Overview
ABSTRACT
Information and communication technologies (ICT) have increased competition within the new world of knowledge economy. For this reason it has become more and more necessary to clearly define what the necessary competences are in order to train a new generation of French and also European professionals. Competence is the capacity to apply knowledge and know-how to an everyday situation or in case of change. However, there exists no real correlation between the level of technology deployed and its use in daily life. Bringing about improvements both within the professional training domain and the education system has become a key factor to success.
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Michel GERMAIN: Managing Partner Arctus - Associate Professor at Celsa (Paris-Sorbonne University)
INTRODUCTION
The American writer, essayist and humorist Mark Twain, born into a pioneer family that had experienced the expansion of colonization and the westward shift of the new frontier, was in his day a contemptuous critic of the excesses of American life and a denouncer of its excesses. In a colourful phrase, he used to say: "I have nothing against progress, it's change that bothers me".
This formula humorously poses the real debate concerning the impact of digital and Internet technologies on our society, as well as our ability to accept the transformations they generate in our private and professional environment, in terms of behavior, practices, ways of doing things and being. As an integral part of our environment, they are increasingly transforming our daily surroundings, as well as our working conditions. They raise the question of our ability to cope with the major changes that lie ahead.
One of the most sensitive questions is how to define the skills needed to acculturate new technologies, and thus transform our economic and social environment. What's special about these technologies is that, to benefit from their full effect, we need to radically change the way we exchange, collaborate and manage.
This raises the essential question of our ability to define the nature of the new skills, so as to take account of issues as diverse as the formalization of training courses that prepare for these new professions, the evolution and updating of companies' job descriptions, and above all, more generally, the clarification of the spectrum of these technologies from the point of view of their profound reality.
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KEYWORDS
e-competencies | ICTs | 21 st Century skills | | learning | | | employability | professionalization | competencies framework
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Industrial management
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EMSI Grenoble, Evolution of IS skills (2009)
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