Hi Everyone,

please take your time and read this document carefully, as this is a preliminary outcome of all
our activities to date. Every team had a general theme/topic, which might help HEIs to
address the skills gap in Europe and each topic may have up to 10 policy proposals.
We can choose from 0 up to 8 in total. (If you DID NOT read them all, be honest! Do
NOT vote, if you did NOT read).

1. Facilitating Migration and Closing the Gap (Africa, Cris)

2. General about Skills (Ama, Cris)
3. AI to reduce the skills gap (Andriew)
4. Digital Skills (Burak, Jenna)
5. Green Transition (Ama, Cris)
6. Industry & Education Collaboration (Team 2)
1.Facilitating Migration and Closing the Gap

Problem Statement:
Migration has been a pivotal subject in Europe for numerous years, with discussions
frequently focusing on the economic ramifications of migration for both host countries and
migrants themselves. Among the most noteworthy economic consequences of migration is
the potential for migrants to alleviate skill shortages in the labor markets of host countries.
This aspect holds particular significance in today's interconnected global economy, which
experiences a growing demand for proficient professionals across diverse industries. This
paper aims to scrutinize the advantages and disadvantages of migration in tackling the skills
gap in Europe, the existing regulations, and propose policy ideas to address this matter.

Executive Summary:
The initiative would issue specific visas or permits to non-EU citizens (skilled workers and
students), enabling them to work and study within the European Union, thereby streamlining
the entire bureaucratic process. Moreover, the establishment of a fund aimed at providing
financial assistance to individuals mentioned above is proposed, with the intention of
enhancing the attractiveness and accessibility of talent migration.

Whom does it involve?

The Target: This policy applies to all non-EU citizens who are skilled workers, interns, or
students willing to improve their professional experience while also contributing to the
economic growth of European countries. It could be within an age range or implement some
requirements they should fulfill (e.g., no criminal records…)
The governing authorities or those in power: TBD - the Commission, the Council of the EU,
and the European Parliament(? + governments, universities, and corporations.

Policy Proposals:
1. Sleeker Visa Application Processes:
 Simplify and streamline the visa application process to make it more efficient
and transparent, or even create a new permit following the needs of both the
EU and the applicants.
 Provide clear guidelines and comprehensive information about the application
requirements, procedures, and timelines to make it easily attainable.
 Establish user-friendly online portals for visa applications, document
submission, and status tracking.
 Introduce pathways for transitioning from a student visa to a work visa,
making it easier for graduates to secure employment after completing their
studies.
2. Collaboration with Educational Institutions:
 Create programs that provide incentives for international students studying in
areas that address specific skill shortages, such as IT.
 Encourage universities and colleges to provide industry internships and work
placements to enhance students' practical skills and employability.
3. Sector-Specific Visa Programs:
  Implement visa programs tailored to specific sectors, giving priority to skilled
workers in industries experiencing substantial skill shortages and high
demand.
 Identify key sectors and formulate focused strategies to attract global talent,
including streamlined visa procedures and eased labor market testing criteria.
4. Fund Creation:
 Create a specific fund to offer support and aid to students and workers, helping
them establish themselves in any EU country.
 Include provisions for housing, reduced tuition fees, language courses, etc., to
make talent migration more attainable and attractive.
5. Entrepreneurial Opportunities:
 Governments could promote innovation and entrepreneurship by providing
funding and resources to support start-ups and SMEs.
 Offer tax incentives, grants, and loans to help businesses access the capital
they need to innovate and grow.
6. Foreign Pacts:
 Foster partnerships between countries (non-EU ones) to promote skills
development and training.
 Work with businesses and industry groups to identify critical skill gaps and
develop targeted training programs to address these gaps.
 Enhance collaboration between international private institutions and
governments worldwide, potentially providing tax breaks or subsidies for
training and education courses.
7. Promotion and Resources:
 Promote positive migration to Europe with projects and benefits for countries
that successfully implement the policy.
 Promote EU resources, such as the EUROPASS or Erasmus+.
2. General about Skills

1. To collaborate with the industry:

   - To establish advisory committees: Institutions can identify relevant industry experts and
form advisory committees. These committees would meet periodically to discuss labor
market needs, emerging trends, and necessary curriculum updates.
   -To promote communication channels with Industry through various events: Institutions
can organize events such as job fairs and conferences where companies can directly interact
with students and graduates. This provides opportunities to network, explore employment
prospects, and gather information on the most in-demand skills.
   - To joint research projects: Institutions can collaborate with companies on specific
research projects that address real and current industry issues. This allows students to work
on real-world situations and gain practical experience.
 - Responsibility of higher education institutions: Institutions are responsible for establishing
and maintaining relationships with the industry. This involves identifying relevant experts,
forming advisory committees, and organizing industry events.
 - Responsibility of companies and employers: Companies and employers should actively
participate in collaboration with institutions. This includes providing feedback, participating
in events, offering internship opportunities, and collaborating on joint research projects.

2. To focus on Internship and placement programs:

   - To build relationships with employers: Institutions can establish connections with
companies and organizations willing to host students for internships. This involves
developing formal agreements and establishing communication channels to coordinate
internship opportunities.This includes ensuring students are assigned to relevant tasks, having
trained supervisors at the host companies, and evaluating student progress during their
experience.

3. To work on soft skills:

   - To integrate the soft skills into the curriculum: Institutions can review and update
academic programs to incorporate activities and assessments related to the development of
soft skills. This may include group projects, oral presentations, debates, and simulations of
work situations. Institutions can offer workshops and extracurricular programs dedicated to
developing soft skills. These workshops may include training in effective communication,
leadership, conflict resolution, and teamwork. Professors and instructors should be
responsible for teaching and evaluating the development of soft skills within their courses.
This may involve designing and offering practical activities, providing feedback, and
assessing students' soft skills.

4. To develop Lifelong learning programs:

 To identify the skills and knowledge lacking: Institutions can conduct surveys and
consultations with practicing professionals to identify the most in-demand skills and
knowledge in the labor market. This will help develop relevant and updated lifelong
learning programs.
 To create online learning platforms: Institutions can implement online learning
platforms that offer courses and educational resources for working professionals.
These platforms provide flexibility and accessibility, allowing professionals to study
at their own pace and accommodate their work schedules. In order to do this,
 institutions must identify market needs, design relevant programs, provide educational
resources, and facilitate course delivery.

5. To collaborate with the public sector:

   - To collaborate with government agencies: Institutions can form partnerships with relevant
government agencies and public organizations. This involves working together to identify
specific skill needs and develop academic programs that address those needs and align with
strategic interests for the public sector.
   - To promote funding and support: The public sector can provide funding and support for
the implementation of joint programs and projects. This may include scholarships or grants
for students, funding for research projects, or collaboration in the development of educational
infrastructure.

6. To implement project-based learning methods: Institutions can implement project-based

learning approaches in their academic programs. This involves assigning students practical
and real projects that simulate real-world work situations. Students will work in
multidisciplinary teams to solve complex problems and apply their knowledge in real
contexts. Institutions can establish collaborations with companies and organizations to
provide high-quality projects and supervise students during their development. Professors and
instructors are responsible for facilitating project-based learning. This includes assigning
relevant projects, guiding students in problem-solving, and providing constructive feedback
on their performance. They should also encourage collaboration among students and foster
critical thinking and problem-solving skills.
 3. AI to reduce the skills gap

INTRODUCTION
Recently, several European countries have experienced remarkable technological
advancements, particularly in the realm of artificial intelligence (AI). Consequently, there has
been an increasing demand for proficient experts in this field. In light of this, it is worth
considering the implementation of AI to address the skills gap effectively. This can be
achieved by providing personalized learning experiences, identifying areas that need
improvement, and guiding students towards acquiring in-demand skills and pursuing
rewarding careers, all with the assistance of AI.

POLICY PROPOSAL
Team 4 proposes implementing the following policy measure:
To provide equal opportunities for all students in the digital age, it is crucial for European
Union to prioritize career guidance and the digitalization of education over the next 3-5 years.
Universities across Europe will implement AI technologies that enable personalized career
guidance based on the data of students' skills and interests. The Head of EU programs will
allocate adequate funding to support the digitalization of education, which includes providing
universities with necessary resources such as digital equipment, AI experts to help implement
the system. By actively implementing AI-powered personalized learning and career readiness
initiatives, we can ensure that every student in the EU has equal access to develop their skills
and thrive in the digital era. This proactive approach is the most effective since the growth of
technology is exponentially, utilizing it will empower students to navigate the evolving job
market, seize opportunities aligned with their talents and aspirations, and ultimately reduce
the skills gap.
 4. Digital Skills

Executive Summary 
The European Year of Skills 2023 is a dynamic initiative aimed at revitalizing lifelong
learning, empowering individuals and organizations to actively contribute to the green and
digital transitions while fostering innovation and strengthening competitiveness. By
addressing the existing skills gap, promoting upskilling and reskilling opportunities, and
ensuring the availability of in-demand skills, the European Year of Skills will serve as a
catalyst for sustainable growth, innovation, and enhanced business competitiveness.

Aligned with the European Commission's 2020 launch of the European Skills Agenda, which
centres around sustainable competitiveness, social fairness, and resilience, the European
Year of Skills seeks to elevate the quality and relevance of education and training, promote
greater participation in lifelong learning, and enhance the transparency and recognition of
skills and qualifications across Europe.

Through targeted initiatives, strategic partnerships, and innovative approaches, the

European Year of Skills will empower businesses to effectively address the evolving skills
landscape within the EU. By fostering an environment of continuous learning and equipping
individuals with the necessary skills for high-calibre employment, this initiative will
contribute to a more competitive and resilient European workforce.

Overall, the European Year of Skills plays a vital role in promoting lifelong learning, bridging
the skills gap, and supporting green and digital transitions. It underscores the paramount
importance of skills development for sustainable growth, social inclusion, and the overall
success of the European Union.

Problem Statement
The European Union faces significant challenges in recruiting employees with the essential
skill set, with more than 75% of businesses encountering difficulties in finding qualified
candidates. The issue is particularly pronounced in digital literacy, where only 4 out of 10
adults and every third worker in Europe lack fundamental digital skills. Additionally, there is
a severe shortage of IT and security specialists, further compounded by the striking gender
disparity, with only 1 in 6 IT specialists and 1 in 3 STEM graduates being women.

A key underlying problem lies in the lack of up-to-date and comprehensive data on skills
shortages in the EU, hindering effective decision-making and resource allocation. Addressing
this data gap is crucial to gain a better understanding of the skills shortage landscape and
implement appropriate measures.

An analysis conducted in 2016 revealed the top five skill-shortage occupations in the EU: ICT
experts, medical doctors, STEM professionals, nurses and midwives, and teachers. However,
there are variations across different countries, with some nations facing shortages of
teachers but not ICT specialists, while others have specific skill gaps in sectors such as law or
finance. Furthermore, the lack of digital and technological skills among the public sector
workforce is evident, with a projected 8.6 million EU-28 public sector employees lacking the
required skills by 2023.

Addressing this significant skills disparity requires a multifaceted approach, encompassing

improved recruiting practices, upskilling, and reskilling initiatives. It is vital to foster ongoing
communication and collaboration among all countries to effectively bridge the skills gap.

By closing this skills disparity, the European Union can fully leverage the benefits of
technology to enhance the efficacy and transparency of government operations, improve
service quality for citizens, and enhance overall competitiveness. However, achieving this
goal necessitates proactive measures and strategic interventions to develop a skilled
workforce capable of meeting the evolving demands of the digital age.

Pre-Amble
The potential impact of digital transformation on the European Union's economy is nothing
short of remarkable. A study conducted by the McKinsey Global Institute emphasizes that by
doubling the utilization of digital assets and increasing the digitization of labour in sectors
such as manufacturing, mining, healthcare, and education, the EU-28 has the opportunity to
add an astounding €2.5 trillion to its GDP by 2025. This ambitious leap in economic growth
could result in an annual GDP growth rate of 1 percent, positioning the European Union at
the forefront of digital innovation and economic competitiveness.

The findings of this study underscore the immense potential inherent in the digital realm
and the transformative power it holds across various sectors. By embracing digital
technologies and maximizing their utilization, the EU-28 can unlock significant economic
opportunities, driving productivity, efficiency, and innovation across industries. This digital
revolution has the potential to reshape traditional business models, enhance service
delivery, and create new avenues for growth and employment.

To seize this remarkable potential, it is imperative for the European Union to prioritize
digitalization efforts, foster a favourable environment for digital innovation, and equip its
workforce with the necessary digital skills. By embracing this digital imperative, the EU-28
can chart a path towards sustainable economic growth, heightened competitiveness, and a
prosperous future in the digital age.
Policy Proposals 
1. | Enhancing Digital Access and Infrastructure for EU Member States 
To: European Commission, Directorate-General for Communications Networks, Content and
Technology (DG CONNECT) and the Directorate-General for Regional and Urban Policy (DG
REGIO). 

Objective: The aim of this policy is to ensure equitable access to technology and
technological infrastructure for all citizens, thereby reducing the digital skills gap. It seeks to
leverage government initiatives, affordable internet connectivity, and the distribution of
digital devices.

Policy Statement:
Government-Funded Technology Programs: The Directorate-General for Communications
Networks, Content and Technology (DG CONNECT) and the Directorate-General for Regional
and Urban Policy (DG REGIO) shall collaborate to establish comprehensive government-
funded technology programs. These programs will focus on facilitating access to technology
and promoting digital literacy across member states.

Affordable Internet Access: DG CONNECT, coordinating with relevant stakeholders, will

work towards enhancing affordable and reliable internet connectivity across the EU. This
will involve partnering with telecommunications providers, promoting competition, and
incentivizing infrastructure investments in underserved areas.

Digital Device Distribution: DG CONNECT, in collaboration with DG REGIO, will implement

initiatives to distribute digital devices to individuals with limited access to technology.
Priority will be given to marginalized communities, educational institutions, and small
businesses. These devices will be pre-loaded with the necessary software and educational
resources.

Public-Private Partnerships: DG CONNECT and DG REGIO will actively engage with private
sector entities, non-profit organizations, and civil society groups to establish robust public-
private partnerships. These partnerships will foster knowledge sharing, innovation, and
resource pooling to accelerate the implementation of digital access initiatives.

Monitoring and Evaluation: A dedicated task force, jointly led by DG CONNECT and DG
REGIO, will be established to monitor the progress, impact, and effectiveness of the policy.
Regular evaluations will be conducted to identify areas for improvement and ensure
continuous adaptation to evolving technological landscapes.

Implementation and Timeline: The policy shall be implemented within a specified timeline,
allowing for phased initiatives to maximize efficiency and impact. A detailed roadmap
outlining specific actions, responsibilities, and milestones will be developed and made
publicly available.

Budgetary Considerations: Adequate budgetary allocations will be secured to support the

implementation of this policy. Funding sources may include EU funds, public-private
partnerships, and national contributions.

This policy statement provides a clear and concise roadmap for improving access to
technology and technological infrastructure within the EU. It emphasizes collaboration,
affordability, and targeted interventions to bridge the digital skills gap effectively.

1.2 | Enhancing Evidence-based Policy for European Skills: A Comprehensive

Skills Gap Survey
To: European Commission, specifically to the Directorate-General for Employment, Social
Affairs and Inclusion (DG EMPL) and the Directorate-General for Communications Networks,
Content and Technology (DG CONNECT).
Objective: The objective of this policy is to establish a robust and updated skills gap survey
for the European Union (EU). By creating a dedicated work group, this policy aims to
promote evidence-based policymaking to effectively address Europe's future skills needs.

Policy Statement:
Formation of a Work Group: The European Commission will establish a specialized work
group comprising experts from relevant fields, including education, labour market analysis,
industry representatives, and research institutions. This working group will be responsible
for developing and conducting an updated skills gap survey for the EU.

Comprehensive Survey Methodology: The work group will design and implement a
comprehensive survey methodology to assess the current and future skills gaps across
various sectors and regions within the EU. The survey will encompass quantitative and
qualitative data collection, including surveys, interviews, focus groups, and data analysis
from diverse sources.

Inclusive Stakeholder Engagement: The work group will actively engage with relevant
stakeholders, such as policymakers, employers, trade unions, educational institutions, and
professional associations. Their insights and perspectives will be solicited to ensure the
survey captures a comprehensive understanding of skills demands and requirements.

Future-oriented Approach: Recognizing the dynamic nature of skills needs, the survey will
take a forward-looking approach. The workgroup will analyse emerging technologies,
economic trends, and societal changes to anticipate future skills demands. This will enable
the development of adaptable, resilient, and responsive policies to evolving challenges.

Data Analysis and Reporting: The work group will rigorously analyse the survey data to
derive meaningful insights and identify key skills gaps across sectors and regions. The
findings will be compiled into a comprehensive report, including actionable
recommendations for policymakers, educational institutions, and other relevant
stakeholders.

Dissemination and Utilization of Findings: The European Commission will ensure

widespread dissemination of the survey findings and recommendations to all member
states, policymakers, and stakeholders. The results will serve as a valuable resource to
inform evidence-based policy development, strategic planning, and targeted skills
development initiatives.

Regular Updates: To maintain the currency and relevance of skills gap information, the
workgroup will establish a mechanism for regular updates and periodic revisions of the
survey. This will enable policymakers to continually assess and address evolving skills needs
within the EU.

Implementation and Timeline: The workgroup will develop a detailed implementation plan
outlining specific actions, responsibilities, and timelines. The survey and subsequent
reporting will be completed within a reasonable timeframe, considering the complexities of
data collection and analysis.
Budgetary Considerations: Adequate funding will be allocated to support the work group's
activities, including survey design, data collection, analysis, reporting, and dissemination.
Budgetary provisions may be secured through EU funding programs, public-private
partnerships, and contributions from member states.

By establishing an updated and comprehensive skills gap survey through a dedicated work
group, this policy emphasizes the importance of evidence-based policymaking and ensures
that European skills development strategies are well-informed, future-oriented, and
responsive to the evolving needs of the EU workforce.

3. | Strengthening European Digital Skills: Establishing a Collaborative

Task Force
To: European Commission, specifically to the Directorate-General for Employment, Social
Affairs, and Inclusion (DG EMPL) and the Directorate-General for Communications
Networks, Content and Technology (DG CONNECT).

Objective: The objective of this policy is to bridge the digital skills gap within the European
Union (EU) by establishing a collaborative task force dedicated to identifying and addressing
inconsistencies in digital skills development policies across member states. Through
effective data utilization and coordinated efforts, this policy aims to create a unified
European framework for digital skills development.

Policy Statement:
Formation of a Collaborative Task Force: The EU will establish a task force comprising
representatives from regional, governmental, industry, education, and social statistics
sectors. This task force will work collectively to address the digital skills gap and ensure
coordination in digital skills development policies across member states.

Comprehensive Data Collection and Analysis: The task force will implement a standardized
framework for data collection and analysis to identify digital skills shortages and trends
across Europe. It will leverage provincial/country-level data and utilize robust statistical
methodologies to obtain accurate insights into the current and future digital skills
requirements.

Sharing Best Practices: The task force will facilitate the sharing of best practices among
member states. It will encourage the exchange of successful digital skills development
initiatives, innovative training programs, and effective strategies for addressing skills gaps.
Peer learning and knowledge sharing will foster the adoption of proven approaches across
the EU.

Development of a Unified European Framework: The task force will collaborate to establish
a unified European framework for digital skills development. This framework will provide
guidance on core digital competencies, training methodologies, and certification standards
to ensure consistency and quality in digital skills education throughout the EU.

Targeted Approaches for Skills Development: Based on the data and insights gathered, the
task force will propose targeted approaches to address specific digital skills shortages in
different regions and sectors. It will identify priority areas for skills development and
recommend tailored interventions such as training programs, apprenticeships, and public-
private partnerships to bridge the identified gaps.

Strengthening Data Utilization: Governments will be encouraged to improve data collection

and utilization capabilities to support evidence-based policymaking. The task force will
promote standardized data reporting practices, data sharing agreements, and data analysis
techniques to enhance the accuracy and reliability of skills gap assessments.

Regular Progress Monitoring and Evaluation: The task force will establish mechanisms for
monitoring and evaluating the progress of digital skills development initiatives across the
EU. It will assess the effectiveness of policies, measure the impact of interventions, and
identify areas for improvement. Regular progress reports will facilitate evidence-based
decision-making and policy adjustments as needed.

Implementation and Timeline: The task force will develop a detailed implementation plan
with specific actions, responsibilities, and timelines. It will ensure that policy
recommendations are translated into actionable steps, considering the complexity and
diverse needs of digital skills development across member states.

Budgetary Considerations: The EU will allocate adequate budgetary resources to support

the establishment and functioning of the task force. Funding may be sourced from EU
programs, contributions from member states, and public-private partnerships dedicated to
digital skills development.

By establishing a collaborative task force and implementing a unified European framework,

this policy aims to address inconsistencies in digital skills development policies and bridge
the digital skills gap within the EU. It emphasizes data-driven decision-making, knowledge
sharing, and targeted approaches to ensure that all EU citizens are equipped with the digital
skills required for meaningful participation in the digital economy.

4. | European Collaboration for Bridging the Digital Skills Gap

To: European Commission, specifically to the Directorate-General for Employment, Social
Affairs and Inclusion (DG EMPL), the Directorate-General for Education, Youth, Sport and
Culture (DG EAC), and the Directorate-General for Communications Networks, Content and
Technology (DG CONNECT).

Objective: The objective of this policy is to foster collaboration and partnership among
governments, educational institutions, non-governmental organizations, and businesses to
effectively address the digital skills gap in Europe. This policy emphasizes the establishment
and utilization of online knowledge-sharing environments to facilitate communication,
collaboration, and knowledge exchange between all stakeholders.

Policy Statement:
Promoting Collaboration: Governments, educational institutions, non-governmental
organizations, and businesses will be encouraged to collaborate and form partnerships to
collectively address the digital skills gap. Joint initiatives and programs will be developed to
leverage the expertise and resources of each stakeholder group.

Online Knowledge-Sharing Environments: To enhance communication and knowledge

exchange, dedicated online platforms and communities will be established. These platforms
will serve as spaces for stakeholders to share best practices, resources, and innovative ideas
related to digital skills development. Governments will actively promote the utilization of
these platforms.

Encouraging Business-led Digital Communities: Businesses will be encouraged to create and

participate in online digital communities focused on knowledge sharing, communication,
and collaboration. These communities will serve as platforms for businesses to share their
expertise, experiences, and successful digital skills development initiatives. Governments
will provide incentives and recognition for businesses actively engaged in such communities.

Government Facilitation: Governments will play a facilitating role in bringing stakeholders

together and creating an enabling environment for collaboration. They will provide support,
resources, and guidance to encourage establishing and effectively utilising online
knowledge-sharing environments. Governments will also coordinate efforts to align
initiatives and avoid duplication.

Strengthening Enterprise-Education-Government Communication: To address the existing

communication gaps between enterprise, education, and government sectors, online
communities will be established specifically for knowledge sharing and collaboration
between these agencies. These communities will facilitate dialogue, exchange of ideas, and
joint planning to bridge the digital skills gap effectively.

Continuous Improvement: The effectiveness of online knowledge-sharing environments and

collaborative initiatives will be regularly evaluated and assessed. Feedback from
stakeholders will be gathered to identify areas for improvement and optimize the platforms
for maximum engagement and impact.

Dissemination of Best Practices: Successful collaboration models, initiatives, and outcomes

will be documented and widely disseminated among stakeholders. Governments will
actively promote and share these best practices to inspire and guide further collaboration
efforts across the EU.

Implementation and Timeline: A phased implementation plan will be developed,

considering the complexity and diverse needs of stakeholders. Specific actions,
responsibilities, and timelines will be outlined to ensure effective implementation and
continuous improvement of collaborative efforts.
Budgetary Considerations: Governments will allocate adequate budgetary resources to
support the establishment and maintenance of online knowledge-sharing environments.
Funding may be sourced from EU programs, national budgets, and public-private
partnerships dedicated to digital skills development.

By promoting collaboration and establishing online knowledge-sharing environments, this

policy aims to leverage the collective expertise, resources, and efforts of stakeholders to
bridge the digital skills gap in Europe. It emphasizes the importance of communication,
collaboration, and continuous learning to ensure that all citizens have the digital skills
required to thrive in the digital era.

5. | Promoting Inclusive and Comprehensive Digital Skills Education

To: European Commission's Directorate-General for Education, Youth, Sport and Culture (DG
EAC) and the Directorate-General for Communications Networks, Content and Technology
(DG CONNECT).

Objective: The objective of this policy is to promote inclusive access to digital skills
education and ensure a comprehensive approach that encompasses both technical skills and
digital literacy. The policy aims to bridge the gap in digital skills knowledge across the
European Union by addressing the lack of diversity and inclusion and enhancing the focus on
digital literacy.

Policy Statement:
Inclusive Digital Skills Education: Governments and educational institutions will implement
policies that promote diversity and inclusion in digital skills education. Efforts will be made
to remove barriers and provide equal opportunities for students from underrepresented
groups, ensuring their access to training, resources, and support.

Incorporation of Basic Digital Skills: All courses and educational programs across disciplines
will incorporate basic digital skills as an integral part of the curriculum. This will ensure that
all students, regardless of their field of study, acquire the necessary foundational digital
skills to navigate the digital world effectively.

Holistic Approach to Digital Skills: Policies and initiatives will promote a holistic approach to
digital skills education. In addition to technical skills, there will be a focus on developing
digital literacy, critical thinking, ethical considerations, and responsible use of technology.
This comprehensive approach will enable individuals to fully leverage digital tools and
technologies while understanding their societal impact.

Teacher Training and Professional Development: Adequate support and training will be
provided to educators to enhance their proficiency in teaching digital skills. Continuous
professional development programs will be established to equip teachers with the
necessary knowledge and pedagogical approaches to effectively teach digital skills across
various disciplines.

Partnerships with Industry and Technology Experts: Collaborative partnerships will be

fostered between educational institutions, industry experts, technology companies, and
digital innovators. These partnerships will facilitate knowledge sharing, curriculum
development, and the integration of real-world applications in digital skills education.
Industry insights and expertise will help align educational programs with the evolving digital
landscape and industry needs.

Digital Skills Assessment and Monitoring: Robust assessment mechanisms will be

implemented to monitor and evaluate students' digital skills proficiency. Regular
assessments will provide feedback on the effectiveness of digital skills education programs
and identify areas that require further attention and improvement.

Resource Allocation: Adequate budgetary resources will be allocated to support the

implementation of this policy. Funding will be sourced from EU programs, national budgets,
and public-private partnerships dedicated to digital skills education. Resource allocation will
prioritize initiatives that promote diversity, inclusion, and comprehensive digital skills
development.

Implementation and Timeline: A phased implementation plan will be developed with

specific actions, responsibilities, and timelines. The plan will ensure the gradual integration
of digital skills into all courses and the implementation of comprehensive digital skills
education. Progress will be regularly monitored, and adjustments will be made to ensure
the policy's effectiveness.

By promoting inclusive access, incorporating basic digital skills in all courses, and adopting a
holistic approach, this policy aims to bridge the digital skills gap in the European Union. It
emphasizes the importance of diversity, inclusion, and comprehensive digital literacy to
empower all individuals with the skills needed to thrive in the digital age.

Basic Digital Skills as defined by the EU are as follows 

Information Skills
•Copied or moved files or folders;
•Saved files on Internet storage space;
•Obtained information from public authorities/services' websites;
•Finding information about goods or services;
•Seeking health-related information.

  Communication Skills
•Sending/receiving emails;
•Participating in social networks;
•Telephoning/video calls over the internet;
•Uploading self-created content to any website to be shared.

  Problem Solving Skills
•Transferring files between computers or other devices;
•Installing software and applications (apps);
•Changing settings of any software, including operational system or security programs
•Online purchases (in the last 12 months);
•Selling online;
•Used online learning resources;
•Internet banking.

Software Skills
•Used word processing software;
•Used spreadsheet software;
•Used software to edit photos, video or audio files.
•Created presentation or document integrating text, pictures, tables or charts;
•Used advanced functions of spreadsheet to organise and analyse data (sorting, filtering,
using formulas, creating charts);
•Have written a code in a programming language.
6.
  |Accelerating Digital Education and Training for All
To: European Commission's Directorate-General for Education, Youth, Sport, and Culture
(DG EAC), the Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL),
and the Directorate-General for Communications Networks, Content and Technology (DG
CONNECT).

Objective: The objective of this policy is to enhance the effectiveness of digital education
and training initiatives, ensuring equitable access and tailored approaches for different
groups. The policy aims to invest in comprehensive digital education programs and
mentorship initiatives to empower individuals of all ages and backgrounds to thrive in the
digital age.

Policy Statement:
Comprehensive Digital Education Programs: Governments, schools, and enterprises will
allocate resources to develop and implement comprehensive digital education programs.
These programs will cater to various age groups and skill levels, providing structured
learning opportunities to acquire essential digital skills. Emphasis will be placed on
integrating digital literacy, coding, data literacy, cybersecurity, and other relevant
competencies into the curriculum.

Mentorship Programs for Digital Skills: Mentorship programs will be established to

facilitate knowledge sharing and skill development in the digital domain. Experienced
professionals and industry experts will serve as mentors, guiding and supporting individuals
who are beginning their journey in acquiring digital skills. These mentorship initiatives will
offer personalized guidance, practical insights, and real-world applications of digital skills.

Targeted Digital Skills Training: To address specific barriers and challenges faced by certain
groups, targeted digital skills training programs will be developed. Special attention will be
given to women, youth, and individuals in rural areas who may have limited access to digital
skills training. Tailored approaches, including outreach programs, specialized courses, and
support networks, will be implemented to ensure their inclusion and participation in digital
education and training.

Strengthening Girls' Participation in STEM and TECH: Efforts will be made to promote girls'
participation in STEM (Science, Technology, Engineering, and Mathematics) and TECH
(Technology) fields. Initiatives such as mentorship programs, awareness campaigns, and
dedicated scholarships will be implemented to encourage girls to pursue digital education
and careers in these domains. By addressing gender disparities, the policy aims to build a
diverse and inclusive digital workforce.

Collaboration with Community Digital Initiatives: Collaboration between educational

institutions, governments, and community organizations will be encouraged to establish
community-driven digital initiatives. These initiatives will provide access to digital education
and training resources, including digital labs, libraries, and community centers. By leveraging
local partnerships and resources, digital skills development can reach underserved
communities and promote digital inclusion.
Implementation and Timeline: A clear implementation plan with specific actions,
responsibilities, and timelines will be developed to ensure the effective execution of this
policy. Collaboration among relevant stakeholders, including educational institutions,
government agencies, industry partners, and community organizations, will be vital for
successful implementation. Progress will be regularly monitored, and adjustments will be
made to optimize the impact of digital education and training initiatives.

Budgetary Considerations: Adequate funding will be allocated to support the

implementation of digital education and training programs. Governments, private sector
entities, and public-private partnerships will contribute to the funding pool. Resource
allocation will prioritize initiatives that promote accessibility, inclusion, and targeted
approaches to address the digital skills gap.

By investing in digital education and training, establishing mentorship programs, and

implementing targeted initiatives, this policy aims to accelerate digital skills development
for individuals of all ages and backgrounds. It underscores the importance of comprehensive
education, inclusivity, and collaboration to equip individuals with the necessary skills to
thrive in the digital era.

1.7| Enhancing Digital Education for the Future

To: European Commission's Directorate-General for Education, Youth, Sport and Culture (DG
EAC) or the Directorate-General for Communications Networks, Content and Technology
(DG CONNECT). 

Additionally: Ministries of Education, Educational Institutions, Education Boards and

Regulatory Bodies, Industry Associations and Businesses, and Professional Development
Organizations

Objective: The objective of this policy is to improve the effectiveness of digital education by
addressing existing gaps in curriculum design and ensuring alignment with the evolving
demands of the digital era. It aims to prioritize digital skills education, promote innovation
and sustainability, incorporate best practices in coding, and establish collaborative models
between academia and industry.

Policy Statement:
Upgrading Curricula: Policymakers shall prioritize digital skills education and work with
educational institutions to update curricula regularly. Emphasis will be placed on
incorporating innovative and sustainable digital skills into IT courses to address the existing
shortage in this area. This includes integrating emerging technologies, data literacy,
cybersecurity, and digital ethics into the curriculum.

Best Practice Code Education: Policies will advocate for the inclusion of best practices in
coding throughout digital education programs. This will promote sustainable and energy-
efficient coding practices to minimize environmental impact. Encouraging continuous
learning models will ensure that students stay updated with the latest coding standards and
techniques.

Industry-Academia Collaboration: Policymakers will facilitate the creation of apprenticeship

models that foster collaboration between industry and academia. These partnerships will
enable students to gain practical experience and work on real-world projects, ensuring their
skills remain relevant and aligned with industry needs. Regular communication and
feedback loops between academia and industry will support curriculum adaptability.

Lifelong Learning and Continuous Professional Development: Policies will promote a

culture of lifelong learning and continuous professional development for educators and
professionals in the digital field. This will enable them to stay abreast of technological
advancements and pedagogical approaches, ensuring high-quality digital education delivery.

Stakeholder Engagement and Feedback: Policymakers will actively engage with relevant
stakeholders, including educators, industry professionals, and technology experts, to gather
feedback and insights for improving digital education. Collaboration platforms, feedback
mechanisms, and advisory boards will be established to facilitate dialogue and incorporate
diverse perspectives into policy implementation.

Evaluation and Improvement: Regular evaluations will be conducted to assess the

effectiveness of digital education initiatives, curriculum updates, and industry-academia
partnerships. Feedback from students, educators, and employers will inform necessary
adjustments and improvements to ensure the relevance and quality of digital education.

Implementation and Timeline: Policymakers will develop an implementation plan with clear
actions, responsibilities, and timelines to guide the effective rollout of the policy. A phased
approach will be adopted to accommodate the complexity of curriculum updates and the
establishment of industry-academia collaborations.

Budgetary Considerations: Adequate budgetary resources will be allocated to support the

implementation of this policy, including curriculum updates, professional development
programs, and industry partnerships. Funding sources may include government allocations,
public-private partnerships, and EU funding programs dedicated to digital education.

By improving current digital education practices, incorporating innovation and sustainability,

and fostering industry-academia collaboration, this policy aims to enhance digital skills
education to meet the evolving needs of the digital age. It emphasizes continuous learning,
stakeholder engagement, and a future-oriented approach to equip learners with the
necessary digital skills for success in the digital era.

1.8 |Empowering Women and Girls in Digital Skills

To: European Commission's Directorate-General for Communications Networks, Content
and Technology (DG CONNECT): DG CONNECT, and European Commission's Directorate-
General for Justice and Consumers (DG JUST).
Additionally: EU Member State Ministries of Education and Employment, European
Parliament's Committee on Women's Rights and Gender Equality, European Institute for
Gender Equality (EIGE), and National and European-level Women's Rights Organizations and
NGOs.

Objective: The objective of this policy is to address the underrepresentation of women in

technology and promote their active participation in the digital economy. It aims to create
targeted initiatives, improve training opportunities, provide career support, and ensure
effective coordination and evaluation of digital skills programs for women and girls.

Policy Statement:
Targeted Initiatives: The European Union (EU) will establish specific initiatives that focus on
promoting digital skills training for women. These initiatives will be designed to address the
unique obstacles faced by women in accessing and pursuing careers in technology. They will
aim to increase the representation of women in digital fields through awareness campaigns,
mentorship programs, and networking opportunities.

Improved Training Opportunities: Policies will be implemented to address the lack of

accessible and flexible digital skills training programs for women. Financial and practical
barriers to training will be identified and addressed through targeted funding schemes,
scholarships, and flexible training formats. Efforts will be made to ensure that women have
equal access to training opportunities, regardless of their socio-economic background.

Career Support: Policies will be developed to combat gender bias and promote equal
opportunities for women in the technology industry. Measures will be taken to address
disparities in remuneration, career progression, and leadership roles. Supportive
environments, mentorship programs, and networks will be fostered to create inclusive
workplaces that empower women in the digital sector.

Coordination and Evaluation: The EU will prioritize the coordination and evaluation of
digital skills training programs for women. Clear mechanisms will be established to gather
data on the effectiveness of initiatives, monitor progress, and identify areas for
improvement. The data-driven approach will enable evidence-based policymaking and
ensure that resources are allocated effectively to promote digital skills training for women.

Tailor-Made Programs: Digital skills programs specifically tailored to the needs and interests
of women and girls will be developed and implemented. These programs will address the
digital gender gap and provide relevant and engaging training opportunities in areas such as
digital literacy, IT, and STEM fields. Collaboration with educational institutions, industry
partners, and non-governmental organizations will be encouraged to create comprehensive
and impactful programs.

By implementing targeted initiatives, improving training opportunities, providing career

support, and emphasizing coordination and evaluation, this policy aims to empower women
and girls in digital skills. Through these efforts, the EU seeks to ensure equal access to
training, address barriers to participation, and promote gender equality in the digital
economy.
1.9 | Promoting Entrepreneurship, Mobility, and Inclusive Employment
To: European Council and European Parliament, European Commission, Ministries of
Economy and Employment (at the national level), National Entrepreneurship Agencies,
Business Associations and Chambers of Commerce, Employment and Labour Agencies (at
the national level), Education and Research Institutions, and European Investment Fund and
Financial Institutions.

Objective: The objective of this policy is to foster a diverse and dynamic entrepreneurial
ecosystem within the European Union (EU) by promoting mobility, supporting startups, and
creating inclusive employment opportunities. It aims to attract and retain talent, encourage
entrepreneurship, and provide a supportive environment for businesses to thrive.

Policy Statement:
Enhancing Mobility and Job Opportunities:
 Facilitate Mobility: Develop mechanisms to support the mobility of EU residents
across member states, making it easier for individuals to work and start businesses in
different countries. This can be achieved through streamlined administrative
procedures, recognition of qualifications, and access to comprehensive information
on job opportunities and entrepreneurial support.
 Shared European Jobs Platform: Establish a shared European jobs platform that
connects job seekers, entrepreneurs, and employers across member states. The
platform should provide a user-friendly interface, robust job-matching capabilities,
and access to relevant resources and support services.

Supporting Startups and Entrepreneurship:

 Startups Support Programs: Implement comprehensive support programs for
startups, including access to funding, mentoring, networking opportunities, and
business development services. Encourage collaboration between startups,
established businesses, research institutions, and investors to foster innovation and
knowledge sharing.
 Streamlined Regulatory Framework: Simplify regulatory procedures and create a
favourable business environment for startups. This includes reducing administrative
burdens, facilitating access to capital, and promoting regulatory frameworks that
encourage experimentation, innovation, and growth.
 International Cooperation: Foster collaboration and knowledge exchange between
EU startups and international ecosystems, particularly in the United States.
Encourage partnerships, networking events, and knowledge-sharing initiatives to
benefit from global entrepreneurial experiences and best practices.

Promoting Inclusive Employment:

 Supporting Work-Life Balance: Implement policies that promote work-life balance,
including flexible working hours, parental leave, and supportive measures for working
 parents. Ensure that women, in particular, are provided with the necessary support to
pursue their entrepreneurial aspirations and succeed in the business world.
 Diversity and Inclusion Programs: Encourage diversity and inclusion in enterprise by
promoting initiatives that support underrepresented groups, such as women,
minorities, and individuals with disabilities. Encourage employers to create inclusive
workplaces and provide equal opportunities for all.

Implementation and Evaluation: Develop an implementation plan with specific actions,

responsibilities, and timelines for each aspect of the policy. Establish mechanisms for
monitoring and evaluating the effectiveness of the policy, including regular progress reports
and feedback from stakeholders. Continuously assess the impact of the policy measures and
make necessary adjustments to ensure their effectiveness.

Budgetary Considerations: Allocate adequate budgetary resources to support the

implementation of this policy. Funding sources may include EU programs, public-private
partnerships, and contributions from member states.

By implementing this policy, the EU aims to create a thriving entrepreneurial ecosystem,

enhance job mobility, and foster inclusive employment opportunities. It emphasizes the
importance of mobility, startup support, and inclusive policies to drive innovation, economic
growth, and social inclusion across the European Union
Problem Statement: 
The Green Transition, also known as the transition to a sustainable and low-carbon economy, involves
shifting industries, technologies, and practices towards environmentally friendly and climate-resilient
solutions. As this transition gains momentum, several skills gaps have emerged that pose challenges
to its effective implementation. The main issue seems to be the fact that the current needs on skills
and qualifications are ahead of the real possibilities of our education systems, because the required
knowledge is recent and in constant change. It is not just a question of an outdated workforce, it is
more like unprecedented knowledge and requirements. 

Executive summary:
Addressing these skills gaps requires a multi-faceted approach involving education and training
programs, industry partnerships, and policy initiatives to foster the development of a skilled
workforce capable of driving the Green Transition effectively.
Education institutions play a vital role in addressing the skills gaps related to the Green Transition.
Here are some ways in which education institutions can contribute to solving these issues:

Policy proposals:

1. To update and improve the Curriculum: Education institutions, including universities,

colleges, and vocational training centers, can update their curricula to incorporate courses and
programs that focus on sustainability and green technologies. This involves developing
specialized programs in renewable energy, sustainable design, circular economy, and other
relevant fields. In addition, just as gender perspective or cultural relativism, the environmental
issue and the Green Transition should be addressed and integrated in a cross-cutting manner
across all fields of study, as it will undoubtedly play a role regardless of the area of
knowledge. In order to achieve this, Higher Education institutions should establish research
and study committees with experts in the Green Transition, aiming to identify the key points
of connection with the field of study in each case. These committees will be under the
responsibility of each faculty, while being guided by common guidelines or minimum
requirements specified by the specialized body in Green Transition of the European Union.
2. To establish an interdisciplinary approach: The Green Transition requires a
multidisciplinary approach, as it encompasses various sectors and industries. Education
institutions can facilitate interdisciplinary learning by encouraging collaboration among
different departments and faculties. For example, engineering students can work with
environmental science students to develop sustainable technologies, or business students can
collaborate with policy students to understand the economic and regulatory aspects of
sustainability. Therefore, continuing with this idea, collaboration with industry is essential to
ensure that educational programs align with the needs of the Green Transition. Education
institutions can establish partnerships with companies, organizations, and industry
associations involved in sustainability initiatives. These partnerships can provide valuable
insights into industry trends, skill requirements, and emerging technologies. Industry partners
can also contribute by providing guest lectures, mentorship programs, and career placement
opportunities for students.
3. To promote Practical Training and Experiential Learning: Hands-on training and
experiential learning opportunities are crucial for bridging the skills gap. Education
institutions can establish partnerships with industry players, research centers, and government
agencies to provide students with practical experiences. This can include internships,
apprenticeships, fieldwork, and research projects focused on sustainable practices. Such
experiences help students apply their knowledge in real-world settings and develop the skills
required for the Green Transition. This becomes particularly relevant when the issue of skills
gap arises from a lack of necessary knowledge, as it is a novel and unprecedented situation.
Therefore, providing students with the opportunity to be exposed to the problem throughout
 their academic journey facilitates their understanding and helps establish a mindset focused
on problem-solving and research. 
 Responsibility of higher education institutions: Institutions are responsible for
establishing and maintaining relationships with the industry. This involves identifying
relevant experts, forming advisory committees, and organizing industry events.
 Responsibility of companies and employers: Companies and employers should
actively participate in collaboration with institutions. This includes providing
feedback, participating in events, offering internship opportunities, and collaborating
on joint research projects.
4. To focus on Research and Innovation: Education institutions play a critical role in
conducting research and innovation in the field of sustainability. By conducting studies and
experiments, institutions can generate new knowledge, develop innovative technologies, and
contribute to solving complex environmental challenges. Research findings can also inform
policy decisions and industry practices, driving the Green Transition forward. There are
several ways to incentivize academics and universities to engage in research focused on the
Green Transition:
a. Funding: Governments and organizations can provide increased funding opportunities
specifically for research related to the Green Transition. This can include grants,
scholarships, and research funding programs dedicated to sustainability and
environmental initiatives.
b. Collaboration: Encouraging collaboration between academics, universities, and
relevant stakeholders such as industry, government agencies, and non-profit
organizations can foster research partnerships and facilitate knowledge exchange.
Collaborative projects can receive additional support and resources to promote
research in the field of the Green Transition.
c. Recognition and Rewards: Recognizing and rewarding researchers and universities
for their contributions to the Green Transition can serve as a strong incentive. This
can be done through prestigious awards, academic promotions, or inclusion in
influential publications or reports related to sustainability.
d. Knowledge Dissemination: Promoting the sharing and dissemination of research
findings through conferences, seminars, publications, and online platforms can
increase the visibility and impact of research on the Green Transition. This can
encourage academics and universities to actively contribute to the field.
5. To promote Lifelong Learning and Continuing Education: The Green Transition is a
rapidly evolving field, and professionals need to continuously update their skills and
knowledge. Education institutions can offer continuing education programs, workshops, and
certifications to support the professional development of individuals already in the workforce.
Companies should conduct assessments to identify potential skills gaps and provide
appropriate reskilling or upskilling training to their employees. By conducting assessments,
companies can evaluate the current skills and competencies of their workforce and identify
any gaps that exist in relation to the skills required for the Green Transition or other specific
needs. These assessments can take the form of skill inventories, performance evaluations, or
surveys. Once the skills gaps are identified, companies can design and offer training programs
tailored to address those gaps. This can involve providing reskilling programs to help
employees acquire new skills that are currently lacking or upskilling programs to enhance
existing skills in line with the company's sustainability objectives. 

6. To raise awareness and promote outreach. 

a. Educational institutions can raise awareness about the importance of the Green Transition
through public outreach activities. This can include organizing seminars, conferences, and
workshops open to the public. By engaging with communities, education institutions can
foster a culture of sustainability and inspire individuals to pursue careers and initiatives that
contribute to the Green Transition.
 b. Political involvement both at the governmental and corporate levels can also be involved in
creating awareness. Leaders with deep understanding of socio-political structures to influence
change at a legislative, corporate and global level. By doing this, there will be joint forces in
creating awareness that will foster and propel research and investment in achieving targets for
green transition.

Policy proposal  - Team 2

 

Problem Statement: 

         One of the easiest and handy action that youth may take in order to develop them
knowledge and reach new skills is represented by internships. Even if there is such a massive
need for internships, they are not properly promoted and they are not equitably distributed in
a territory.

         Internships are professional learning experiences which allows one to develop their
knowledge and gain new skills. Although there is a need to increase the number of
internships available, they are often inadequately promoted and unevenly distributed.
Therefore, the following policy proposals aim to address this issue.

Policy proposal:

 
1. Compulsory internships in the curriculum and university agreements with
industry partners.

Universities must adapt their curricula to include compulsory internships and help
students find them by entering into agreements with relevant industry partners. That
way, they will offer equal opportunities to all students and will facilitate a possible
future employment. Also, through a mandatory internship program, the student will
develop new skills, understand the labor market and gain experience. Some countries
of the European Uninon have a law that regulates the way  internships must be
conducted, but without any  mention to the idea of agreements between universities
and industry.
 
2. Creating a central internship platform for the EU, where students can search for
different types of internships in their country or abroad and apply directly from this
platform. In that way, we will reduce the differences between people’s abilities and
knowledge, but also  support the migration for opportunities and interculturalism. At
the moment, there are platforms such as Hipo or eJobs, but we were thinking about a
platform accessible at European Level which will offer not just job offers, but also
information regarding the documents you are required to have for an internship
abroad, accommodation, other student’s feedbacks of a country/company, etc.

 
3. Reorganize and enhance the responsibilities of the university career offices, to
provide students with services such as CV feedback, tips and tricks for job interviews,
organizing job fairs, information about university partnership agreements for
internships/exchanges And promote international student project collaborations. There
 are some universities in which the career office has a diversity of activities. On the
other hand in some universities those are not even known by the students. Therefore,
our goal is to enhance these services and reorganize its activities in order to help
students to get internship programs and provide them with the possibility to attend to
different trainings, along with job fairs and meetings with the industry.

Five year plan:

 

First year: Think and debate the proposals in order to improve them. Understand how
we can implement those ideas in European countries and drawing an estimated
budget.

Second year: Implement the ideas:

1. Compulsory internships in the curriculum and university agreements with
industry partners. Universities can search in their city for companies which are
willing to offer internship programs for the students in different area of studies. The
government may offer some facilities to those companies which offer internships, so
that will stimulate them to create partnerships with universities.
2. Creating a central internship platform for the EU. Specialized bodies may start
creating a platform with different sections and promote it into all universities around
Europe. Also, other specialist should do some research for companies and stay in
touch with them in order to post them employment offers regularly.

3.    Reorganize and enhance the responsibilities of the university career offices . Employ
qualified persons in career offices and draw the operating regulations, the goal and the
means by which it can be achieved, simultaneously with the attraction of the essential
elements for the implementation of all the objectives of the career guidance center.

Third year: Follow how the implementation phase is working and try to improve it.

Fourth year: Evaluate and understand which of the practices are working and decide
if it is worth to continue with the suggested ideas and how to improve them.

Fifth year: Final feedback. Statistical analysis of the data can show if the initial ideas
provided the expected results and if the skills gap has been reduced. New approaches
might be created to determine the appropriate course of action for future steps.