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The input and know-how we have provided to policy
makers, the results from consultations with our members,
etc. are yet to be exploited, and we are yet to capitalise on
the knowledge we have accumulated through our activities
in 2017. Influencing policy-making is a long, gradual and
iterative process, and the examples below are the results of
accumulated efforts during the past five years:
We collected evidence from members on a continuous
basis and brought it to policy level through position papers
and contribution to EC consultations with stakeholders
(see above). We spoke about our members’ activities at
key policy events such as policy debates with MEPs in the
European Parliament organised in the framework of the
European Internet Forum, a policy debate as part of the
I-LINC final conference, the Digital Skills and Jobs coalition
conference, Civil Society Days 2017, the DigComp and
EntreComp stakeholder conference, the Social inclusion
cluster organised by EACEA and many others. Before each
event, we ask our members if they have relevant experience,
best practices or concerns that we can highlight.
A Digital Education Action Plan was proposed by
the European Commission at the beginning of 2018;
one of the three main priorities is “Developing
relevant digital skills and competences for digital
transformation”. We are proud to say that ALL
DIGITAL’s proposal for an EU-wide awareness-raising
campaign on media literacy has been taken on board
as one of the actions to achieve this priority.
The European Commission, through its knowledge
centre (the Joint Research Centre), has initiated
the development of guidelines on the usage of the
European Digital Competence Framework. ALL
DIGITAL has been advocating for such guidelines
and for further support for educational and other
stakeholders since the first version of the framework.
This shows that our advocacy efforts on creating a
system for recognition of digital competences and
a common understanding and language on digital
competences have been successful. To further
develop and concretise our work on this, in 2017 we
prepared a project proposal for building a system for
development and recognition of digital competences
under the Erasmus+ programme. This project has
been approved and we are looking forward to
working closely with policy makers on this in the
coming years.
The role of non-formal education and training
providers is increasingly being recognised at EU
policy level, in statements of the EU Commissioner
for Education and Culture, for example. Nonetheless,
this is a field where we will continue to focus in
order to make European and national policy makers
aware of the full potential and impact of non-
formal education providers, and the possibilities for
synergies between formal and non-formal education
in order to achieve a real lifelong learning offer to
European citizens.