In Finland, one of the ways of promoting the digital competence of adults is by training the personnel of different associations. The know-how is then passed on through these intermediary organisations to their customers.

Digital basic skills include searching for information and keeping in contact with others by using digital technology, communication tools and information networks. The basic skills also include managing one's own and work-related matters online, and using technology for participation in democratic society.

Lack of skills increases fear of digital tools

In Finland, a large part of the population has deficiencies in their digital basic skills. This was discovered in the first part of the international PIAAC study that examines the digital basic skills of adults.

TIEKE Finnish Information Society Development Centre implemented the InPromptu project funded by the ESF with the aim of promoting the digital skills of adults by training the personnel of different associations. A great deal of material for the self-study of digital skills was created in the project.

“For example, an atmosphere of fear spreads easily in the use of digital services. Knowledge and competence related to using digital tools and services diminishes these fears,” explains Hanna Vuohelainen, who promotes digital competence and communications at TIEKE.

Finland also participated in the recently concluded international project entitled Digital Inclusion for Roma Adults: Gaining Knowledge and Skills in e-Services – in short, the Dira project. In Finland, this project funded by Erasmus+ focuses especially on the consequences of digitalisation visible in the life of Roma with an immigration background.

The challenges of digital skills identified in the project included a lack of equipment and know-how and challenges with language skills, among other things. The participants used smartphones and social media actively, but their use of computers, email and different digital services was limited. For example, many were not familiar with using online banking.

“In the middle of all the challenges, people are very creative. For instance, illiterate people use voice messages and videos a lot,” explains Marjaana Toivanen from the Deaconess Foundation.

Wider distribution of digital competence through educators and associations

The InPromptu and Dira projects sought wider effectiveness by training organisations and digital educators to convey information to private individuals.

 “We trained kinds of bridge builders who can continue to train Roma communities to use e-services. In addition, 40 adult Roma were trained in using electronic services in each country that participated in the project,” says Marjaana Toivanen from the Dira project.

In the InPromptu project, personnel of organisations for the unemployed were guided in the use of different web tools. The aim was to enable adults to reliably use online services. According to Hanna Vuohelainen, the view that Tieke can bring different organisations together to work as a network strengthened during the project.

“For example, associations can share competence and organise joint training. I would like to see more of this kind of cooperation,” says Vuohelainen.

The European SALTO Digital centre also operates in Finland. The centre supports digitalisation-related projects of the Erasmus+ and European Solidarity Corps programmes in a total of 33 countries and helps to introduce the policies drawn up in the Union into practice.

“In the EU, a lot of different tools and materials have been developed that can be used in projects related to digital skills. We aim to spread awareness of them and help projects to take advantage of them,” says Pasi Silander, Director at SALTO Digital.

“We are chasing a moving target”

Pasi Silander from SALTO Digital considers the digitalisation that took place during the COVID-19 pandemic and the development of generative artificial intelligence to have been significant factors affecting digital skills. They have both created a need for rapid promotion of competence.

“AI helps in the acquisition and production of information, for example. This makes the users of technology more equal. The other side of the coin is that AI also makes it possible to spread false information. To use AI, the person must be able to interpret information and assess it critically. The danger is that people become easily led.

TIEKE has an ongoing project aimed at providing young people with an understanding of artificial intelligence and information security.

“The development of technology can't be avoided and individuals, organisations and we educators therefore need to enhance competence. We are chasing a moving target,” Hanna Vuohelainen says.

In Finland, the digital competence of adults is strengthened and identified with the help of a skills badge system, among other things. The system used is the National skills badges, of which the digital skills badges are maintained by TIEKE. 

“The skills badges are used in educational institutions, organisations and workplaces. They are helpful in the identification of competence that has been acquired in different ways. They are also used to define the desired skills level,” Hanna Vuohelainen explains.

Inequalities can be reduced with adult education

Marjaana Toiviainen from the Deaconess Foundation says that the Dira project revealed how technologies, inequality and human rights are closely intertwined.

“Uneven access to digital technologies reflects, reproduces and increases the existing ethnic, social, economic, disability-related and linguistic inequalities.”

In the Dira project, policy recommendations were drawn up for the prevention of digital marginalisation especially among the Roma population. Digital competence could be increased by organising low-threshold training courses, by taking advantage of community-based peer learning and in a more individual-based manner, for example, by providing guidance in the use of online services.

“The training could include guidance in using the digital services of healthcare, jobsearch and social services. This could improve access to society’s services for the Roma population and strengthen their inclusion.”

It is also important to have the learning material in easy Finnish. Among the Roma, the Roma language also promotes the accessibility of the learning material. In addition, it is necessary to make digital devices and web connections easily accessible. To prevent discrimination, it would be advisable to increase educators’ and service providers’ awareness of the Roma culture. 

“Promoting digital skills among the Roma population is important in order to increase equality and inclusion in society,” Toiviainen says.

Learning starts from basic concepts

Pasi Silander from SALTO Digital, who has himself trained digital skills, ponders that age is not the most important thing in digital competence and in learning digital skills.

“We have people aged between 60 and 80 who have good digital skills, and on the other hand, young people who have inadequate basic skills. Instead of the age group, it’s the level of education and life experience that define competence.”

Silander says that it is a matter of thinking skills. Digital competence is based on matters such as mathematical and linguistic thinking. Learning digital skills means that the person must understand many new concepts. If you manage to internalise the basic concepts, it will be easier to learn new things, for example, with self-study materials.

“The essential factors motivating the student also include the sense of self-efficacy and courage. When you begin to try new things boldly, you can also learn a lot through practice.”