Literacy is significantly lower at only 63%. Taking into account self perceived and confidence scores for digital literacy, this clearly demonstrates that there is significantly more benefits individuals believe to be gained using IT, and in particular from their PC’s, however they are unable and unconfident to do so. It also clearly shows PC penetration as inaccurate baromoter of digital skills.

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Figure 3-18 PC Ownership V Digital Literacy

An analysis of how long respondents have been using computers shows that almost 80% of all respondents have been using computers for 8 years or more. While this is encouraging, when you consider the digital literacy level of 63% and also the lower level of perceived ability (14%) and self rated confidence (3%), it raises broader sociological issues for discussion regarding the importance and the role of PC’s in people’s personal and working lives.

When you further consider figures 3.20 and 3.21 which show that 71% of respondents used PC’s at work and that on average 84% use PC’s daily with 95% using them a few times a week or more, then it indicates PC’s are being used for a limited range of activity, most likely predominantly for accessing of the Internet. This also concludes that measures of digital literacy need to incorporate more than internet skills, unlike the majority of approaches to date.

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Figure 3-19 - Years of Computer Experience

Figure 3-20 Where Computers are Used

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Figure 3-21 Frequency of Computer Use

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4 Role of Training / Education and IT Usage Patterns This section looks at the role of training in developing IT skills and its impact on actual scores achieved. There was generally a positive relationship between actual skills and training. Overall, slightly more people had taken training (69%) than were digitally literate (63%). There are some interesting variances by country, where in some cases despite having a higher percentage of respondents who had taken training, there were a lower percentage of those respondents who were digitally literate. This perhaps raises considerations of the efficacy of IT training in these countries and also may point to a lower focus on certification of IT skills in those countries. This may also be because data collected in this survey did not analyse in detail, the levels of training and certification achieved.

Figure 4-1 Digitally Literate Vs Training

Figure 4.2 overleaf, shows the immense variance beween countries in regard to the source of training undertaken. On average schools and the work place were the two main areas in which people received computer training. Interestingly the correlation between the actual digital literacy scores and the location of training, indicate the efficacy or perhaps the relevance of the material taught broadly across the school system in a number of countries may not be in line with the benchmark of digital literacy outlined in this survey. Hungary, Lithuania, Serbia and Switzerland, while all having a larger proportion of IT training in the school system all scored relatively lower in terms of actual digital literacy than those countries who had a higher level of training in work or in training centres.

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Figure 4-2 Location of Training

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5 Performance by Skill Area Unsurprisingly the highest mean score of 96% was in the area of use and understanding of everyday technologies such as mobile telephony and portable music players. While the areas of Hardware and Applications had almost the same average score of 88%, the lowest scoring area was that of online technologies at 83%. This result was lower due primarily to lower scoring in the areas of online security awareness and virus issues. (For Skill Area Categorisations see section 6.5)

Figure 5-1 Performance by Skill Area

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6 Survey Structure The survey contained a number of different elements to its structure which are highlighted in sections 6.1 to 6.4 below. In addition to these structural elements, each participating country was issued with a survey quota which required them to get an even distribution of respondents across the demographical variables outlined in section 5.3.

6.1 3 Analysis Methodologies - Confidence / Perceived / Actual 3 different methodologies were used to assess digital literacy in the survey process.

Perceived Ability, was assessed by measuring the respondents overall estimation of their ability with ICT. This was rated on a four point scale in Q11.

Confidence in Ability, measured the respondents self rated confidence or perceived level of ability across a set of 13 questions (6.4.2) covering 4 Analysis areas (6.2).

Actual Ability, measured the respondents actual ability/skills using 13 specific question (6.4.3), which matched the questions of 6.4.2, upon which respondents had to rank their level of confidence.

6.2 4 Analysis Areas Sections 6.4.1 and 6.4.2 outline the set of thirteen questions used to rank respondents self perceptions. These questions analysed 4 distinct areas. These areas are Hardware, Online Activity, Applications and Everyday Technologies.

6.3 Demographical Analysis There were 3 primary demographical indicators that were measured, in order to enable a more detailed analysis of the data and make informed commentary. These 3 demographics were Age, Gender and Urban/Rural categorisations. Two other sub categories were used for further correlative analysis. These sub categories related to PC ownership and usage and the role of training.

6.4 Survey Quota’s Fieldworkers gathering survey data were issued with a gross quota of a minimum of 500 respondents. The quota outlined the requirement to have an even distribution (of number) of respondents across age, location and gender.

6.5 Survey Questions The survey questionnaire was built by ECDL Foundation Subject Matter Experts, with the methodology overseen by Gartner International. Each question used has been psychometrically evaluated prior to the inclusion in the survey.

6.5.1 Personal / Demographical Information Q1-11 Q1 - Age

Q2 – Gender

Q3 – Nationality

Q4 – Urban/Rural

Q5 – Do you have a computer at home?

Q6 – How long have you being using computers?

Q7 – How often do you use a computer?

Q8 - What do you use a computer for?

Q9 – Have you had any computer training?

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Where you mainly took this training?

Q10 - Have you heard of ECDL /ICDL?

Q11 –How would you rate your computer skill level

6.5.2 Self Confidence Digital Skills How confident would you be;

Q12 – To identify the main parts of a computer

Q13 – To identify types of portable storage devices

Q 14 –To create and send an email

Q15 – To explain what a search engine is for

Q16 – How to prevent your computer being infected with viruses

Q17 – To shop safely online

Q18 – To save a document

Q19 – To total numbers in a spreadsheet

Q20 – To do some basic editing in a document

Q21 – To identify different file types

Q22- To describe some advantages of a digital camera

Q23 – To explain what an MP3 players is for

Q24 – To send a text on a mobile phone

6.5.3 Actual Skills Questions There were a serious of multiple choice questions (MCQ) using images, hot spot technologies and simple simulation of applications (SIM)

Q25 – Which one of these devices is used to output information from a computer? (MCQ)

Q26 – Which one of the following is a portable storage device? (MCQ)

Q27 – Where would you click to attach a file to an email? (SIM)

Q28 – Which one of these would you use a search engine for? (SIM+MCQ)

Q29 – You have received file attachment from an unknown user, what should you do? (SIM+MCQ)

Q30 - This is an online shopping site, click on the symbol that shows you the site has a secure connection? (SIM)

Q31 – Which button on the toolbar would you click to save this document? (SIM)

Q32 – Where would you click on the screen below to automatically total the numbers in the shopping list? (SIM)

Q33 – Click on the button that will enable you to change the colour of the text (SIM)

Q34 – Click on the image file from the selection below (SIM)

Q35 – What is one advantage of a digital camera over a film camera?(MCQ)

Q36 – What would you use an MP3 Player for? (MCQ)

Q37 – The following symbol has appeared on your mobile phone, what does it mean? (MCQ)

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6.6 Skills Area Categorisation The questions covered 4 skills and knowledge areas of ICT were categorised under 4 headings

Hardware: Q 12, 13

Online: Q 14, 15, 16, 17

Applications: Q 18, 19, 20, 21

Everyday technologies: Q 23, 24

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7 Country Level Analysis

7.1 Austria

Digital Literacy Assessments

Digitally Literate Basic Skills Insufficient Skills

Overall Perceived 0% 41% 59%

Self Rated Confidence 28% 61% 12%

Actual Skills 77% 21% 3%

Self Rated Confidence Estimation Variance

--14.9%

Demographics

16- 25 26-40 41-55 56 -70 70+ Male Female Urban Rural

Average Perceived Score

44.4% 45.0% 47.1% 75.0% 47.4% 43.5% 46.2% 44.4%

Average Self rated confidence

80.0% 77.9% 71.7% 69.2% 80.0% 73.7% 76.1% 78.9%

Average Actual Score

87.6% 94.3% 95.6% 96.2% 91.4% 92.6% 92.0% 91.8%

PC Usage Analysis

In Austria the overall rate of PC Ownership is 98% compared to a national digital literacy level of 77%. Of those surveyed 73% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were Training Centre (39%) followed by Schools (16%) where Austria scored above the survey average for Training Centres (17%) and below the survey average for Schools of (21%).

PC usage is very prevalent in Austria with 82% using a PC every day which is just below the survey average of 84%, and with 98% of Austrians using a PC at least 3 times a week.

The Skill Areas in Austria with the highest average score was awareness of everyday technologies (96%), while the skills area with lowest average was Online Knowledge and Skills (88%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.2 Colombia Digital Literacy Assessments






-12.5%

Demographics



58.3% 75.0% 50.0% 50.0% 75.0% 55.0% 75.0%


80.1% 92.3% 88.5% 80.8% 93.3% 86.5% 76.9%


94.9% 100.0% 100.0% 96.2% 100.0% 96.9% 100.0%

PC Usage Analysis

In Colombia the overall rate of PC Ownership is 100% compared to a national digital literacy level of 83%. (It should be noted however the survey quota of distribution of candidates was not adhered to in Colombia) Of those surveyed 83% had taken some form of formal training which was above the survey average of 71%. The most common areas for training to take place were Work (33%) followed by Schools (33%) where Colombia scored above the survey average for training in work (13%) and above the survey average for training in Schools of (21%).

PC usage is very prevalent in Colombia with 100% of survey respondents using a PC every day which is above the survey average of 84%.

The Skill Areas in Colombia with the highest average score were hardware knowledge (100%), while the skills area with lowest average was application knowledge and skills (96%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.3 Germany Digital Literacy Assessments






-19.1%

Demographics



51.2% 38.9% 42.1% 43.8% 46.0% 48.3% 46.5% 47.5%


71.7% 71.2% 77.1% 76.9% 74.7% 69.3% 73.2% 71.9%


89.6% 94.5% 95.5% 98.7% 92.2% 91.3% 92.0% 91.6%

PC Usage Analysis

In Germany the overall rate of PC Ownership is just over 98% compared to a national digital literacy level of 70%. Of those surveyed 52% had taken some form of formal training which was below the survey average of 71%. The most common areas for training to take place were in School (20%) followed by Training Centres (14%) where Germany scored above the survey average for Training Centres (17%) and just below the survey average for Schools of (21%).

PC usage is very prevalent in Germany with 82% using a PC every day which is just below the survey average of 84%, and with 94% of Germans using a PC at least 3 times a week.

The Skill Areas in Germany with the highest average score was awareness of everyday technologies (98%), while the skills area with lowest average was Online Knowledge and Skills (87%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.4 Hong Kong Digital Literacy Assessments






-26.5%

Demographics



37.5% 41.9% 35.2% 25.0% 25.0% 39.4% 36.2% 37.5% 39.1%


62.9% 59.1% 46.9% 64.7% 94.2% 67.5% 54.2% 61.5% 56.4%


90.0% 85.1% 77.3% 43.6% 100.0% 89.9% 84.6% 89.5% 75.0%

PC Usage Analysis

In Hong Kong the overall rate of PC Ownership is 99.5% compared to a national digital literacy level of 63%. Of those surveyed 59% had taken some form of formal training which was below the survey average of 71%. The most common areas for training to take place were Schools (33%) followed by Training Centres (14%) where Hong Kong scored above the survey average for Schools (21%) and below the survey average for Training Centres of (17%).

PC usage is higher in Hong Kong with 77% using a PC every day which is noticeably below the survey average of 84%, and with 92% of people using a PC at least 3 times a week.

The Skill Areas in Hong Kong with the highest average score was awareness of everyday technologies (93%), while the skills area with lowest average was Application Knowledge and Skills (82%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.5 Hungary Digital Literacy Assessments






-4%

Demographics



52.1% 49.5% 49.4% 40.0% 25.0% 52.5% 50.0% 52.0% 49.9%


81.3% 87.7% 86.5% 81.0% 82.2% 85.8% 78.3% 83.2% 80.6%


85.4% 91.8% 90.0% 86.4% 82.7% 88.0% 84.6% 87.0% 85.3%

PC Usage Analysis

In Hungary the overall rate of PC Ownership is 97% compared to a national digital literacy level of 63%. Of those surveyed 73% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were Schools (52%) which was significantly above the survey average for Schools of (21%).

PC usage is very prevalent in Hungary with 86% using a PC every day which is just above the survey average of 84%, and with 96% of Hungarians using a PC at least 3 times a week.

The Skill Areas in Hungary with the highest average score was awareness of everyday technologies (96%), while the skills area with lowest average was Online Knowledge and Skills (78%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.6 Ireland Digital Literacy Assessments






-11.4%

Demographics



50.5% 44.4% 43.4% 42.6% 25.0% 42.4% 47.9% 45.1% 45.0%


72.8% 82.7% 78.2% 69.5% 92.3% 82.8% 73.1% 77.8% 78.9%


85.9% 93.0% 88.9% 84.0% 100.0% 90.5% 88.4% 88.0% 94.1%

PC Usage Analysis

In Ireland the overall rate of PC Ownership is 93% compared to a national digital literacy level of 69%. Of those surveyed 78% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were at college (22%) and at a training centre (22%) where Ireland scored above the survey average for training at college (11%) and above the survey average for training centres of (17%).

PC usage is very prevalent in Ireland with 82% using a PC every day which is just below the survey average of 84%, and with 93% of Irish respondents using a PC at least 3 times a week.

The Skill Areas in Ireland with the highest average score was awareness of everyday technologies (96%), while the skills area with lowest average was Application knowledge and Skills (87%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.7 Lithuania Digital Literacy Assessments






-11.8%

Demographics



44.3% 48.3% 46.1% 47.8% 50.0% 45.4% 44.5% 45.5% 42.4%


66.4% 77.6% 66.0% 74.6% 61.5% 69.7% 69.3% 70.7% 64.5%


77.9% 90.8% 77.3% 86.6% 76.9% 78.9% 84.0% 82.6% 75.9%

PC Usage Analysis

In Lithuania the overall rate of PC Ownership is 93% compared to a national digital literacy level of 38%. Of those surveyed 76% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were Schools (34%) followed by Self Led training (17%) where Lithuanian scored above the survey average for Schools (21%) and also above the survey average for Self Led training of (7%).

PC usage is less prevalent in Lithuania that other countries with 65% using a PC every day which is well below the survey average of 84%, and with 75% of Lithuanians using a PC at least 3 times a week.

The Skill Areas in Lithuania with the highest average score was awareness of everyday technologies (95%), while the skills area with lowest average was application knowledge and skills (73%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.8 New Zealand Digital Literacy Assessments






-19.3%

Demographics



48.1% 46.4% 75.0% 49.1% 58.2% 52.9% 52.5%


73.2% 80.5% 80.0% 74.7% 68.2% 72.5% 68.5%


92.0% 93.4% 90.8%** 91.8% 90.6% 91.9% 87.3%

PC Usage Analysis

In New Zealand the overall rate of PC Ownership is 98% compared to a national digital literacy level of 74%. Of those surveyed 75% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were in Schools (25%) followed by in Work (16%) where New Zealand scored above the survey average for training in Schools (25%) and also the above the survey average for training at work of (13%).

PC usage is very prevalent in New Zealand with 89% using a PC every day which is just above the survey average of 84%, and with 96% of New Zealanders surveyed using a PC at least 3 times a week.

The Skill Areas in New Zealand with the highest average score was awareness of everyday technologies (96%), while the skills area with lowest average was Hardware Knowledge (87%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.9 Portugal Digital Literacy Assessments






-18.5%

Demographics



58.0% 56.5% 55.2% 58.3% 75.0% 53.2% 59.7% 56.6% 59.1%


75.8% 74.3% 75.9% 69.0% 40.4% 83.4% 69.8% 75.9% 73.1%


94.2% 93.1% 93.3% 92.3% 100.0% 95.9% 92.4% 94.2% 92.5%

PC Usage Analysis

In Portugal the overall rate of PC Ownership is 97% compared to a national digital literacy level of 81%. Of those surveyed 84% had taken some form of formal training which was above the survey average of 71%. The most common areas for training to take place were Training Centres (36%) followed by College (17%) where Portugal scored above the survey average for Training Centres (17%) and above the survey average for Colleges of (11%).

PC usage is very prevalent in Portugal with 93% using a PC every day which is above the survey average of 84%, and with 98% of Portuguese using a PC at least 3 times a week.

The Skill Areas in Portugal with the highest average score was awareness of everyday technologies (99%), while the skills area with lowest average was Hardware knowledge (86%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.10 Romania Digital Literacy Assessments






-8.4%

Demographics



48.4% 49.2% 50.5% 43.2% 25.0% 47.8% 49.3% 51.6% 44.3%


77.1% 75.6% 76.7% 78.1% 28.8% 80.0% 73.9% 78.5% 73.5%


83.8% 85.5% 85.7% 89.5% 92.3% 85.8% 84.2% 84.7% 85.2%

PC Usage Analysis

In Romania the overall rate of PC Ownership is 87% compared to a national digital literacy level of 55%. Of those surveyed 59% had taken some type of formal training which was below the survey average of 71%. The most common areas for training to take place were Training Centre (32%) followed by Schools (10%) where Austria scored above the survey average for Training Centres (17%) and well below the survey average for Schools of (21%).

PC usage is slightly lower that other countries surveyed with 78% using a PC every day which is just below the survey average of 84%, and with 87% of Romanians using a PC at least 3 times a week.

The Skill Areas in Romania with the highest average score was awareness of everyday technologies (96%), while the skills area with lowest average was Online Knowledge and Skills (77%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.11 Serbia Digital Literacy Assessments






-2.2%

Demographics



40.7% 50.0% 37.5% 75.0% 38.6% 43.5% 36.9% 50.0%


72.9% 77.9% 78.1% 78.8% 79.5% 71.6% 77.7% 68.4%


73.3% 91.3% 77.9% 100.0% 80.1% 74.6% 86.8% 59.5%

PC Usage Analysis

In Serbia the overall rate of PC Ownership is 91% compared to a national digital literacy level of 40%. Of those surveyed 59% had taken some type of formal training which was below the survey average of 71%. The most common areas for training to take place were Schools (35%) followed by Training Centres (15%) where Serbia scored above the survey average for training in Schools (21%) and below the survey average for training centres of (17%).

PC usage is less prevalent in Serbia than the other countries surveyed with 60% using a PC every day which is well below the survey average of 84%, and with 82% of Serbians using a PC at least 3 times a week.

The Skill Areas in Serbia with the highest average score was knowledge of hardware (88%), while the skills area with lowest average was application knowledge and skills (72%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.12 South Africa Digital Literacy Assessments






-13.2%

Demographics



54.0% 42.9% 47.6% 46.4% 49.3% 49.0% 48.8% 54.2%


76.6% 86.5% 83.9% 83.2% 85.1% 78.2% 81.5% 77.6%


92.8% 96.1% 96.3% 93.4% 94.6% 94.3% 94.4% 95.5%

PC Usage Analysis

In South Africa the overall rate of PC Ownership is 93% compared to a national digital literacy level of 84%. Of those surveyed 86% had taken some type of formal training which was above the survey average of 71%. The most common areas for training to take place were Training Centre (18%) followed by Schools (18%) where South Africa scored above the survey average for Training Centres (17%) and slightly below the survey average for Schools of (21%).

PC usage is very prevalent in South Africa with 92% using a PC every day which is just above the survey average of 84%, and with 100% of the South Africans surveyed using a PC at least 3 times a week.

The Skill Areas in South Africa with the highest average score was awareness of everyday technologies (99%), while the skills area with lowest average was Online Knowledge and Skills (87%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.13 Spain Digital Literacy Assessments





Actual Skills Estimation Variance

-15.2%

Demographics



50.7% 59.1% 57.4% 45.0% 48.0% 59.6% 54.3% 46.7%


79.7% 77.8% 80.0% 79.2% 84.5% 73.3% 79.4% 75.7%


94.4% 93.9% 94.6% 95.4% 96.0% 92.5% 94.4% 93.3%

PC Usage Analysis

In Spain the overall rate of PC Ownership is 99% compared to a national digital literacy level of 82%. Of those surveyed 63% had taken some form of formal training which was below the survey average of 71%. The most common areas for training to take place were Training Centre (21%) followed by Colleges (13%) where Spain scored above the survey average for Training Centres (17%) and above the survey average for Colleges of (11%).

PC usage is very prevalent in Spain with 97% using a PC every day which is above the survey average of 84%, and with 100% of Spanish people surveyed using a PC at least 3 times a week.

The Skill Areas in Spain with the highest average score was awareness of everyday technologies (100%), while the skills area with lowest average was Hardware knowledge (88%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.14 Switzerland Digital Literacy Assessments





Actual Skills Estimation Variance

-16.6%

Demographics



43.2% 45.2% 50.9% 46.9% 75.0% 45.3% 45.1% 46.2% 44.5%


71.3% 70.7% 66.5% 67.1% 48.1% 75.2% 64.0% 71.6% 69.3%


87.7% 86.4% 85.5% 83.2% 88.5% 89.6% 83.6% 87.0% 87.0%

PC Usage Analysis

In Switzerland the overall rate of PC Ownership is 99% compared to a national digital literacy level of 56%. Of those surveyed 77% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were Schools (39%) followed by Training Centres (8%) where Switzerland scored above the survey average for Schools (21%) and below the survey average for Training Centres (17%).

PC usage is prevalent in Switzerland with 80% using a PC every day which is just below the survey average of 84%, and with 96% of Swiss people surveyed using a PC at least 3 times a week.

The Skill Areas in Switzerland with the highest average score was awareness of everyday technologies (96%), while the skills area with lowest average was applications knowledge and skills (84%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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7.15 Thailand Digital Literacy Assessments






-28.9%

Demographics



42.1% 46.7% 34.1% 41.7% 43.2% 40.2% 40.5% 45.3%


56.1% 59.9% 62.2% 62.6% 63.2% 53.9% 59.1% 54.5%


88.2% 86.3% 81.8% 83.8% 89.3% 84.9% 88.3% 82.1%

PC Usage Analysis

In Thailand the overall rate of PC Ownership is 88% compared to a national digital literacy level of 52%. Of those surveyed 77% had taken some form of formal training which was slightly above the survey average of 71%. The most common areas for training to take place were Work (46%) followed by Training Centre (12%) where Thailand scored above the survey average for Work (13%) and below the survey average for Training Centres (17%).

PC usage is very prevalent in Thailand with 89% using a PC every day which is just below the survey average of 84%, and with 96% of Thai people surveyed using a PC at least 3 times a week.

The Skill Areas in Thailand with the highest average score was Application Knowledge and Skills (95%), while the skills area with lowest average was Online Knowledge and Skills (79%). These compared with survey average scores of 88% for hardware knowledge, 85% for online knowledge and skills, 88% for application knowledge and skills, and 96% for everyday technologies awareness.

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Table of Figures Figure 2-1 Actual Digital Literacy ....................................................................................................................... 8

Figure 2-2 Overall Expressed Confidence .......................................................................................................... 9

Figure 2-3 Overall Perceived Skills ................................................................................................................... 10

Figure 2-4 Variance between Confidence, Perceived and Actual ................................................................... 10

Figure 2-5 Digitally Literate Variances ............................................................................................................. 11

Figure 2-6 Basic Skills Variances ...................................................................................................................... 12

Figure 2-7 Insufficient Skills Variances ............................................................................................................ 12

Figure 2-8 - Variances between Confidence and Actual Skill Levels ............................................................... 13

Figure 3-1 Average Actual Score by Age .......................................................................................................... 14

Figure 3-2 Average Confidence Score by Age .................................................................................................. 15

Figure 3-3 Average Perceived Score by Age .................................................................................................... 15

Figure 3-4 Regularity of Computer Use ........................................................................................................... 16

Figure 3-5 Training Sources by Age ................................................................................................................. 16

Figure 3-6 Computer Usage by Age ................................................................................................................. 17

Figure 3-7 Average Actual Score ..................................................................................................................... 17

Figure 3-8 Confidence Average Score ............................................................................................................. 18

Figure 3-9 Perceived Score by Gender ............................................................................................................ 18

Figure 3-10 Frequency of use by Gender ........................................................................................................ 19

Figure 3-11 Urban/Rural Actual Scores ........................................................................................................... 19

Figure 3-12 Urban/Rural Confidence Scores ................................................................................................... 20

Figure 3-13 Rural and Urban Perceived Score ................................................................................................. 20

Figure 3-14 - Rural/Urban Usage ..................................................................................................................... 21

Figure 3-15 Rural/Urban Experience ............................................................................................................... 21

Figure 3-16 Rural/Urban training levels .......................................................................................................... 22

Figure 3-17 Rural/Urban PC Ownership .......................................................................................................... 22

Figure 3-18 PC Ownership V Digital Literacy ................................................................................................... 23

Figure 3-19 - Years of Computer Experience ................................................................................................... 24

Figure 3-20 Where Computers are Used ......................................................................................................... 24

Figure 3-21 Frequency of Computer Use ........................................................................................................ 25

Figure 4-1 Digitally Literate Vs Training ........................................................................................................... 26

Figure 4-2 Location of Training ........................................................................................................................ 27

Figure 5-1 Performance by Skill Area .............................................................................................................. 28

Digital Literacy Report - 2009 - ECDL...

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