Governo de PortugalPrograma Nacional de Reformas

National Coalition

Portugal e as Competências Digitais

Digital competences characterisation

The Portugal INCoDe.2030 Initiative is framed in the international context and aims to improve Portugal’s position and competitiveness, working towards securing a prominent place in terms of digital skills in the period 2017-2030.

This movement, which the Portugal INCoDe.2030 Initiative aims to materialise, should be accompanied by stronger participation in international scientific and technological collaboration networks, primarily in Europe and North America (to safeguard Portugal’s Atlantic specificities within the EU), in the Portuguese-speaking countries and in the Mediterranean countries of North Africa, and in the most relevant international fora dealing with transformation to the digital society and economy, particularly in the EU, OECD and UN, in order to achieve increased visibility, and contribute to opening new markets and attracting talents to Portugal in these areas.

Portugal’s current position in Europe, the challenges to be addressed, the quantification of the measures taken and the results achieved over time as a result of this programme can be understood through a set of indicators grouped into 5 categories: access, human capital, use, investment, and training and certification (Figure 2).

Figure 2 – Digital Competences Indicators

ACCESS

% of households with internet access (2016)

74, 'EU' => 85, 'Spain' => 82, 'Ireland' => 87, 'Czech' => 82, 'Estonia' => 86, 'Finland' => 92); $chart = support_generate_chart( "Bar" , 'internet-access-country', $values , $labels); print $chart; ?>
15, 2010 => 54, 2016 => 74, 2020 => 80, 2025 => 90, 2030 => 100); $chart = support_generate_chart( "Bar" , 'internet-access-year', $values , $labels); print $chart; ?>

% of individuals who have never used the internet (2016)

26, 'EU' => 14, 'Spain' => 17, 'Ireland' => 15, 'Rep. Checa' => 13, 'Estonia' => 10, 'Finland' => 4); $chart = support_generate_chart( "Bar" , 'internet-notusage-country', $values , $labels); print $chart; ?>
63, 2010 => 46, 2016 => 26, 2020 => 20, 2025 => 10, 2030 => 5); $chart = support_generate_chart( "Bar" , 'internet-notusage-year', $values , $labels); print $chart; ?>

% of individuals who frequently use the internet (2016)

60, 'EU' => 71, 'Spain' => 67, 'Ireland' => 70, 'Rep. Checa' => 65, 'Estonia' => 77, 'Finland' => 85); $chart = support_generate_chart( "Bar" , 'internet-usage-country', $values , $labels); print $chart; ?>
27, 2010 => 38, 2016 => 60, 2020 => 70, 2025 => 80, 2030 => 90); $chart = support_generate_chart( "Bar" , 'internet-usage-year', $values , $labels); print $chart; ?>

HUMAN CAPITAL

% of individuals with basic or better-than-basic digital competences

47, 'EU' => 56, 'Spain' => 54, 'Ireland' => 44, 'Czech' => 53, 'Estonia' => 61, 'Finland' => 73); $chart = support_generate_chart( "Bar" , 'potential-compts-country', $values , $labels); print $chart; ?>
0, 2010 => 0, 2016 => 47, 2020 => 55, 2025 => 65, 2030 => 80); $chart = support_generate_chart( "Bar" , 'potential-compts-year', $values , $labels); print $chart; ?>

% of ICT specialists in employment (2015)

2.3, 'EU' => 3.5, 'Spain' => 2.4, 'Ireland' => 3.7, 'Czech' => 3.7, 'Estonia' => 4.4, 'Finland' => 6.5); $chart = support_generate_chart( "Bar" , 'potential-tic-country', $values , $labels); print $chart; ?>
1.4, 2010 => 1.5, 2016 => 2.3, 2020 => 3, 2025 => 5, 2030 => 8); $chart = support_generate_chart( "Bar" , 'potential-tic-year', $values , $labels); print $chart; ?>

Number of higher education graduates in Science, Mathematics, Technology and Engineering per thousand inhabitants (20-29 years old)

20.4, 'EU' => 18.7, 'Spain' => 20.7, 'Ireland' => 24.7, 'Czech' => 16.6, 'Estonia' => 15.5, 'Finland' => 21.9); $chart = support_generate_chart( "Bar" , 'potential-diplome-country', $values , $labels); print $chart; ?>
21, 2010 => 20.4, 2016 => 0, 2020 => 22, 2025 => 23, 2030 => 25); $chart = support_generate_chart( "Bar" , 'potential-diplome-year', $values , $labels); print $chart; ?>

No. of doctorates per thousand inhabitants (25-34 years old)(2014)

4.5, 'EU' => 0, 'Spain' => 4.9, 'Ireland' => 0, 'Czech' => 0, 'Estonia' => 0, 'Finland' => 7.4); $chart = support_generate_chart( "Bar" , 'potential-doctor-country', $values , $labels); print $chart; ?>
4.7, 2010 => 4.8, 2016 => 4.5, 2020 => 5, 2025 => 6, 2030 => 7); $chart = support_generate_chart( "Bar" , 'potential-doctor-year', $values , $labels); print $chart; ?>

USE

% of employees who use computers with an internet connection at work (2016)

36, 'EU' => 50, 'Spain' => 50, 'Ireland' => 52, 'Czech' => 37, 'Estonia' => 44, 'Finland' => 70); $chart = support_generate_chart( "Bar" , 'potential-using-country', $values , $labels); print $chart; ?>
32, 2010 => 35, 2016 => 36, 2020 => 40, 2025 => 60, 2030 => 80); $chart = support_generate_chart( "Bar" , 'potential-using-year', $values , $labels); print $chart; ?>

% of SMEs with a high level of digital intensity (2015)

17.7, 'EU' => 20.3, 'Spain' => 25.3, 'Ireland' => 23.4, 'Czech' => 19.7, 'Estonia' => 20.8, 'Finland' => 35.5); $chart = support_generate_chart( "Bar" , 'potential-intensity-country', $values , $labels); print $chart; ?>
0, 2010 => 0, 2016 => 17.7, 2020 => 20, 2025 => 30, 2030 => 40); $chart = support_generate_chart( "Bar" , 'potential-intensity-year', $values , $labels); print $chart; ?>

% of individuals who have used the internet for online banking (last 3 months)

29, 'EU' => 49, 'Spain' => 43, 'Ireland' => 52, 'Czech' => 51, 'Estonia' => 79, 'Finland' => 86); $chart = support_generate_chart( "Bar" , 'potential-bank-country', $values , $labels); print $chart; ?>
8, 2010 => 19, 2016 => 29, 2020 => 40, 2025 => 60, 2030 => 90); $chart = support_generate_chart( "Bar" , 'potential-bank-year', $values , $labels); print $chart; ?>

% of individuals who have used the internet to use online public services (last 12 months) (2016)

45, 'EU' => 48, 'Spain' => 50, 'Ireland' => 52, 'Czech' => 36, 'Estonia' => 77, 'Finland' => 82); $chart = support_generate_chart( "Bar" , 'potential-public-country', $values , $labels); print $chart; ?>
19, 2010 => 26, 2016 => 45, 2020 => 60, 2025 => 75, 2030 => 90); $chart = support_generate_chart( "Bar" , 'potential-public-year', $values , $labels); print $chart; ?>

INVESTMENT

Total gross domestic expenditure on R&D (GERD) in percentage of GDP (2015)

1.28, 'EU' => 2.03, 'Spain' => 1.22, 'Ireland' => 0, 'Czech' => 1.95, 'Estonia' => 1.5, 'Finland' => 2.9); $chart = support_generate_chart( "Bar" , 'investment-gerd-country', $values , $labels); print $chart; ?>
0.7, 2010 => 1.53, 2016 => 1.28, 2020 => 1.6, 2025 => 2, 2030 => 2.6); $chart = support_generate_chart( "Bar" , 'investment-gerd-year', $values , $labels); print $chart; ?>

Business enterprise sector expenditure on R&D (BERD) in percentage of GDP (2015)

0.6, 'EU' => 1.3, 'Spain' => 0.64, 'Ireland' => 0, 'Czech' => 1.06, 'Estonia' => 0.69, 'Finland' => 1.94); $chart = support_generate_chart( "Bar" , 'investment-berd-country', $values , $labels); print $chart; ?>
0.29, 2010 => 0.7, 2016 => 0.6, 2020 => 1, 2025 => 1.5, 2030 => 2); $chart = support_generate_chart( "Bar" , 'investment-berd-year', $values , $labels); print $chart; ?>

Digital competences goals for Portugal 2030

Training and Certification

In terms of access, the goal is to evaluate the situation of the infrastructure in place for accessing the internet. Even though the existence of access conditions does not mean they are being used effectively, this programme is geared towards stimulating the development of digital competences.

In the area of human capital, the population’s digital competences are assessed both globally and in terms of the impact on employability. Here, indirect indicators that are relevant to the programme are also taken into account, such as the number of STEM (Science, Technology, Engineering and Mathematics) graduates, and the number of PhDs.

The use category describes how the Portuguese population uses digital tools in their personal life and at work.

The investment category analyses the total expenditure of companies on R&D, which is so relevant to principles 4 and 5 of the programme. Although they are context indicators, they are key to describing the overall picture of qualification.

Finally, regarding training and certification, a set of five indicators of a slightly different nature are considered. This is because, even though they are linked to human potential, they do not measure the present state of qualifications, but rather the effectiveness of the measures taken to improve them in several areas of digital competences.

The selected indicators are defined internationally. As a result, it is possible to compare Portugal’s performance against a set of countries in Europe and the OECD and set goals to achieve (Table 1).

Figure1. Digital Goals for Portugal

Figure 1.1: ACCESS Goals

% of households with internet access

Relatively low compared to other countries. However, developments have been significant.

% of individuals who have never used the internet

This indicator is particularly negative for Portugal, even though considerable progress has been made. This is one of the indicators that deserve more attention and effort.

% of individuals who frequently use the internet

Portugal already has reasonable values, but still way lower the more developed countries.

Figure 1.2: HUMAN CAPITAL Goals

% of individuals with basic or better-than-basic digital skills

Portugal currently sits above Ireland, but the comparison may be affected by difficulties in confronting levels of education. Spain is much better, but the difference with Finland is still significant.

% of ICT specialists in employment

Only the comparison with Spain is not very unfavourable.

People with Higher Education STEM Diplomas per thousand inhabitants (20-29 years old)

Portugal compares favourably to more developed countries. However, this indicator could be improved.

New PhDs per thousand inhabitants (25-34 years old)

This indicator compares favourably to other countries. However, disinvestment in recent years has lowered the indicator, which is why it is important to recover the previous effort.
Competencias

Figure 1.3: USE Goals

% of employees who use computers with an internet connection at work

The situation in Portugal is significantly worse than that of the countries it is compared to, and progress has been very slow.

% of SMEs with a high level of digital intensity

Portugal is significantly below most other countries.

% of individuals who have used the internet for onlinebanking (last 3 months)

Despite some progress, Portugal is still poorly positioned, with almost three times fewer people in this category than Finland, and far below countries like Ireland or the Czech Republic.

% of individuals who have used the internet to access online public services (last 12 months)

Only Estonia and Finland are significantly better than Portugal. However, it makes sense to further strengthen Portugal’s lead in Europe.

Figure 1.4: INVESTMENT Goals

Total gross domestic expenditure on R&D (GERD) in percentage of GDP

The recent drop in this indicator is worrying and it is essential to resume the earlier pace of growth.

Business enterprise sector expenditure on R&D (BERD) in percentage of GDP

This indicator also shows a setback in recent years that needs to be recovered.

Figure 1.5: TRAINING AND CERTIFICATION Goals

Qualifying training for unemployed young people and adults

This indicator is measured by the number of people receiving accredited, validated, and certified ICT training in Qualification Centres

Professional retraining of staff with a higher education in low employability and high unemployment areas

This indicator measures the number of unemployed trainees with a higher education, who are receiving modular, Working Life, or another type of training in the area of ICT

Available digital literacy training, associated to fighting info-exclusion, aimed at both employed and unemployed people

This indicator measures the number of people receiving training in Basic Competences, Vida Ativa Qualifica+ and Modular Training modalities as part of the effort against info-exclusion

Pedagogical skills of ICT teachers, with a view to strengthening their digital skills and mobilising digital teaching resources

This indicator measures the number of ICT teachers and trainers, including distance learning

Industry-recognised certification of senior and intermediate staff in the field of ICT skills

This indicator measures the number of certifications obtained, in particular, from Microsoft, CISCO, SAMSUNG and others.
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