Data gathering was carried out mainly through an online survey accompanied by telephone interview which was addressed to around 1000 experts from different types of institutions. The targeted experts included experts from national governments or governmental institutions which had already been involved as part of the activities for the identification and description of relevant e-skills policies, initiatives and multi-stakeholder partnerships in their countries, experts from higher education, research and academia, industry and ICT industry, associations of different type, consultants and other types of experts including those from social partners.
The response rate of was 17% with 171 experts getting involved and responding. From these responses 111 could actually be included in the analysis.
The experts were asked several sets of questions including the following on:
A) Appropriateness and effectiveness of different types of policies and initiatives for securing adequate supply of ICT practitioners and professionals as required by employers in the years until 2020.
Experts had to specify for each whether establishing and carrying out these types of policies and initiatives:
has been appropriate and effective, will (still) be relevant in the near future, has revealed tangible benefits already,
whether and to what extent they are satisfied with these policies and initiatives, as they have been executed in practice.
They were asked to respond to these questions in relation to types of policies and initiatives at European level (where appropriate).
National level in their country.
Altogether responses had to be given for 18 types of policies and initiatives
Activities for raising awareness about the opportunities offered by a career in ICT, including Europe-wide and national activities like those carried out within the European e-Skills Week activities.
Development and provision of ICT education & training: Industry-based training and certification addressed to ICT practitioners to further develop and update their skills and / or improve their career opportunities (life-long-learning)
Measures for mainstreaming ICT training in primary & secondary education, e.g. revision of curricula, introduction of dedicated subject "ICT", etc.
Development and provision of ICT education & training: Higher education: (new) curricula and programmes in areas of high demand in the market at: Universities for traditional higher education programmes (Bachelor and Master programmes)
Development and provision of ICT education & training: Higher education: (new) curricula and programmes in areas of high demand in the market at: Business schools offering dedicated (executive) (part-time) MBA and Master programmes to those in work
Development and provision of ICT education & training: Higher education: new curricula and programmes in areas of high demand in the market at: Business schools offering condensed, short-term programmes (duration: approx. 6 weeks or several months in parallel to job)
Development and provision of ICT education & training: Vocational education: taught as dedicated subject in vocational schools (including apprenticeships) with the aim to become an ICT practitioner.
Development and provision of ICT education & training: Re-training and up-skilling measures for ICT practitioners with outdated skills.
Development and provision of ICT education & training: Re-training and conversion courses for unemployed offering them a job opportunity in the ICT area.
Career support addressed to STEM students, graduates and employees but also those from other disciplines interested in an ICT professional career
e-Skills frameworks and associated online tools for vendor-based certifications mapping onto e-competences allowing individuals for a self assessment of their competences and match to ICT job profiles and for employers in recruitment processes to identify suitable candidates matching their competence profiles demanded to fill vacancies
Job matching for ICT practitioners through implementing the European Vacancy Monitor, EURES etc.
Provision of market information on current and future supply of and demand for (different types of) ICT practitioners and professionals
Financial and fiscal incentives ranging from subsidised courses, training grants to tax incentives for employers and employees
Programmes addressed to increase immigration of ICT practitioners from third countries ICT Professionalism initiatives making the ICT profession more transparent and attractive for a
broader range of (potential) students at vocational schools and in higher education
Institution building: establishment of a dedicated (possibly government funded) institution (like eSkills UK) to promote and support the ICT profession through a multitude of activities Dedicated policies and initiatives that aim to raise the share of women in the ICT workforce. B) Expectations as to the development of the supply of ICT practitioners and professionals from
the education sector and the industry demand of these until 2020.
Responses had to be given on a five-point Likert scale for each, demand and supply (drastically increase, increase, neither nor / remain stable, decrease, drastically decrease) for the following types of ICT professionals:
Planning and Strategy, such as enterprise architects, systems analysts, and ICT consultants Design, development, and integration such as software, web and multimedia developers and
test specialists
Design, development, and integration such as database designers and administrators
Design, development, and integration such as hardware and network specialists and systems administrators
Design, development, and integration such as security specialists Design, development, and integration such as Big Data specialists
Design, development, and integration such as embedded system designers / developers Service delivery and operation, such as operations, control or equipment technicians etc. Any other ICT professionals (please specify below).
C) The role for the European Commission in the future regarding e-skills.
D) The role for the national government and other relevant stakeholders in your country in the future regarding e-skills.