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Good practice objective, aim, context
The Erasmus+ project Digitally Competent Youth created a methodology and a platform in order to assess digital competences for the target group of young people. The project approach is strongly linked to the newly developed self-assessment grid which is also used in the Europass CV and focuses in particular on level “basic user”.
When having completed the five digital competence areas (information, communication, content creation, safety and problem solving) the learners will be awarded a badge. For the gamification the topic of “car racing” is used which makes it interesting for the target group of young learners.
The use of the platform is free.

The platform is available in English, German, Polish, Spanish and Basque language.

Actors and target group
The target group expands to incorporate migrant and non-migrant individuals, marginalised youth, long-term unemployed, and NEET (Not in Education, Employment or Training).

Methodological approach
Digital challenges for young learners have been designed which correlate to the DIGCOMP framework developed by Anusca Ferrari. This framework is also underlying the self-assessment-grid which is now in use with digital skills in the Europass CV. The DIGI.COM/YOUTH challenges take into consideration the five areas: information, communication, content creation, safety and problem solving.
The challenges are created on a Moodle platform which both learners and youth workers/trainers can access. Additionally a guidebook for youth workers/trainers is available in the project languages. It provides information on the state-of-the-art of ICT and digital competences, information on the DIGCOMP framework and other up-to-date methodologies in ICT.

The concept and the development of the project was co-funded by the European Commission. (National Agency for Youth, Germany, February 2015 – January 2017)

At the stage of preparing this I-Pool Good Practice Report, the DIGI.COM/YOUTH project is still running. Final adaptations are being made until the end of January 2017. However, first pilot results with young learners in the four project countries have shown the relevance and effectivity of the platform.

Thanks to the European cooperation of partners in this Erasmus+ project and their efforts to disseminate the project, the project can be implemented in several countries. The platform is available in some of the most used languages in Europe: English, German, Spanish, Polish.

DIGI.COM/YOUTH is one the first projects that assess the digital competences according to the digital framework. Additionally, it is directed to the target group of NEETs in Europe. By developing and assessing their digital skills, it will be possible to offer them better opportunities on the labour market and to avoid unemployment.

Success factors
The platform is free of charge. It is directed to the knowledge, skills and competences in the digital framework used in the self-assessment grid of the Europass CV (focused mostly on level “Basic User”)
It is developed and put in place by partners from several European countries and will therefore have impact on the European level.
It reflects the needs and interests of young learners.

Since the tool is for free, there is no need to make it replicable for assessing and developing digital skills in English, German, Polish, Spanish and Basque. However, it could be improved by adding more languages.

The innovative approach of assessing digital knowledge, skills and competences with the Digital Framework and the attractive challenges directed to the target group of young learners make DIGI.COM/YOUTH valuable to be a Good Practice on European level.


Assessment tool:

Attractive The tool is visually attractive
Easy to use The navigation/structure is clear
Engaging It is easy to become involved
Popular Used by many people
Result-effective The results from learning demonstrate high value
Time-effective The tool is worth time devoting, good ratio of time/results
Universal The tool can be used by various groups of people (based on age, educational background and so on)

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