Digital Literacy and E-Skills Participation in The Digital Economy by Innovation & Business Skills Australia IBSA February 2013

Digital literacy
and e-skills:
participation in
the digital economy
Who is IBSA?
Innovation & Business Skills Australia (IBSA) is one of eleven
Industry Skills Councils (ISCs) funded by the Australian
Government to:
Provide integrated industry intelligence and advice to
governments on workforce development and skills needs
Maintain and improve training materials and supporting
products and services; and
Provide advice on skills, training and workforce development to
enterprises.
IBSA is committed to building the capability of businesses and
to ensuring individuals have contemporary skills through the
vocational education and training system in telecommunications,
education and training, small business administration, finance
and the cultural and creative industries. IBSA is an expert
intermediary on qualifications, skills needs and workforce
planning and works as a central coordination point for the
Australian Governments workforce development programs.
For further information about this report or any other work being undertaken by Innovation & Business
Skills Australia Ltd, please visit www.ibsa.org.au.
Innovation & Business Skills Australia Ltd
Level 11, 176 Wellington Parade
East Melbourne Victoria 3002
T +61 3 9815 7000
F +61 3 9815 7001
www.ibsa.org.au
Project Contact
Susan McCarthy
Manager, Environment Scan and Workforce Development
E susan@ibsa.org.au
Acknowledgment
This project was undertaken with funding provided by the Australian Government through the
Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education.
February 2013
Author
IBSA wishes to acknowledge the Digital Economy and Regional Futures team at AMC, University of
Tasmania, for undertaking this research and compiling this report.
Dr. Marcus Bowles,
Email: marc.bowles@utas.edu.au
Contents
1. Executive summary
1.1 Summary of findings
1.2 Confirmation of digital literacy skills sets in demand
2. I ntroduction
2.1 Overall project deliverables
2.2 IBSA broader ICT development model
2.3 National Broadband Network, digital literacy and e-skills
2.4 Digital literacy and the Foundation Skills Training Package
3. Digital literacy and e-skills consultations
10
4. Digital literacy and e-skill levels
16
4.1 Alignment of units of competency to digital literacy e-skill level
5. Feedback on digital literacy skill sets/competencies
22
25
5.1 ForwardIT
25
5.2 Remote indigenous community digital literacy needs
27
5.3 Digital literacy needs of people with disabilities
28
5.4 Addressing digital literacy needs in rural and remote communities
29
5.5 Emerging digital literacy skill sets
30
6. Digital literacy education and training: A commentary
33
7. Digital literacy units of competency and skill sets
35
7.1 Validated skill sets
35
7.2 Recommended new inclusion in the digital literacy skills sets (e-skills)
39
7.3 Potential new qualifications
41
7.4 Possible new units of competency required
42
8. Further online feedback
45
9. References
48
Digital Literacy and e-skills:

participation in the digital economy
ii
1. Executive summary
This is the final report for the project commissioned by

Innovation & Business Skills Australia (IBSA) to confirm and
validate, through consultation with experts, existing and new
skill sets and competencies fundamental to digital literacy.
Digital literacy the ability to use information and
communications technology (ICT) such as computers and the
Internet underpins not only a nations capacity to provide
individuals and groups with equity of access to social opportunity,
it is a necessity for participation in the Digital Economy.
While this report has achieved its aim to confirm the broad skill
sets and competencies underpinning digital literacy in Australia,
it is the backdrop to this study that is most likely to become
the focus. Outcomes from recent national consultations1 2
suggest that while national effort to address affordable access
to information technology and broadband is being achieved,
effort to improve ICT skills (called e-skills) is largely struggling
to keep pace with demand. This has important implications for
national investment in digital literacy skills as competition in the
Digital Economy is primarily a function of two factors: affordable
access to information technology and high-speed broadband and,
secondly, the skills to effectively use ICT.
Since the advent of the National Broadband Network (NBN) and
efforts to improve access to a high-speed broadband Internet
connection, IBSA has focused on research, analysis and workforce
development strategies that address digital literacy and e-skills in
Australia. This research, alongside other work commissioned by the
IBSA Board, seeks to more precisely identify the demand for digital
literacy skills. It investigates where variations exist that could
1 R
egional Telecommunications Independent Review Committee [RTIRC] (March 2012). Regional
Telecommunications Review, Empowering digital communities, Department of Broadband,
Communications and the Digital Economy, accessed 11 October 2012 at http://www.rtirc.gov.
au/2011-12_report.
2 Bowles, M. (6 December 2012b). Post-NBN Impact on Enterprises and E-skills, IBSA: Melbourne.
amplify the digital divide, resulting in negative socio-economic

effects with people, regions and enterprises having unequal access
to infrastructure and the skills to effectively use ICT. 3
The information contained in this report will assist IBSA
and governments to focus on digital literacy and enabling
participation in the Digital Economy by those groups most
affected by low digital literacy.
These groups include Australians that:
Have low incomes
Lack tertiary level education
Are older, aged over 55 years
Live in rural and remote areas
Have Aboriginal or Torres Strait Islander heritage
Have a disability, or
Have non-English speaking backgrounds.4
The findings from this project also argue that small businesses
should be considered at risk of digital exclusion. Despite the
Executive Director of the Council of Small Businesses of Australia
(COSBOA) indicating the NBN offers an opportunity to create a
level the playing field and means to build long-term advantage,5
over the past two years, IBSAs concern that the digital divide
is affecting smaller businesses has been heightened. Research
from Sensis eBusiness Reports in 2011 and 2012,6 show that only
around one in five small businesses have a formal digital business
strategy. IBSAs own research consistently shows fewer than 15
percent of businesses employing less than 20 people have any
3 N
ational Office for the Information Economy (6 June 2001), cited in The Australian Institute
for Social Research [AISR] (April 2006). The Digital Divide and Barriers to E-Learning. Report
presented to the Digital Bridge Unit, Science, Technology and Innovation Directorate, DFEEST,
University of Adelaide, p.4, accessed 12 October 2012 at http://www.umic.pt/images/stories/
publicacoes/barriers_digitaldivide.pdf.
4 After AISR, 2006: 6.
5 S
trong, P. (29 November 2012). Small Business Perspective on the Digital Economy and the NBN
rollout, Presentation, The Digital Technology Convention, Crown Casino, EPIC: Melbourne.
6 Available at http://about.sensis.com.au/small-business/sensis- e-business-report/

Figure 1: Digital literacy and e-skills
ICT
Strategic
ICT skills demand specific to strategic level regional,

industry or organisational adoption and deployment of ICTs
Extension ICT
ICT occupations or occupational
roles requiring ICT
Foundation ICT
(digital literacy, work, life, and home)
ICT skills demand beyond the ICT industry in occupations

that include roles that require ICT adoption and use
Equipping individuals with the foundation
or essential ICT skills for life and work
(Bowles, 2010)
plans to leverage the NBN.7 Given the fact smaller businesses

contribute over half industry employment and over one third
of Australias GDP,8 any risk of their non-engagement in the
Digital Economy or failure to improve ICT skill levels must be of
significant concern.
1.1
Summary of findings
The aim of this project was to consult experts in order to validate

known and new digital literacy skill sets and units of competency
required to access and successfully utilise ICTs and the Internet.
As depicted in Figure 1, ICT skills, otherwise known as e-skills,
form the basis for digital literacy across the three broad levels of
use shown below.
Although the small sample size (n = <35) was small due to the
targeting of specific experts, the high level findings from this
project suggest that:
1. The identified skill sets and units of competency available
prior to this project are substantially valid and are reliable
indicators for assessing and addressing digital literacy needs.
2. IBSA has a critical role in both national advocacy and
promoting the urgency for national decision makers to form
a workforce development plan and skills strategy to address
digital literacy in order to enable Australian industry to
engage the global economy and also support the Australian
Governments National Digital Economy Strategy.
7 B
owles, M.& Wilson, P. (September 2010). Impact of the Digital Economy and the National
Broadband Network on Skills, IBSA: Melbourne; Bowles, M. (2012a). NBN in the Enterprise: An
investigation into the insurance broking and printing industries, IBSA: Melbourne.
3. The digital divide may well be widening. Compared with

urban Australians who have had prior access to high-speed
broadband and the requisite skills to use ICT, individuals and
small businesses in NBN early-release rural and regional
sites, and those groups with historically low digital literacy,
apparently lack the e-skills required to more rapidly
leverage the NBN. In effect, digital literacy is a higher
hurdle than anticipated in supporting communities and
businesses transition to the point where they can seize the
socioeconomic opportunities that participation in the Digital
Economy will produce.
4. Demand for digital literacy e-skills spans all three foundation,
extension and strategic levels. However it is noted that:
Perspectives from educators with a focus on digital literacy
for at-risk groups - indigenous communities, people with
disabilities, older Australians, etc. tend to rank demand
for foundation skills more highly compared with experts
representing business interests that tend to place higher
importance on the strategic skills.
Foundation skill sets and units of competency, Australian
Qualification Framework (AQF) 1-3, are accurate
representations of e-skills in demand.
Extension skill sets and units of competency, AQF 4-5, are
considered accurate and in strong demand but experts
working with emerging jobs e.g. telework and new digital
8 C
lark, M, Eaton, M, et al (2011). KEY STATISTICS: Australian small business, Department of
Innovation, Industry, Science and Research: Canberra, page 3-4.
media and content businesses have proposed additions

that will broaden coverage.
Strategic skill sets and units of competency, AQF 6+, are
mostly considered as in demand but a few are considered
too specialised to be in high demand. A number of potential
skill sets, units of competency and two new qualifications
have been added to cover gaps perceived by experts to be
essential to meet emerging demand from early adopters,
entrepreneurs and those taking innovative digital media
and content developments into a commercial market.
5. Additions to existing units of competency and skill sets have
been captured. A few are reliable indications of demand for
critical e-skills that have been supported by parallel research,
e.g. the Post-NBN Impact on Business Skills research and
report, and should therefore be addressed as soon as possible
in Training Package continuous improvement processes.
6. Improvements to existing, endorsed units of competencies
have been identified to improve the future coverage of the
digital literacy skills required for people to effectively use
ICT. Such improvements would also be addressed in the
continuous improvement process.
7. While the efforts to address digital literacy, reported above,
address specific findings, reporting of a number of general
concerns follow.
a) Maintaining momentum behind existing initiatives that
target groups at risk of exclusion from benefits of the
Digital Economy. ICT educators in the public system
are very concerned about the reduction of funding from
2013 in the three large, eastern states. The reduction
is apparently occurring in foundation digital literacy
qualifications and skill sets from Certificate I and II in
Information technology. This could place disadvantaged
groups, in particular people from non-English speaking
backgrounds and people with disabilities, who are at
increased risk of exclusion the Digital Economy.
b) Best practice in training citizens, groups and small
businesses and vastly improved methods. The following
five principles for design of digital literacy/ICT skills
training are based on the joint investigation for this report
and the PostNBN Impact on Business Skills report:
i. Training for adoption of the NBN has to be less about
the technology and more about what it can do
Equally, those with lower level ICT skills were only too
happy to acknowledge their weaknesses but were
unhappy training was more often about the technology
or what it could do, rather than being applied and
generating real-world outcomes.
ii. Training must be consistent and integrated across all
interventions in the region or community
Narrow skilling strategies promoted by discrete,
funded programs are ineffective in small communities.
For instance Digital Hub initiatives have a huge task
advancing digital literacy at e-skills Level 3 for the
elderly, underprivileged and disadvantaged, but effort
typically excludes business owners and/or members
of Council. Yet the digital enterprise or digital ready
programs usually target e-skills oriented to Level 1
strategic skills. Most business owners and councillors
are members of the community and many openly
suggest they need basic digital literacy skills. Skills
sets and their delivery should, therefore, be better
integrated across e-skill levels and coordinated across
all three groups: government, business and citizens.
iii. Learning and assessment based on vocational, real
world or business-related needs
Business owners, in particular, are typically time poor
and operating on thin margins. Designing face toface
courses in business hours or for more than 40 to 90
minutes in one day is neither encouraging access
nor likely to assist engagement with learning from
extensive research on training design for SMEs. Yet
some courses in one region required business owners
to spend up to 6 hours in two 3-hour sessions morning
and evening on the same day.
iv. One size does not fit all and customisation to
individual needs must be encouraged
There is a huge diversity of business typologies
and levels of digital literacy in any community. A
standardised, supply driven approach to training is
unlikely to work. Any skills strategy therefore has to
first establish a baseline of the community/region,
enterprise or individual business participants current
e-skill levels and priorities. A training plan and course
should be customised to fit these needs and priorities.
Overwhelming feedback was received that ICT

training was more about education than action.

v. Pedagogies have to be appropriate and create

meaningful, enriching and useful learning
While this is somewhat of a motherhood statement,
there is significant evidence that highly variable
learning design is occurring. For many of the providers,
there is no evidence that newly developed content is
based on solid research, business input or referenced
to institutions with a successful track record in the
field e.g. Australian Communications and Media
Authority, ForwardIT, and the Tasmanian Electronic
Commerce Centre. Moreover, as clarified in the later
in the report, national funding supporting training
activity in the NBN early release sites is promoting
the development of this new content and ignoring
often significant public investment made in existing
solutions. As a minimum requirement emphasis has to
return to effective pedagogies that encourage:
learning from others
peer mentoring and coaching
use of multimedia
more than text based content
learning by doing, and
skilling to produce competency outcomes
considered useful by the individual.9
9 Bowles, 2012b, pp. 8-9.
1.2 Confirmation of digital literacy skills sets in demand

Through the interviews, group discussions and online feedback
site for this project (http://tiny.cc/4d1onw), information was
collated using the E-skills Training Needs Questionnaire; see
Attachment1. When using the questionnaire, experts were asked
to rank skills needs for their businesses using the following sixscale rating:
1. Strongly Disagree
2. Somewhat Disagree
3. Neutral
4. Somewhat Agree
5. Strongly Agree
0. Not Applicable
The following figure shows the overall ratings received for each
skills cluster. The full detail for each skill cluster is detailed in
Table 3 in Section 4 and Attachment 2 lists the full responses
from 35 participants for each question and sections 7 and 8 list
the findings.
Figure 2: Overall ranking of priority digital literacy skills needs

Median 4.191
4.423
1. eCitizen Essential Skills
4.519
2. IT users digital literacy Essential Skills
4.414
3. Internet technology and social networking Essential Skills

mall office and home office equipment and network set up
4. S
Essential Skills
4.069
4.3
5. Digital content development and collaboration Essential Skills
4.074
6. Web development Essential Skills
4.321
7. Small office and home equipment and network set up
4.214
8. Small office and home network equipment and set up
4.037
9. Establish business communications solutions and systems security
4.259
10. Sell products and services online

11. Manage business communications solutions and systems security
4.111
12. D
evelop an business case and select appropriate
IT strategies and solutions
4.143
3.966
13. Managing business ICT change project
4.138
14. Set up an e-business capability
4.107
15. Manage virtual or out-sourced ICT services
3.963
16. Establishing sustainable and Green ICT business goals
The first thing to note is that the statistical significance of the

variance between skill sets is low. While statistically the sample
size is small (n = >35) the overall median response of 4.191
indicates expert respondents agree somewhat or strongly that
all skill sets require development. This is much higher than any
previous e-skills survey or analysis conducted by IBSA, which until
this point have not produced a median score above 3.581.10 11
However parallel research on business skills in NBN early release

sites12, and later validation in this project, has confirmed that new
skills may be required. It is noteworthy that these are not at the
foundation level Level 3 in Figure 1. All additions fell into the
extension or strategic e-skill levels levels 2 and 3 respectively
in Figure 1. The new areas of skills initially validated in this
project include:
While the sample size is small the underlying trend is that skills
in demand prior to NBN connection remain the core requirement
post NBN connection. This is the same irrespective of region,
industry, business type, size or other variable studied.
Digital information literacy

Commercialise a digital technology product, design or idea
Promote virtual access to 3D digitised cultural and community
assets
Promote digital literacy skills in the local community/group
10 Bowles, 2012a.
12 Bowles, 2012b.
11 B
owles & Wilson (16 December 2009). Stage 1 Review of the ICA05 Training Package; & Bowles
& Wilson (September 2010b). Impact of the Digital Economy and the National Broadband
Network on Skills; and Bowles, 2012a.

Develop online sales, service and marketing strategies

Serve and interact with customers online in real time
Manage telework
Work with others in a virtual/off-site/telework team
These new skills have been formed into proposed skill sets
for packaging and validation into the Information and
Communications Technology Training Package (ICA 11) or the
Business Services Training Package (BSB07) with up to
an addition 42 competencies. This may sound like a lot but it
encompasses comprehensive use of existing units of competency,
although many will need to be updated to cover technology
change and the Digital Economy. A total of 17 new competencies
may be needed; an additional three relate to training and
education competencies that an ICT skills coach should be
required to hold in order to deliver in a local community.
2. I ntroduction
Digital literacy was identified in IBSAs Environment Scan

(Escan) 2012 as a critical skill in demand for the full Australian
workforce and especially for participation in the Digital Economy,
noting that these literacy capabilities vary across industries.
A high-level outcome of the industry consultations for IBSAs
Galleries, Libraries, Archives, Records and Museums Workforce
Development Strategy (WDS) was the need to ... use training
package continuous improvement to support skills currency,
particularly in new technologies. Other research also emphasises
that the breadth and depth of digital literacy needs in the
Australian community remain poorly understood.13
This project investigated the levels of digital literacy required
across IBSAs industries, to inform development and packaging of
digital literacy units of competency for use across all industries.
This desktop research report provides a summary of:
1. IBSAs response to the demand for digital literacy
2. Relevant national and international research in the area of
digital literacy
3. IBSA digital literacy stakeholders, contacts and their
expectations
4. Existing units of competency, coverage of the Australian
Qualifications Framework (AQF) Levels 1 to 6 and alignment
to relevant training packages.
Access to ICT and the skills to effectively use ICT can affect not
only how businesses, families, and communities connect, but also
how restrictions imposed by physical or geographic limitations
can be avoided by enabling online access to government services,

health, education, retail and other commercial services, along
with opportunities that create employment. For businesses,
the absence of digital literacy can directly affect productivity
improvement and competitiveness.
2.1 Overall project deliverables

The scope of the project was to generate recommendations for
the development and packaging of units of competency in digital
literacy. Consideration also needs to be given, but not limited
to, identifying possible areas for new skill sets or competencies
affecting industry upskilling needs in the areas of net-banking,
e-security, e-health, logistics, privacy (rights and risks),
intellectual property and social networking including Twitter,
Facebook, Skype; plus security of home wireless computers and
related networks. The purpose of the project was to:
identify and report on suitable units currently in Training
Packages e.g. Information and Communications Technology
Training Package (ICA11), Integrated Telecommunications
Training Package (ICT10), Screen & Media Training Package
(CUF07) and Business Services Training Package (BSB07) and
gaps where units are not currently available (Stage 1)
identify suitable units available in State/Territory accredited
courses
establish a small industry project reference group
develop an issues paper to be considered at industry
consultations
identify gaps and propose new units for development
13 S
mith, J. & Anderson, L. (April 2010). Scoping study identifying digital literacy skills: Cybercitizen
and e-employee in the 21st century, IBSA: Melbourne, available at http://tiny.cc/0jwdi

identify any adjustments required for existing units, to

be considered for future training package continuous
improvement processes, and
identify model skill sets in digital literacy.
2.2 IBSA broader ICT development model

With business, telecommunications and the ICT industry within
its multiple, cross industry coverage, IBSA now has extensive
research and reports on the impact of broadband and the
impact of ICT not just on skills, but also changes to work and
competencies across many occupations.
IBSA has long appreciated the parallel importance of digital
literacy, the increased implications for the digital divide, and the
necessity to ensure people across all industries, occupations,
sectors of the economy and locations can equitably participate
in the Digital Economy (e-democracy). As such IBSA has been
directly involved in not only developing an integrated model for

mapping the impact of ICT development on work and skills, but
also investigating digital literacy as the drive to a Digital Economy
has increased.
Since 2009, based on research into global practices in
particular by the European Commission and International
Telecommunications Union IBSA has used an ICT development
model whereby the overall impact of the digital or high-speed
economy can be coherently examined. A high-level representation
of this model is presented in Figure 3 adjacent.
Using this model14 IBSA has implicitly acknowledged that
digital literacy and closing the digital divide is a requirement
for improving e-skills across the population, thus ensuring the
foundations for ubiquitous access, universal adoption and the
Figure 3: National ICT Development model
14 Bowles & Wilson, 2010
desired socio-economic outcomes sought for Australia by the

Australian Governments National Digital Economy Strategy.
2.4 Digital literacy and the Foundation Skills Training

Package
2.3 National Broadband Network, digital literacy and

e-skills
While distinct in focus and outcomes, this project intersects with

the IBSA sponsored Core Skills for Employment Framework and
the Foundation Skills project work.23. From these related pieces
of work mutual success lies in their contribution to development
of a future national digital literacy strategy. Given the stated
intention for the Core Skills Framework is to develop a set
of non-technical skills and knowledge necessary for effective
participation in the workforce,24 the projects focus on addressing
the foundation-level requirements for individuals seeking to use
ICT should be acknowledged.
IBSA has completed a number of reports on aspects of this study

of digital literacy and e-skills, including:
Review of international research and formation of an ICT
development model for understanding high-speed broadband
rollout, adoption, e-skills and related digital literacy and the
impact of NBN on skills15 16 17
National review of ICT skills including consultations to confirm
formal training package skill sets including for digital literacy18
Reports specifically on digital literacy19
Reports specifically on digital media and online games industry20
This applied research project did not seek to predetermine any

set parameters or givens; it sought to validate and, if required,
advise on the competencies and skill sets requirements that
could be drawn from existing Training Packages.
Industry specific industry environmental scans and commentary21

There also exist a number of recent publications confirming
the importance of high-speed broadband triggering efforts to
address digital literacy and to close the digital divide, particularly
in regional Australia.22
15 Bowles, M. (Jan. 2010). Applied Research project Telecommunications Industry: Review of

occupations, skills demand and the impact of the National Broadband Network. IBSA: Melbourne.
23 Project site and materials are available at http://www.ibsa.org.au/news-and-projects/currentprojects/333.aspx.
16 Bowles, 2009a.
24 ITHACA Group (Draft, 4 May 2012). Core Skills for Employment Framework, DIISRTE, DEEWR
and IBSA: Melbourne.
17 B
owles, M. & Wilson, P. (16 December 2009). Stage 1 Review of the ICA05 Training Package,
IBSA: Melbourne.
18 Bowles, M. and Wilson, P. (16 Dec. 2009b). Stage 1 Scoping Report into the Review and Research
into the ICA05 ICT Training Package, IBSA: Melbourne, available at http://tiny.cc/9oye2.
19 Smith & Anderson, 201.
20 Bowles, M. (16 Dec. 2009). Review of the Digital Games Development: Game Art, Animation and
Programming. DEEWR & IBSA: Melbourne, available at http://tiny.cc/vq9a4.
21 M
ultiple reports available at http://www.ibsa.org.au/news-and-projects/reports-andpublications.aspx.
22 Ewing, S. & Thomas, J. (October 2011). Online media use in Australia 2007-2011, CCI & Swinburne
University: Melbourne, available at http://tiny.cc/igrcow; Williams, T. (February 2011). Connecting
Communities, A White Paper, Huawei, Sydney; & Bowles & Wilson, 2010.

3. Digital literacy and e-skills

consultations
The expert consultations and final stages of this research

were completed under the oversight of a small national project
reference group established to steer and review the consultation
process and the final report. Members included:
John Price (Chair), Australian Information Industry Association
Andrew Johnson, Australian Computer Society
Ros Eason, Chair IBSA ICT Sector Advisory Committee
Peta Pash, DFEEST SA, Information Economy Directorate, and
Gabriel Giofre, and then Linda Arnold, IBSA ICT Industry Managers.
To optimise feedback on existing ICT competencies and skill
sets identified as core to addressing digital literacy skills
needs, this research and the consultations conducted
targeted expert feedback. Experts, stakeholders and
key individuals were consulted to provide
added perspective in Stage 1, confirm any
missing e-skills in Stage 2 and to confirm the
validity of digital literacy skill sets and
competencies. Overall over 100 people
have visited the project website
and downloaded information, 32
completed the online feedback
questionnaire and 40 were
10
directly consulted see Table 1 below. Due to ethics agreements

in place and tool design, the online feedback is collected but is only
presented in aggregate. Four of those interviewed chose not to
be named in the report. All came from public education bodies or
TAFE institutes facing serious and substantial funding changes in
the areas of digital literacy and ICT skills training. The names of the
organisations have been listed but not the individual contributor.
11
Service Industries Training p: +61 8 8942 1651

Advisory Council in the
m: 0418 770 110
Northern Territory (SITAC) e: melb@sitac.com.au
GPO Box 4900 DARWIN NT 0801
Executive Officer
State Director,
Department of Industry,
Enterprise Connect Innovation Science,
Tasmania
Research and Tertiary
Education
Lead: Creative
Melanie
Brenton
Keith Calvert
CEO
Manager
Principal
Suzanne
Campbell
Cherry Cole
Paul Daly
Island
Australian Governments
IT Industry Innovation
Council
Chair
Ian Birks
p: +61 3 6433 8001

m: 0420 961 125
e: keith.calvert@innovation.gov.au
Shop 9, Columnar Court, 4-22 Wilmot
Street Burnie Tasmania 7320
m: 0408 641 122

e: ian.birks@skrib.net,
m: 0417 083 174

e: gavin@ancillaryips.com
Babelshark Consulting/
MEGA
m: 0401 122 333

e:pauldaly@internode.on.net
Workforce Development p: +61 3 9815 7000

Programs National
e: cherrycole@nbnco.com.au
Broadband Network, NBN
Co
Australian Information
m: 0438 408 909
Industry Association (AIIA) e: s.campbell@aiia.com.au
AncillaryIPs
MD
Gavin Artz
p: +61 3 6334 2464

e: Darren@autech.com.au
MD (NBN Champion, Autech

Tasmania)
Contact details
Darren
Alexander
Company
Position
Name
Table 1: Individuals and organisations consulted
www.mega.org.au
http://www.nbnco.
com.au
http://www.aiia.com.au
www.enterpriseconnect.
gov.au
www.sitac.com.au
http://www.innovation.
gov.au or http://tinyurl.
com/3gm9y8b
www.ancillaryips.com
www.autech.com.au
Web
Logo
12
DFEEST, Digital Economy

& Technology
National Broadband
Network, NBN Co
Coles
UNE
Researcher
Advisor Workforce
Development
Programs
Regional HR
Manager
Operations
Director, DEHub
Christoph
Heitmann
Rod Hind
Brendan
Holland
Dr Rosalind
James
p: +61 2 6773 2944

e: directordehub@une.edu.au
m: 0407 469 915

e: brendan.holland@coles.com.au
53 Garfield Street Launceston 7250
p: +61 3 9209 7463

e: rodhind@nbnco.com.au
Level 40, 360 Elizabeth Street,
Melbourne VIC 3000
p: +61 8 8207 8710

e: Christoph.Heitmann@sa.gov.au
p: 08 8944 6444
e: chris.hayward@alpa.asn.au
70 OSullivan Circuit, East Arm NT 0828
Arnhemland Progress
Aboriginal Corporation
Manager
Chris Hayward
http://www.dehub.
edu.au
www.coles.com.au
http://www.nbnco.
com.au
www.dfeest.sa.gov.au
http://www.alpa.asn.au
http://www.bigideas.
org.au
Broadband industry Group m: 041 467-4666,

e: phawkins@gvmedia.com.au
Chair
Peter Hawkins
http://www.acs.org.au
p. +61 7 3458 9080

e: richard@iccentral.com.au
Suite 2, 3464 Pacific Highway, QLD, 4127
p: +61 2 8296 4421

e: Ruth.Graham@acs.org.au
Level 3 160 Clarence Street
Sydney NSW 2000
IC Central Pty Ltd
Team Leader
Wendy Golder
Learning & Development,

Australian Computer
Society
http://www.unep.edu.au
Web
Richard Gordon International

Certification
Services
General Manager,
Professional
Standards
Ruth Graham
University of New England p. 0402 897 871

Partners
e: Richard.Doyle@unep.edu.au
Contact details
p. +61 8 8207 8718

www.skills.sa.gov.au
m: 0407 390 335,
e: wendy.golder@sa.gov.au
Level 3, 11 Waymouth St Adelaide SA 5000
CEO
Richard Doyle
Company
Digital Literacy,
Participation and Equity
Directorate
Position
Name
Logo

13
CEO
Principal Policy
Officer, Digital
Productivity
and Industry
Engagement
Director
Senior Outreach
Educator
Head Teacher,
Information
Technology
David Morgan
Joanne Murray
Peta Pash
Dr Don Perlgut
Glendon Pryor
Glendale Campus, Hunter

TAFE
Financial Literacy section

of ASIC
ForwardIT
DFEEST, Digital Economy

and Technology
WorkLab
Council of Small Business

Australia
CEO, Tasmania
CompTIA Australia, NZ
and SE Asia
Robert Mallet
CEO
Henry Louey
The Australian Council of

Deans of ICT (ACDICT)
NBN Co., Rollout

Engagement Group
Executive Officer
Tony Koppi
Company
Lalla Mackenzie Lead Community

Account Manager
Position
Name
http://www.comptia.
org/global/en-AU/
home.aspx
http://www.acdict.
edu.au
Web
e: Glendon.Pryor@tafe.nsw.edu.au
m: 0457 51 63 22
p: 02 4979 1702
p: +61 2 9911 5586

m: 0411 312 325
e: Don.Perlgut@asic.gov.au
e: Peta.Pash@sa.gov.au
p: +61 8 8226 3121
L 4, 11 Waymouth Street,
Adelaide SA 5000
m: 0414 745 899

e: joanne.murray@dfeest.sa.gov.au
p: +61 8 8207 8729
p: +61 3 6234 9422

e: david@theworklab.org
p: +61 3 6231 9174

e: robert@thefrontman.com.au
http://www.hunter.
tafensw.edu.au
http://www.asic.gov.au
http://www.forwardit.
sa.gov.au
http://www.
theworklab.com.au
http://www.cosboa.org
P: +61 3 6236 4703

www.nbnco.com.au
m: 0448 055 636
e: lallamackenzie@nbnco.com.au
Level 40/360 Elizabeth street Melbourne
3000
Level 14, Lumley House, 309 Kent Street

Sydney, NSW, 2000
p: +61 2 9248 0112,

e: hlouey@comptia.org
e: tkoppi@gmail.com
Contact details
Logo
14
p: +61 2 6773 3533 e:mschmit2@une.edu.

au
p: +61 3 9320 6700
Library and Museum

Technology Program,
Business and ICT (North),
Tasmanian Polytechnic
University of New England p: +61 2 6773 3669
CEO
Ancient History
School of Humanities,
Convenor, Classics UNE
and Ancient History
Department
of Broadband,
Communications and the
Digital Economy
Educator
a/g Director
Manager, Telework
Section
Teacher
Coordinator
Faculty Academic
Director, School of
Education
Dominic
Schipano
Dr Michael
Schmitz
Trevor
Smallwood
Nina Sochon
Stephen
Wilkins
Assoc.
Professor
Stephen Winn
Australian Government
Information Management
Office, Department of
Finance and Deregulation
CITT
IT Education for people

with Disabilities, NSW
m: 0400 645 115

e: swinn@une.edu.au
PO Box 1308, Launceston TAS 7250
p: +61 3 6336 2329

e: stephen.wilkins@education.tas.gov.au
p: +61 2 6271 1235

m: 0418 470 216
Level G, 38 Sydney Avenue, Forrest ACT
2603
m: 0418 302 438,

e: trevor.smallwood@finance.gov.au
m: 0419 335 188

e: dominics@citt.com.au
e: Stevekathyryan1@optusnet.com.au
Andrew.rasch@sa.gov.au
m: 0437 813 913
p: +61 8 8207 8709
Kathryn Ryan
Department of Further
Education, Employment,
Science & Technology
(DFEEST)
Senior Policy
Officer, Digital
Economy &
Technology
directorate
Contact details
Andrew Rasch
Company
Position
Name
www.une.edu.au
http://www.
polytechnic.tas.edu.au
http://www.dbcde.
gov.au
www.telework.gov.au
www.nbn.gov.au/
telework
http://www.finance.
gov.au/agimo/
index.html
www.une.edu.au
http://www.citt.com.au
Web
Logo

15
http://www.nsi.
tafensw.edu.au
http://www.education.
vic.gov.au/about/
department/structure/
eastern/Pages/
default.aspx
http://www.tnqit.tafe.
qld.gov.au
Anon
Anon
Anon
International Federation
of Information Processing
(IFIP)
Board member
http://www.ifip.org
http://tinyurl.
com/3gm9y8b or
Web
http://www.ames.net.
au
Immediate past President

ACS;
CEO
m: 0414 881171
e: anthonywong@acslink.net.au
Contact details
Anon
Australian Governments
IT Industry Innovation
Council ; AGW Consulting
Chair of Education
& Skills Working
Group
Anthony Wong
Company
Position
Name
Logo

4. Digital literacy and

e-skill levels
Figure 4: Types of e-skills
ICT
Strategic
ICT skills demand specific to strategic level regional,

industry or organisational adoption and deployment of ICTs
Extension ICT
ICT occupations or occupational
roles requiring ICT
Foundation ICT
(digital literacy, work, life, and home)
ICT skills demand beyond the ICT industry in occupations

that include roles that require ICT adoption and use
Equipping individuals with the foundation
or essential ICT skills for life and work
(Bowles, 2010)
Digital literacy underpins e-skills: the ICT skills and knowledge

required by citizens at work, life or home to participate in the
social and economic activities undertaken in the Digital Economy.
adoption and use of technology, and a further higher level, can

advance unique innovations when using ICT or plan and promote
how groups e.g. enterprises, invest in and deploy technology.
It is important to note the level of complexity and related

Australian Qualification Framework level for e-skills. In earlier
reports to IBSA25 26 27 a view on e-skills has been promoted that
acknowledges that digital literacy for people, and the digital
divide separating communities, regions and industries, is not
just about foundation skills, i.e. basic skills to use information
technology and the Internet. It has to be extended to cover
functional competence where people, competent in an existing
job role extend their productivity or capability through the
As depicted in Figure 4 e-skills have three types by level:

foundation or entry-level tied to foundation digital literacy,
progressing or extension where existing ICT skills extend
occupational skills or further enhance digital literacy, and strategic
where the user may seek to manage ICT adoption for a group or
deploy high-end ICT skills to the advantage of an organisation,
community or industry. The descriptions of the e-skill levels are
provided in Table 2 along with their alignment with levels in the
Australian Qualification Framework (AQF). The Foundation level
has been divided into three sub-levels to add detail.
25 Bowles, 2009a.
26 Bowles & Wilson , 2010.
16
Table 2: Levels of e-skills supporting digital literacy

Digital Literacy
E-skill Levels*
Description
Foundation e-skills 1.1

(AQF 1)
ICT skills at this level will be required by people wanting to gain the essential digital literacy skills in the
routine use of a personal computer, software applications, the Internet and digital devices.

(AQF 2)
ICT skills at this level will be required by people wanting to advance from foundation user competence to
gain sufficient digital literacy to understand appropriate methods, tools and applications and perform a
range of routine activities using communication technologies, the Internet, and software and the basic range
of applications and functions associated with standard digital devices.

(AQF 3)
ICT skills at this level will be required by people wanting to advance from foundation user competence to
gain sufficient digital literacy to apply a methodical approach and understanding, and to perform a broad
range of work, sometimes complex and non-routine, in a variety of environments.
Extension e-skills
(Level 2-AQF 4-5)
ICT skills at this level will be required by people wanting to extend existing occupational competency to
include advanced digital skills required to improve productivity, or to review and deploy information and
communications technology consistent with standard methods, tools and applications within a specific
context.
Strategic e-skills
(Level 3-AQF 6+)
ICT skills at this level will be required by people wanting to extend digital skills to review technology and
systems requirements, assess related resource requirements, build vendor relationships and deploy
information and communications technology to enhance capacity to meet the strategic requirements of a
business or community.
*While aligning to AQF the levels are also consistent with Skills Framework for the Information Age levels 1, 2, 3, 4 and 5-7 (www.sfia.org.uk).
The following table lists the original ICT skill sets in the ICA11, BSB07 and CUF07 Training Packages and related competencies that
previous research had identified as essential to adoption and use of ICT, such as computers and the Internet.
17

Table 3: Digital literacy skill sets and associated competencies by level

Skill Set Title
Digital Literacy
Skill Set
Pathway
1. eCitizen
Essential skills
Foundation E-skills 1 This skill set provides credit towards

(AQF 1)
ICA10111 Certificate I in Information,
Digital Media and Technology from
ICA11 Information and Communications
Technology Training Package.
Possible vendor certification:
Competencies
ICAICT101A Operate a personal computer
ICAICT102A Operate word-processing
applications
ICAICT103A Use, communicate and search
securely on the internet
Strata IT Fundamentals (CompTIA)

European Computer Driving Licence (ECDL)
Microsoft Office Specialist (MOS)
2. IT users digital
literacy
Essential Skills

(AQF 1)
BSBOHS201A Participate in OHS processes

ICAICT102A Operate word-processing
applications
ICAICT105A Operate spreadsheet

European Computer Driving Licence (ECDL) applications
Microsoft Office Specialist (MOS)
ICAICT106A Operate presentation packages
Cisco IT Essentials
Microsoft Applications Specialist (MAS)
3. Internet
Foundation E-skills 1
technology and
(AQF 1)
social networking
Essential Skills
This skill set provides credit towards

Technology Training Package from the
IC3 Internet and computing core
certification
18
ICAICT104A Use digital devices

ICAICT108A Use digital literacy skills to
access the internet
ICAU1213B Conduct online transactions
ICAS2243B Detect and protect from spam
and destructive software
ICAWEB201A Use social media tools for
collaboration and engagement
Skill Set Title
Digital Literacy
Skill Set
4. Small office
and home office (AQF 2)
equipment and
network set up
Essential skills
Pathway
Competencies

ICA20111 Certificate II in Information,
Digital Media and Technology from the
ICASAS202A Apply problem-solving

techniques to routine IT malfunctions

certification
ICASAS203A Connect hardware peripherals

ICASAS205A Maintain IT system integrity
ICASAS206A Detect and protect from
spam and destructive software
ICASAS207A Protect and secure
information assets
ICASAS208A Maintain IT equipment and
consumables
ICASAS209A Connect and use a homebased local wireless network
5. Digital content
development and (AQF 3)
collaboration
Essential Skills

ICA30111 Certificate III in Information,
ICAWEB201A Use social media tools for

collaboration and engagement
ICAICT204A Operate a digital media
technology package
CUFDIG301A Prepare video assets
CUFDIG302A Author interactive sequences
CUFDIG304A Create visual design
components
ICAWEB303A Produce digital images for
the web
ICAGAM302A Design and apply simple
textures to digital art
6. Web
Development
Essential Skills

(AQF 3)
ICAWEB302A Build simple websites using

commercial programs
ICAWEB303A Produce digital images for
the web
BSBEBU401A Review and maintain a website
ICAWEB403A Transfer content to a
website using commercial packages
7. Small office and Foundation E-skills 3

home equipment (AQF 3)
and network
set up

certification
ICASAS303A Care for computer hardware

ICASAS304A Provide basic system
administration
ICASAS306A Maintain equipment and
software
ICASAS307A Install, configure and secure a
small office home office network
19

Skill Set Title
Digital Literacy
Skill Set
8. Small office and Extension E-skills

home network
(AQF 4-5)
equipment and
set up
Pathway
Competencies
This skill set provides credit towards ICA40111 ICANWK401A Install and manage a server
Certificate IV in Information Technology from ICANWK405A Build a small wireless local
the ICA11 Information and Communications
area network
ICANWK406A Install, configure and test
network security
Microsoft Certified Systems Engineer
ICANWK407A Install and configure client(MCSE)
server applications and services
Microsoft Certified Technology Specialist ICANWK410A Install hardware to a network
(MCTS)
ICANWK416A Build security into virtual
Red Hat Certified Technician (RHCT)
private networks
Server+
Linux Professional Institute Certificate 1
(LPIC1)
Cisco Certified Network Associate (CCNA)
9. Establish
Extension E-skills
business
(AQF 4-5)
communications
solutions and
systems security
This skill set provides credit towards ICA40111

Certificate IV in Information Technology from
ICANWK406A Install, configure and test

network security
ICANWK403A Manage network and data
integrity

Certified Information Systems Security
Professional Course (CISSP) by Int. IS
Security Certification Consortium
(www.ISC2.org)
Certified Network Associate Technology
10. Sell products

and services
online
Extension E-skills
(AQF 4-5)

BSB40407 Certificate IV in Small Business
Management from the BSB07 Business
Services (v.6) Training Package.
BSBITU305A Conduct online transactions

BSBCUS402B Address customer needs
BSBMKG413A Promote products and
services
BSBMKG416A Market goods and services
internationally
11. Manage business Extension E-skills

communications (AQF 4-5)
solutions and
systems security

Diploma of Information Technology from
ICANWK501A Plan, implement and test

enterprise communication solutions
ICANWK511A Manage network security
Certified Information Systems Security

Professional Course (CISSP)
ICANWK513A Manage system security
Certified Security and Architect Specialist
20
ICANWK510A Develop, implement and

evaluate system and application security
Skill Set Title
Digital Literacy
Skill Set
Pathway
Competencies
12. Develop an
business case
and select
appropriate IT
strategies and
solutions
Extension E-skills
(AQF 4-5)

Diploma of Information Technology from
ICAICT509A Gather data to identify

business requirements
ICAICT510A Determine appropriate IT
strategies and solutions
ICAICT511A Match IT needs with the
strategic direction of the enterprise
ICAICT507A Select new technology models
for business
ICAICT508A Evaluate vendor products and
equipment
ICAICT512A Plan process re-engineering
strategies for business
13. Managing
business ICT
change project
Strategic E-skills
(AQF 6+)

ICAPMG501A Manage IT projects
ICA60111 Advanced Diploma of Information
ICAICT601A Develop IT strategic and
Technology from the ICA11 Information and
action plans
Communications Technology Training Package
ICAPMG608A Manage IT project systems
implementation
CompTIA Project+
14. Set up an
e-business
capability
Strategic E-skills
(AQF 6+)

BSB51107 Diploma of Management from
the BSB07 Business Services (v.6) Training
Package.
BSBEBU501A Investigate and design

e-business solutions
BSBEBU502A Implement e-business
solutions
BSBMKG513A Promote products and
services to international markets
15. Manage virtual

or out-sourced
ICT services
16. Establishing
sustainable
and Green ICT
business goals
Strategic E-skills
(AQF 6+)
Strategic E-skills
(AQF 6+)

ICA60111 Advanced Diploma of Information
Technology from the ICA11 Information
and Communications Technology Training
Package.
ICAICT602A Develop contracts and

manage contracted performance

ICA70211 Vocational Graduate Certificate in
Information Technology Sustainability from
ICAICT713A Manage IT services
ICAPRG603A Create cloud computing

services
ICAICT706A Direct outsourced ICT services
ICASUS701A Plan and manage
virtualisation for IT sustainability
ICASUS702A Conduct a business case
study for integrating sustainability in IT
planning and design projects
21

4.1 Alignment of units of competency to digital literacy e-skill level

The following table shows the competencies by training package and aligned to digital literacy e-skill levels.
ICA11 Information and Communications Technology Training Package (Release 1.01)
22
ICAICT102A Operate word-processing applications
ICAICT103A Use, communicate and search securely on the internet
ICAICT105A Operate spreadsheet applications
ICAICT108A Use digital literacy skills to access the internet
ICAWEB201A Use social media tools for collaboration and engagement
ICASAS202A Apply problem-solving techniques to routine IT malfunctions
ICAICT204A Operate a digital media technology package
ICASAS206A Detect and protect from spam and destructive software
ICASAS207A Protect and secure information assets
ICASAS208A Maintain IT equipment and consumables
ICASAS209A Connect and use a home-based local wireless network
ICAGAM302A Design and apply simple textures to digital art
ICAWEB302A Build simple websites using commercial programs
ICAWEB303A Produce digital images for the web
ICASAS304A Provide basic system administration
Strategic E-skills
(AQF 6+)
Extension E-skills
(AQF 4-5)
(AQF 3)
(AQF 2)
Unit of Competency
(AQF 1)
Table 4: Digital literacy Units of competency by e-skill level
ICASAS306A Maintain equipment and software
ICASAS307A Install, configure and secure a small office home office network
ICAWEB403A Transfer content to a website using commercial packages
ICANWK401A Install and manage a server
ICANWK403A Manage network and data integrity
ICANWK405A Build a small wireless local area network
ICANWK406A Install, configure and test network security
ICANWK407A Install and configure client-server applications and services
ICANWK410A Install hardware to a network
ICANWK416A Build security into virtual private networks
ICANWK501A Plan, implement and test enterprise communication solutions
ICANWK510A Develop, implement and evaluate system and application security
ICAICT509A Gather data to identify business requirements
ICAICT510A Determine appropriate IT strategies and solutions
ICAICT511A Match IT needs with the strategic direction of the enterprise
ICAICT507A Select new technology models for business
ICAICT508A Evaluate vendor products and equipment
Strategic E-skills
(AQF 6+)
Extension E-skills
(AQF 4-5)
(AQF 3)
(AQF 2)
(AQF 1)
Unit of Competency
ICAICT601A Develop IT strategic and action plans
ICAPMG608A Manage IT project systems implementation
ICAICT602A Develop contracts and manage contracted performance
ICAPRG603A Create cloud computing services
ICASUS701A Plan and manage virtualisation for IT sustainability
ICASUS702A Conduct a business case study for integrating sustainability in IT

planning and design projects
23
CUF07 Screen and Media Training Package Training Package (Release 1.2)
CUFDIG304A Create visual design components
BSB07 Business Services Training Package (Release 6.0)

24
BSBMKG413A Promote products and services
BSBMKG416A Market goods and services internationally
BSBEBU501A Investigate and design e-business solutions
BSBEBU502A Implement e-business solutions
BSBMKG513A Promote products and services to international markets
Strategic E-skills
(AQF 6+)
Extension E-skills
(AQF 4-5)
(AQF 3)
(AQF 2)
Unit of Competency
(AQF 1)

5. Feedback on digital literacy

skill sets/competencies
Digital literacy will evolve with changes to ICT, and resulting

use in life and work. Not unexpectedly experts added more
detail to the existing e-skills identified by IBSA. As will be
evidenced in feedback reported in this section a particular
emphasis has been on the extension (mid-level) and strategic
(highest level) e-skill levels see Figure4. The extension level
revolved around more advanced use by individuals to improve
business or applied practices. This is in no small way due to
the proliferation of mobile devices and the increased access
to high-speed broadband and the NBN. As the Prime Minister
Julia Gillard stated, the investment in high-speed broadband and
the Australian Governments overall Digital Economy strategy,
..is about people and keeping it personal because technology, I
have realised, is just a tool and what it really does is strengthen
relationships.28 The improvement to the strategic level was
more focussed on commercialisation and innovation as the
following feedback from ForwardIT serves to highlight.
while facilitating movement into extension and advanced levels

that may be required to enable greater participation in the Digital
Economy. The stepping stones are in turn tied to that states
policy imperatives, and the South Australian Digital Economy
Strategy, and thence cascades back through state development
into regional Digital Economy strategies.
In Attachment 3 ForwardITs existing digital literacy content has
been mapped against the competencies that form the existing 16
skill clusters in demand and new competencies derived through
this research and the study of the early release NBN sites. In
addition, feedback from Peta Pash at ForwardIT has confirmed
additional digital literacy needs that, while not all at the higher
level competencies, are essential components of ICT programs or
courses in high demand e.g. the MEGA Entrepreneur Masterclass.
5.1 ForwardIT
The SA Government have what is nationally acknowledged to be
one of the most effective bottom-up, top-down approaches to
addressing digital literacy and securing competitive advantage in
the Digital Economy. Within the Digital Economy and Technology
directorate a digital literacy program called ForwardIT has been
developed (http://www.forwardit.sa.gov.au). Using a model based
on early research by IBSA29 30 ForwardIT organises resources
around a three level approach consistent with the foundation,
extension and strategic levels proposed in the e-skills model. As
a result the initial basic digital literacy level is acknowledged as a
stepping stone promoting initial engagement with technology use
28 Prime Minister Julia Gillard, (5 October 2012). Prime Ministers Forum on the Digital Economy,
October 2012, Draft Transcript, Captioning Studio, page 7.
30 Bowles, 2009a.
25

Table 5: E-skill Gaps in IBSA coverage - supplied by ForwardIT

Miscellaneous ForwardIT modules that require competencies/coverage
AQF Level
E-skill Level
Document management
4/5
Extension
Social Media for Business
6+
Strategic
Teleworking
4/5
Extension
Outsourcing web development
6+
Strategic
Payment and booking systems
4/5
Extension
Table 6: Gaps in IBSA suggested competencies but available from endorsed competencies
Innovation in digital media and applications
AQF Level
E-skill Level
BSBCRT501A Originate and Develop concepts
4/5
Extension
MCMT675A Facilitate the development of a new product (superseded

could also apply to 3D printing)
6+
Strategic
CUVDES601B Design Innovative products
6+
Strategic
UEENEER006B Contribute to the commercialisation of products/

applications/services
6+
Strategic
BSBRES801A Initiate and lead applied research
6+
Strategic
BSBREL701A Develop and cultivate partnerships and relationships
6+
Strategic
AQF Level
E-skill Level
Implement the principles of technology commercialisation
6+
Strategic
Develop an Information Memorandum
6+
Strategic
Pitch for venture capital
6+
Strategic
Emerging Business Models
6+
Strategic
Facilitate cross discipline team work
6+
Strategic
Table 7: E-skill gaps in IBSA suggested competencies in ICT industry programs

Entrepreneurship program from MEGA
5.1.1 National importance of innovation

Feedback from ForwardIT on the importance of supporting
higher level ICT skills relating to business commercialisation and
innovation were echoed by a number of experts and by the IT
Industry Innovation Council and in feedback from select members
on that Council. Members of the IT Industry Innovation Council
confirmed higher level e-skills should encompass the Innovation
Councils Eight tests of an innovative idea; Table 8 outlines the
eight tests that skills should meet to promote the individuals or
enterprises optimal likelihood of commercial success.31
31 I ndustry Innovation Councils (2011) Its all about innovation, available at http://www.innovation.
gov.au/Industry/IndustryInnovationCouncils/Pages/ItsAllAboutInnovation.aspx
26
Table 8: IT Industry Innovation Councils eight tests of an innovative idea

Tests
Questions
Valuable benefits
Does the innovation provide benefits that are clearly superior to existing alternatives?
Can you articulate the value proposition of what is new and why it is better in value terms, that
customers can appreciate?
Scale up
Can the innovation be mass produced with consistent quality to satisfy the market need?
Marketing
Have you assessed demand and do you have a channel to the consumer?
Marketing includes design, branding, pricing, distribution, sales, and other factors.
Leadership team
Do the key people involved in this innovation have the knowledge, skills, experience and courage
to take it through to fruition?
Intellectual property
Do you have control over the intellectual property (IP) for the innovation?
Control can be achieved through ownership or licence arrangement.
Return on investment
Will the innovation generate enough profit to make it worthwhile?

You need to consider risk and the time the innovation will take to implement.
Corporate social responsibility
Does the innovation make progress on all three dimensions of value creation outcomes
(financial, environmental, and social)?
Strategic fit
Is the innovation consistent and aligned with the firms overall business strategy?
5.2 Remote indigenous community digital literacy needs

Indigenous communities, especially in remote communities,
have been particularly at risk of being disadvantaged through
limited access to broadband networks and a lack of the ICT
skills required to participate in the Digital Economy.32 Wendy
Golder, Team Leader Digital Literacy, Participation and Equity
Directorate, South Australian Government, confirmed that the
National Partnership for Remote Indigenous Public Internet
Access has stimulated a more concerted national effort to
close the digital divide for remote communities. The $7 million
funding over four years from 2009-2010 has assisted efforts to
improve the delivery of priority services to remote indigenous
community locations across the Northern Territory, Western
Australia, Queensland, New South Wales and South Australia.
33
By benchmarking more established programs in other states,
the South Australian Government has been able to adapt
implementation of Internet Access Centres (IAC) to meet specific
needs in South Australia, so that they serve not only as a point
of access to Internet broadband, but as a mechanism to enhance
skills transfer to and across remote communities with the
following focuses:
32 Samaras, K. (2005), Indigenous Australians and the digital divide, Libri, vol. 55, pp. 8495,
accessed 25 November 2012 at http://www.librijournal.org/pdf/2005-2-3pp84-95.pdf.
General language, literacy and numeracy (LLN) skills must be

integrated into digital literacy learning which is, in effect, a
fourth element added to LLN.
It is essential a local sponsor or partner exists e.g. council,
school or similar, to anchor the program and gain community
acceptance.
Very remote communities have greater challenges finding a
sponsor with the capacity to support the establishment of an IAC.
Instruction has moved beyond MSOffice and using standard
software packages; mobile devices such as smart phones and
iPads or tablets have leapt ahead in terms of ubiquity both
accessibility and ease of use.
A common message in the transfer of e-skills in any digital
literacy program and training intervention has been the need to:
Use a local champion as mentor; this person needs to be
trained in the basics of digital literacy, coaching and mentoring.
Promote self-skilling and avoid training for software use
rather than an outcome that has meaning. The more culturally
embedded the reasons to use the technology the easier it
seems to be to promote adoption.
33 Available at http://www.fahcsia.gov.au/our-responsibilities/indigenous-australians/programsservices/closing-the-gap/closing-the-gap-national-partnership-agreements
27

The skills should be less about courses and much more

about one-to-one instruction.
Instruction should be demand driven; this revolves around
how to do things such as set up an online account, paying
renewal or community housing rates online, or establishing
an account on services such as Flickr or iTunes.
Access remains the greatest problem; skills can follow more
effectively where affordable access is available. In addition,
Internet access without a wireless local loop or improved or
cellular network is of limited use. Wendy Golder communicated
a case-in-point:
We have a local IAC trainer available to open the IAC
for 5 hours a day. But where we are able to set up a WiFi
footprint community members now congregate around
the centre to use the Internet. As more buy mobile
devices and use the connection, the more groups have
formed to teach each other how to use technology and
perform certain functions.
The interrelated, priority functions residents in remote
indigenous communities in South Australia and Northern Territory
seem to consider most important include:
1. Social networking with family, clan and community groups where
the culture of inclusiveness and connectedness prevail. As the
young learn they teach their family and elders in the community.
2. Media and digital content sharing follows from social
connectedness and storytelling. The capturing and sharing of
audio and visual (film and photo) content is absolutely tied to
cultural and social mors. For instance, major events such as
funerals, celebrations and family gatherings are videoed and
shared. Given the distances involved and difficulty travelling
social media has forged connections across communities.
3. Electronic banking is essential. Two major costs affect
remote indigenous families, default fees and fines caused by
either non-receipt or inability to pay a notice and, secondly,
the cost of accessing the very few ATMs, which can be over
$5.00 per transaction. Banks are non-existent in the remote
communities. Financial demands and the need to transact
with government to pay bills, pay renewals, or communicate
with Centrelink are a constant problem. With the reliance
on e-banking increased digital exposure is occurring with
inability to protect personal details, or loss of control over
security and access. These concerns echo the wider concern
from other experts and communities expressing the need to
address digital finance literacy skills.
28
4. Interacting with government is a major issue. As discussed

above, financial demands aside, government services to
indigenous communities are heavily reliant on communication
and information exchange. In areas such as health,
transport, social welfare and legal matters the lack of digital
connectivity seriously disadvantages people. Government
services assume everyone receives mail inside 7 days
anywhere in Australia and can pay or process bills online.
Such is not the case for those living in remote communities.
It is estimated over half the mail never arrives, can take
over 3months in communities during the wet season and
telephony services are often unavailable with few landlines
and poor mobile coverage.
5. Online shopping, while not as prevalent as in metropolitan
Australia, has increased in importance, with the purchasing of
non-perishable goods (auto parts, furniture, household goods,
medical supplies), in particular.
6. Cultural and creative activities are also starting to play a
major role. This is centred on the more sophisticated ICT
users presenting and selling indigenous art online and young
people engaging in recording and broadcasting music using
online radio stations.
As with communities across the globe, access for some
communities has resulted in an unfortunate rise in inappropriate
or socially divisive use. Cyberbulling through Facebook, sharing
of inappropriate content and related problems have emerged.
While training would typically address these behaviours, the more
organic approach to ICT skilling has increased users technical
competence without necessarily addressing underpinning
knowledge. However, in communities such as Anangu Pitjantjatjara
Yankunytjatjara (APY) the dysfunctional use has been addressed
by the Council and community elders. In this sense the efforts to
self-regulate to remove cyberbullying and inappropriate use has
had more success than in many other communities.
5.3 Digital literacy needs of people with disabilities

Foundation level competencies listed in the e-skill consultation
questionnaire have been identified as widely used to educate
people with physical and/or sensory disabilities. The emphasis
seems to be on courses at the Certificate I and II levels in
Information Technology. This area provided some of the most
passionate feedback. Only one of the four people providing
feedback in this area was prepared to have their name listed in
the consultation section of this report. Across Victoria, NSW and
Queensland the independent but seemingly related opinion of
teachers and coordinators of courses addressing digital literacy

needs of people with disabilities is:
The Certificate I in IT programs are underfunded or not being
funded in 2013 and beyond.
The emphasis is on ICT qualifications from Certificate III and
above where TAFE institutes can receive state funding.
Short courses funded by Commonwealth agencies are rarely
aligned to competencies or skill sets.
Foundation digital literacy competencies and the Certificates
I and II in IT are being centralised to one or a few locations in a
city e.g. Sydney which limits access for most students with a
physical disability and limited capability to travel.
Schools are intended to be the place where Certificates I and
II IT skills are covered. However, how well schools address ICT
foundation digital literacy skill will vary enormously and is
contingent on availability of funds, resources and skilled staff.
People with disabilities are less likely to acquire the necessary
foundation digital literacy skills at schools in the lower socioeconomic urban and/or regional areas.
Adult education is intended to pick up Certificates I and II in IT
skills for older students but has equally been left without funds
or an established capacity to teach people with disabilities.
The people consulted and providing feedback on this matter
consider people with disabilities need the digital literacy skills
identified at AQF levels 1 and 2 (Foundation Level 1 and 2 e-skills).
Programs are in place to address this issue and they have been
successful in both improving skills and enhancing the digital
participation and wellbeing of people with disabilities. However,
the feedback suggests that in some public adult education,
and technical and further education providers we may not be
maintaining the existing capacity required to meet current demand.
5.4 Addressing digital literacy needs in rural and remote

communities
Rather than reproduce findings from elsewhere it is noted that
digital literacy needs in rural and remote communities have been
extensively investigated and reported in the parallel research
project commissioned by IBSA: The Post-NBN impact on
enterprises and e-skills.34
Brunswick (VIC) where businesses are some of the earliest to

be connected to the high-speed broadband network. Reference
was also made to the Willunga site in South Australia. With up to 18
months experience connected to the NBN some of the regional and
remote sites investigated illustrate that little or only modest change
is occurring in closing gaps in critical e-skills that businesses had
signalled were in high demand prior to NBN rollout. Findings derived
from analysis of responses from over 70 businesses show that the
enthusiasm about the possibilities the NBN brings to a business
and region is being tempered by the frustration of not being able to
access the skills to harness the capability.
A number of new skills needs have emerged from the Post-NBN
research work. Many directly echo the research herein. The
following summarise the eight main skill sets being sought:
1. Use of the NBN for personal advantage
2. Use of the NBN to advance an enterprise
3. Planning a Digital Economy strategy for a region (Use of the
NBN to advance a region or group)
4. Management of teleworkers
5. Preservation and presentation of cultural and community
assets online
6. Selling products and services and interaction with customers
online
7. Commercialisation of digital technology innovations
8. Development of a proposal for a digital business opportunity
While the first three appear to be more NBN related, the other
proposed skill sets and competencies are explored in the later
section canvassing new skill sets and competencies that are
in demand beyond the NBN-related context. The new e-skill
additions required by remote and rural communities are a logical
extension of the existing e-skills. However the major issue is how
training is occurring. With 32% to 56% of premises in some early
NBN release sites never before having a high-speed broadband
connection, identifying skills required is of only secondary
importance to engaging users with often very low digital literacy in
a meaningful learning experience. The section below suggests how
existing skills and training strategies must be improved to facilitate
improved competence and narrowing of the digital divide.
Findings from this research concentrated on e-skills in demand in

small to medium size enterprises (SMEs) in three of the earliest
NBN release sitesArmidale (NSW), Scottsdale (TAS) and
34 Bowles, 2012b.
29

5.5 Emerging digital literacy skill sets
5.5.2 Digital information literacy
This section outlines that emerging needs for digital literacy skill
sets extend beyond a location, social group or activity. Some are
already known but investigation has shown all are now sufficiently
well-defined to be reported. Five areas have been subject to wideranging feedback:
Discussions with the Tasmanian Polytechnic Teacher Coordinator

Stephen Wilkins (Library and Museum Technology Program
in Business and ICT-North), confirmed a need to refocus on
information literacy as part of any effective digital literacy
skills strategy or program. This echoed numerous comments
in interviews across Australia and reinforced the fact that
foundation skills development is required to protect citizens from
problems arising with banking, finance and security; and with the
gathering, sharing and use of digital information.
1. Digital financial literacy

2. Digital information literacy
3. Digitally capture and share cultural artefacts
4. Telework
5. Business data and systems integration
5.5.1 Digital financial literacy
The Australian Securities and Investments Commission (ASIC)
undertakes a range of work to help improve national financial
literacy. Don Perlgut from ASIC was consulted in relation to
a number of problems raised by other participants regarding
certain problems and issues emerging with the way indigenous
and younger Australians are undertaking online banking and
financial transactions, in particular on mobile devices. While
ASIC has a MoneySmart program they are also extending their
research and curriculum development into new areas. This is
specifically to address online and mobile banking practices in
relation to the risky behaviours of young people. Apparently
knowledge of safe and secure practices has not been developed
as quickly as the technical competence and comfort many
younger users now have with mobile technologies.
A suggested competency at an AQF level 3 (Foundation e-skills
level 3) that could be considered for development includes:
Conduct online and mobile banking and financial transactions
(in a safe and secure manner)
Select appropriate personal banking and finance applications
Assess, set up and manage personal banking and finance
services
Conduct mobile and online transactions
Conduct ebanking
Complete online and mobile payments
Available information sources can currently be characterised

as constituting a trans-media environment, including traditional
print information sources and their digital successors. MrWilkins
suggested that whatever the medium of information, the essential
skills needed are those consistent with information literacy,
adapted below from The Australian and New Zealand Information
Literacy Framework.35. The information literate person:
recognises the need for information and determines the nature
and extent of the information needed
finds needed information effectively and efficiently
critically evaluates information and the information seeking
process
manages information collected or generated
applies prior and new information to construct new concepts or
create new understandings
uses information with understanding and acknowledges
cultural, ethical, economic, legal, and social issues surrounding
the use of information
A related skill set is critical if Australians are to succeed in making
use of the explosion of information fundamental to the current
digital age. Allunits are available from the Library, Information
and Cultural Services Training Package (CUL11).36
CULINS401A Assist customers to access information
CULINS403A Search library and information databases
CULINS501A Research and analyse information to meet
customer needs
CULINL601A Extend own information literacy skills to locate
information
35 A
vailable at http://www.caul.edu.au/content/upload/files/info-literacy/
InfoLiteracyFramework.pdf.
36 Available at http://training.gov.au/Training/Details/CUL11.
30
5.5.4 Teleworkers and remote workers digital literacy needs
Digital information literacy may well have a personal dimension.

Serving as a backdrop to many conversations has been the issue
of how consumers manage their own digital information. While
such information may be fragmented and spread across many
service providers, consumers need to know what information is
being collected and how it should be managed. With the advent
of Australias personal eHealth records (PeHR) and similar
aggregated digital information systems, citizens will need to have
some level of information literacy to make informed decisions on
managing and providing access of third parties to their data.
The benefits of telework or working remotely from an own or

home office is one of the major economic and regional benefits
promoted in most national Digital Economy strategies. One of
the eight National Digital Economy Strategy (NDS) goals the
Australian Government has set is a doubling of Australias level of
telework so that by 2020 at least 12 percent of employees across
the nation have a telework arrangement with their employers.37
Direct benefit secured through increasing the number of people
working remotely from home include:38
5.5.3 Digitally capture and share cultural artefacts
Improving workforce participation opportunities
Preserving and promoting digital access to cultural and

community artefacts has been reported as an essential element
in indigenous communities (and commercial ventures selling
art) and educational institutions or museums rendering physical
artefacts into 3D digital images that can be accessed by students
and citizens (see Attachment 4 for the example of the Museum
of Antiquities at the University of New England). The skills to
render images into 3D objects able to be viewed from all angles
in an online environment was considered an important skill to
photographers, fashion designers, caretakers of local museums
and educators interviewed in regional Australia conducted for the
Post NBN Impact on enterprises and e-skills project.
Boosting enterprise productivity

Reducing urban congestion on roads and public transport,
especially at peak times
Reducing air pollution, greenhouse gas emissions and fuel
consumption associated with commuting and maintenance of
larger buildings
Improving the economic and cultural vitality of local areas as
the workforce decentralises
Providing time and cost savings for employees
The suggested units of competency for this proposed skill set

could include the following. All would be new additions to a training
package, as existing endorsed competencies apparently lack the
specific detail or coverage of the technologies being used.
The addition of a new skill set and unit of competency seem

appropriate. The skill set should address the management
of workers in remote locations; the new competency should
address the extended duties off-site workers in remote locations
will be doing.
Render 3D images of cultural and community assets
Manage telework
Create an online museum
A. BSBMGT404A Lead and facilitate off-site staff (IMPROVE to

encompass virtual work)
Store and archive cultural and community assets

Curate an online museum exhibition
Establish access and permissions for an online museum
exhibition
Print in 3D
B. BSBEBUS508A Build a virtual community (IMPROVE to

encompass teleworkers and off-site workers communicating
and coordinating effort in a virtual community)
C. BSBOHS603B Analyse and evaluate OHS risk (IMPROVE to
encompass teleworkers and off-site workers)
D. BSBOHS601B Develop a systematic approach to managing
OHS (IMPROVE to encompass teleworkers and off-site workers)
One matter raised by local businesses in the parallel research in
the review of early release NBN sites39 has been the assumption
telework would just arrive in a region. None of the regional
37 Commonwealth of Australia (2011). National Digital Economy Strategy [NDS]: Leveraging the
NBN to drive Australias productivity, Department of Broadband, Communications and the Digital
Economy: Canberra, available at http://www.nbn.gov.au/the-vision/digitaleconomystrategy..
38 DBCDE on the NBN and advantages of telework accessed 24 November 2012 at http://www.
nbn.gov.au/nbn-benefits/telework/.
39 Bowles, 2012b
31

development plans collected in the early release sites of

Armidale,40 Scottsdale, Brunswick or Willunga indicate direct
alignment with this aspect of the National Digital Economy
Strategy, let alone support for attaining the goal directly relating
to telework or use of tools created by Department of Broadband,
Communication and Digital Economy (DBCDE) to assist with
attainment of this goal.41 As a direct result it appears that the
larger companies serving the aforementioned early release sites,
which include the Councils and the local Chambers of Commerce
or equivalent, are generally unable to accurately assess what
type of work could be done remotely in their location. The skill set
title may be Prepare job profiles for off-site/remote work (NEW).
Proposed elements could include:
Determine the value and operational outcomes for moving
work to remote/offsite locations
Identify and assess roles and duties able to be completed
remotely
Identify compliance and regulatory provisions affecting remote
work/telework
Confirm competencies and criteria required for off-site/
remote work
Once established the level of detail and sophistication required
to lead a remote team seems to extend well beyond the broad and
incompatible elements in the existing unit BSBMGT404A Lead
and facilitate off-site staff. This unit will need to be updated
accompanied by a new unit possibly titled Lead a remote/virtual/
telework team (NEW). Proposed elements could include:
Define roles and responsibilities in a remote/virtual team
Manage a remote/virtual team to achieve productivity targets
and goals
Motivate offsite workers
Assess, select and maintain technologies to support remote work
A skills need, that could be met by an existing endorsed unit of
competency within IBSAs or another Industry Skills Councils
Training Packages, was identified. This would be to adequately
cover the engagement of a teleworker or related off-site or
remote worker. The work will not necessarily be in ICT, design
or retail but should be capable of applying to workers in any
industry. The existing unit in the ICA11 Training Package picks up
on team collaboration (ICAW2011B Work individually or as a team
member to achieve organisational goals). However the work of
40 It is acknowledged Armidale was covered by some digital plans and a coordinated effort for the
Hunter region, for instance the Hunter Digital Innovation Growth Industry Taskforce.
41 Tools such as the ROI calculator and planning considerations checklist available at, http://www.
telework.gov.au/roi_tool.
32
the individual in the offsite, telework and emerging distributed

e-business models is not sufficiently well covered. A possible
title for an AQF level 3 unit of competency could be: Complete
work duties from a remote location using digital technology. The
elements are less well defined but may cover:
Establish telework/off-site work role and responsibilities
Identify the organisational policy, procedures and obligations
applying to the conduct of remote/off-site work
Organise self and resources to complete remote/off-site work
Work off-site/virtually to complete work tasks
5.5.5 Business data and systems integration
The following are areas where miscellaneous feedback was
received but insufficient detail was provided to suggest what,
if any, skills or competencies may be required. In general they
apply to ICT skills required to promote digital adoption where
operations span a number of sectors, organisations or regions
e.g. transport and logistics, health, education, wholesale, retail.
This issue was mostly raised in the context of larger businesses
seeking to elevate capacity of smaller suppliers or workers in
regional areas to better use ICT to better manage supply-side
logistics or integration of data with the buyers systems.
1. Analyse and report on data
Visualisation
Analytics
Simulation/modelling for predicative business/retail
purposes
2. Enhance product and supply chain integrity
RFID and smart tags, data reporting and systems design
and architecture
Compliance and regulatory functions
Use in different industries health, transport, logistics, retail,
etc.
3. Plan improved data and systems integration and coordination
payment systems, banking systems, foreign exchange,
settlement systems, e-payment security
digital certificates, credit card security, stored value cards,
micropayments
e-cash, p2p-payment systems, e-banking, m-payments,
virtual money, e-invoices
6. Digital literacy education

and training: A commentary
Consistent with a number of reports, professional and

government position papers, it is widely acknowledged there is
a significant lag between emerging models for doing business
online, including managing and developing applications and
services and how workers operate and interact with customers,
and current tertiary education programs.42 This was reflected
in the research and consultation in this project and the parallel
project covering post NBN implementation.
Responses from the Australian Council of Deans of ICT (ACDICT)
Executive Officer Tony Koppi, confirmed the wider context.
The diversity of people studying and working in ICT and the
fact that over half of those working and using ICT occupational
skills no longer work in what is classified as the ICT industry,
suggests embedding of ICT in all discipline studies is a critical
consideration. In addition one of the ongoing issues requiring
serious attention is the teaching of ICT in schools. Contingent
on investment in professional development and age of the
workforce, many school systems are simply failing to provide the
ICT learning secondary students require to progress to tertiary
study or work.
Employers and some of the educators interviewed e.g. Richard
Gordon, Dr Rosalind James and Peter Hawkins, all indicated
a disconnect was emerging whereby student performance
resulting from completing vocational training or higher education
qualifications was failing to keeping pace with the standard
of performance expected in the workplace. Not only was ICT
qualifications content not preparing students for work, the
standard of skills being certified as competent were often

inadequate for current employment purposes.
Without an adequate domestic supply of skilled ICT workers in all
areas of work, attainment of competitiveness in key aspects of the
Digital Economy will remain, for Australia, reliant on skilled migration.
Feedback from educators and businesses indicates how the
pedagogies underpinning training could be designed to enhance
citizens and businesses improved adoption and effective
harnessing of high-speed broadband and Internet connected
technologies. The following five principles for design of digital
literacy/ICT skills training are proposed based on the joint
investigation for this report and the Post-NBN Impact on
enterprises and e-skills report:
Training for adoption of the NBN has to be less about the
technology and more about what it can do.
Overwhelming feedback was received that training supporting
ICT adoption was more about knowledge than skills. While those
with lower levels of digital literacy openly acknowledged their
weaknesses they were unhappy available training was more often
about the technology or software, rather than how it could be
applied to outcomes they found meaningful.
42 Australian information Industry Association (November, 2012). ICT Skills and Training
Development: A State of Play, AIIA: Canberra; Bill Shorten, Minister Employment and
Workplace Relations, Media Release 14 October 2012, http://ministers.deewr.gov.au/shorten/
centre-workplace-leadershiphttp://ministers.deewr.gov.au/shorten/centre-workplaceleadership; Koppi, T, et.al. (2012). Addressing ICT curriculum recommendations from surveys
of academics, workplace graduates and employers: Final Report, Australian Learning
and Teaching Council, accessed November 2012 at http://www.acdict.edu.au/documents/
ALTCReportEditedfinal3.pdf.
33

Training interventions in a region must be consistent and

systematically target all e-skills levels:
Narrow-skilling strategies promoted by discrete, funded
programs is ineffective in small communities. For instance Digital
Hub initiatives have a huge task advancing digital literacy (e-skills
Level 3) of the elderly, underprivileged and disadvantaged, with
the effort typically excluding business owners and/or members
of councils. Yet the digital enterprise or digital ready programs
usually target e-skills oriented to Level 1 (strategic) skills. Most
business owners and councillors are citizens of the community
and many openly suggest they need basic digital literacy skills. To
achieve effective population coverage skill sets and their delivery
should be better integrated across e-skill levels and across all
three groups: government, business and citizens.
Learning and assessment has to be based on vocational,
business-related needs.
Business owners are typically time poor and operating on thin
margins. Designing face-to-face courses in business hours, or for
more than 40 to 90 minutes in one day, is neither encouraging
access nor likely to promote learning, given extensive research
on training design for SMEs. Yet some courses in one region
required business owners to spend up to 6 hours in two 3-hour
sessions morning and night on the same day! In addition to poor
learner outcomes these types of arrangements affect VET
system performance.
Pedagogies have to be appropriate and create a meaningful,

enriching and useful learning experience.
While this is somewhat of a trite statement there is significant
evidence that highly-variable learning design is occurring. For
many of the providers, there is no evidence that newly developed
content is based on solid research, business input or reference
to institutions with record of success in the field, e.g. Australian
Communications and Media Authority resources site, http://
www.acma.gov.au; ForwardIT, http://www.forwardit.sa.gov.au;
Tasmanian Electronic Commerce Centre, http://www.tecc.com.
au. Moreover national funding is promoting the development of
this new content and ignoring often significant public investment
made in existing resources. As a minimum requirement emphasis
has to return to effective pedagogies that encourage learning
from others, peer mentoring and coaching, use of multimedia
more than text-based content, learning by doing and skilling to
produce competency outcomes considered useful by both the
individual and the business.43
One size does not fit all and customisation to individual levels of
readiness must be encouraged.
There is a huge diversity of business typologies and levels of ICT
capacity in any community. A standardised, supply-driven approach
that offers generic ICT qualifications will not improve the situated
capacity of a business to adopt ICT. Any skills strategy therefore
has to first establish a baseline of the communitys or the regional,
enterprise or individual business participants current e-skill levels
and access to ICT. A training plan and course offering should be
customised to fit the level of ICT maturity and resulting priority
needs.
43 Bowles, 2012b, pp. 8-9.
34
7. Digital literacy units of

competency and skill sets
This section outlines the units of competency available or

suitable for ICT skills (e-skills) required by industry to address
digital literacy needs and identifies the occupational levels at
which the e-skills reside.
7.1 Validated skill sets

The survey ran from 12 October 2012 to 21 November 2012. It
was viewed by 100 unique users and of the 35 that commenced
32completed44and submitted the survey (91.43%). The online

questionnaire was designed to be used by targeted individuals
who were unable to be interviewed or preferred to provide
feedback in an online format. The responses have been colour
coded to show priorities. The top five priority skills in demand are
indicated by the red bars with dots, the mid-range priorities are in
orange (solid) and the lowest priority in green with stripes.
44 Thirty one were received in the agreed consultation period. Another was received late from a
remote community but included in this report.
Table 9: Overall ranking of eSkill priority needs

Skill Sets
National competencies forming the e-skill set
1. eCitizen
Essential skills
Count* Median
Score
30
4.423
30
4.519

2. IT users
digital literacy
Essential Skills

35

Skill Sets
3. Internet
technology
and social
networking
Essential Skills
Count* Median
Score
31
4.414
30
4.069
30
4.300
29
4.074
30
4.321

ICAS2243B Detect and protect from spam and destructive software
ICAWEB201A Use social media tools for collaboration and
engagement
4. Small office
and home office
equipment and
network set up
Essential skills
ICASAS202A Apply problem-solving techniques to routine IT

malfunctions
ICASAS206A Detect and protect from spam and destructive
software
ICASAS209A Connect and use a home-based local wireless
network
5. Digital content ICAWEB201A Use social media tools for collaboration and
development and engagement
collaboration
Essential Skills
6. Web
Development
Essential Skills

ICAWEB403A Transfer content to a website using commercial
packages
7. Small office
and home
equipment and
network set up
36

ICASAS307A Install, configure and secure a small office home
office network
Skill Sets
8. Small office
and home
network
equipment and
set up
Count* Median
Score
29
4.214

9. Establish
business
communications
solutions and
systems security
28
4.037
10. Sell products BSBITU305A Conduct online transactions

and services
online
29
4.259
30
4.111
30
4.143
30
3.966
30
4.138

ICANWK407A Install and configure client-server applications
and services

11. Manage
business
communications
solutions and
systems security
ICANWK501A Plan, implement and test enterprise

communication solutions
ICANWK510A Develop, implement and evaluate system and
application security
12. Develop an
business case
and select
appropriate IT
strategies and
solutions

ICAICT511A Match IT needs with the strategic direction of the
enterprise
ICAICT512A Plan process re-engineering strategies for business
13. Managing
business ICT
change project
14. Set up an
e-business
capability

BSBMKG513A Promote products and services to international
markets
37

Skill Sets
Count* Median
Score
15. Manage
virtual or outsourced ICT
services
ICAICT602A Develop contracts and manage contracted

performance
16. Establishing
sustainable
and Green ICT
business goals
31
4.107
29
3.963

ICASUS702A Conduct a business case study for integrating
sustainability in IT planning and design projects
MEDIAN RESPONSE
4.191
* Count excludes on response and Not applicable responses.
We can conclude the existing skill sets and competencies are, in the opinion of those providing feedback, a very valid basis to
address digital literacy skill needs; statistical analysis is footnoted.45
The existing and new skill sets presented above have been validated and all 16 are listed below in priority order as ranked by responses;
see Attachment1 and2):
1. eCitizen Essential skills
2. IT users digital literacy Essential Skills
7. Small office and home equipment and network set up
5. Digital content development and collaboration Essential Skills
10. Sell products and services online
8. Small office and home network equipment and set up
12. Develop a business case and select appropriate IT strategies and solutions
14. Set up an e-business capability
11. Manage business communications solutions and systems security
15. Manage virtual or out-sourced ICT services
6. Web Development Essential Skills
4. Small office and home office equipment and network set up Essential skills
9. Establish business communications solutions and systems security
13. Managing business ICT change project
45 In statistical terms the analysis of data for reliability yields Chronbachs Alfa coefficient of 0.895, indicating a very high reliability level of the data set. Given further analysis using a hypothesis test
was conducted to examine if the mean feedback for each question is significantly larger than the neutral value of 3. All p-values are far less than 1%. This supports a strong conclusion that the surveyed
population strongly agreed with the proposed skill needs.
38
7.2 Recommended new inclusion in the digital literacy skills sets (e-skills)
This section summarises the new skill sets and units of competency not identified by previous research. Expert feedback and research
into business adoption in NBN sites suggest the following skills are critical if Australian citizens are to successfully leverage the NBN
and effectively participate in the Digital Economy.
Digital information literacy
AQF Level
E-skill Level
4/5
Extension
4/5
Extension
CULINS501A Research and analyse information to meet customer needs
4/5
Extension
CULINL601A Extend own information literacy skills to locate information
6+
Strategic*
AQF Level
E-skill Level
BSBIPR501A Manage intellectual property to protect and grow business
Extension
BSBIPR601A Develop and implement strategies for intellectual property management
Strategic
AQF Level
E-skill Level
Capture, manipulate and store 3D images of cultural and community assets (NEW)
Extension
Prepare catalogues and inventories for digitised cultural and community assets (NEW)
Extension
Create a virtual community or cultural exhibit (museum or gallery) (NEW)
Extension
Curate an online community or cultural exhibit (NEW)
Extension
Print digital assets in three dimensions (NEW)
Extension
AQF Level
E-skill Level
Develop an online sales and service strategy (NEW)
Extension
Develop a multi-channel marketing and communications plan (NEW)
Extension
Manage brands online (NEW)
Extension
AQF Level
E-skill Level
Engage, interact and transact with customers online (NEW)
Extension
BSBRKG404A Monitor and maintain records in an online environment
Extension
AQF Level
E-skill Level
Develop a multi-channel marketing and communications plan (NEW)
Extension
Develop an online sales and service strategy (NEW)
Extension
Manage brands online (NEW)
Extension
Existing skill set BSB07 Intellectual Property Strategic Management Skill Set
(Covers commercialise a digital technology product, design or idea)
Promote virtual access to 3D digitised cultural and community assets
Serve and interact with customers online in real time
39

Manage telework
AQF Level
E-skill Level
BSBMGT404A Lead and facilitate off-site staff (IMPROVE TO FOCUS ON LEADING VIRTUAL STAFF
really too big and needs to build into the new Diploma level competencies recommended below)
Extension
BSBEBUS508A Build a virtual community (IMPROVE to address teleworkers and off-site workers
communicating and coordinating effort in a virtual community and interacting to effect creative
problem solving and decision making)
Extension
Lead a remote/virtual/telework team (NEW). Proposed elements could include:
Extension
Extension
BSBOHS603B Analyse and evaluate OHS risk (IMPROVE to address teleworkers and off-site workers)
Strategic
BSBOHS601B Develop a systematic approach to managing OHS (IMPROVE to address teleworkers

and off-site workers)
Strategic
AQF Level
E-skill Level
ICAW2011B Work individually or as a team member to achieve organisational goals (This picks up
virtual work but may need to be improved)
Foundation
Complete work duties from a remote location using digital technology (NEW). Proposed elements
could include:
Foundation
Define roles and responsibilities in a remote/virtual team

Manage a remote/virtual team to achieve productivity targets and goals
Motivate offsite workers
Assess, select and maintain technologies to support remote work
Prepare job profiles for off-site/remote work (NEW). Proposed elements could include:
Determine the value and operational outcomes for moving work to remote/offsite locations
Identify and assess roles and duties able to be completed remotely
Identify compliance and regulatory provisions affecting remote work/telework
Confirm competencies and criteria required for off-site/remote work
Work with others in a virtual/off-site/telework team
Establish telework/off-site work role and responsibilities

Identify the organisational policy, procedures and obligations applying to the conduct of remote/
off-site work
Organise self and resources to complete remote/off-site work
Work off-site/virtually to complete work tasks
40
The following new skill set is less for e-skills (ICT skills or digital
literacy need) than a skill set required to address the need for
one-to-one coaching and for an individual to be able to complete
local transfer of digital literacy skills. The skill set would be
appropriate for a community-based champion able to coach
and mentor others in the use of ICT for specific life or business
related activity e.g. set up a Facebook account, source a web
designer, configure a local wireless network. These competencies
would be paired with the technical expertise and ICT competence
the individual should already possess.
Promote digital literacy skills in the local community/group
AQF Level
E-skill Level
TAEDEL301A Provide work skill instruction (Coach others)
Foundation-3
TAEDEL402A Plan, organise and facilitate learning in the workplace
Extension
TAEDEL404A Mentor in the workplace
Extension
AQF Level
E-skill Level
Extension
Promote innovative practices and thinking (could fit within CUVICS07B Set up systems that
support innovation) (UPDATE)
Extension
Promote digital products, services and technologies (NEW Elements: Build a value
proposition, Determine production requirements, Consider ethical and corporate social
responsibility issues)
Extension
Identify and protect intellectual property (NEER005B Contribute to intellectual property

management) (UPDATE)
Extension
UEENEER006B Contribute to the commercialisation of products/applications/ services
Extension
BSBSMB401A Establish legal and risk management requirements of small business (UPDATE
to specifically encompass commercial opportunities and selling online into global markets)
Extension
??
??
Assess and select an appropriate e-business model (NEW)
??
Extension
BSBMGT404A Lead and facilitate off site staff
Extension
7.3 Potential new qualifications

The following units of competency are indicative inclusions for
a potential new Diploma in Innovation and Commercialisation
(Digital technology products, designs or ideas).
Promote innovation and commercial success in digital products, applications and services
The following units of competency are indicative inclusions for a

potential new (Voc.) Graduate Certificate in Management (Digital
technology product, design or idea commercialisation)
41

Commercialise a digital technology product, design or idea
AQF Level
E-skill Level
MTMBUS706A Commercialise research and technology product/idea
Strategic
Strategic
Strategic
Strategic
Strategic
BSBRSK501B Manage risk*
5+
Strategic
Prepare and present a pitch for a product, design or idea (NEW)
Strategic
* NB: This unit is packaged into AQF Level 6, 7 and 8 qualifications.
7.4 Possible new units of competency required

The following table summarises the 42 new units of competency
that this round of expert consultations and parallel research
on the Post-NBN impact on enterprises and e-skills46 have
suggested would provide a more comprehensive definition of
ICT skills in demand to achieve widespread digital literacy. These
competencies in no way dilute the importance of those already
46 Bowles, 2012b.
42
validated. Rather they provide a more refined view of digital

literacy needs.
Where it was possible, 25 of the suggested inclusions have used
endorsed units of competency. However 17 others may need to be
developed. In addition, select endorsed units of competency may
need an update within the established Training Package continuous
improvement process. These units have been identified with an
asterisk (*). Such units may need to be modified to ensure the skills
and knowledge, range of variables or evidence guides address
changes to technology, work or life in the digital age.
Post-NBN impact on enterprises and e-skills
Strategic E-skills
(AQF 6+)
Extension E-skills
(AQF 4-5)
(AQF 3)
(AQF 2)
Unit of Competency
(AQF 1)
Table 10 Proposed additional digital literacy units of competency
Suggested additions already endorsed

CULINS501A Research and analyse information to meet customer needs
CULINL601A Extend own information literacy skills to locate information
BSBRKG404A Monitor and maintain records in an online environment
BSBMGT404A Lead and facilitate off-site staff*
BSBSMB401A Establish legal and risk management requirements of small business*
BSBMGT404A Lead and facilitate off site staff
BSBRSK501B Manage risk*
BSBEBUS508A Build a virtual community*
BSBOHS603B Analyse and evaluate OHS risk*
BSBOHS601B Develop a systematic approach to managing OHS*
ICAW2011B Work individually or as a team member to achieve organisational goals*

Promote innovative practices and thinking (could fit within updated CUVICS07B Set up
systems that support innovation)
MTMBUS706A Commercialise research and technology product/idea
UEENEER006B Contribute to the commercialisation of products/applications/ services
Identify and protect intellectual property (could fit within updated NEER005B
Contribute to intellectual property management)
43
Inclusions that are new and have no appropriate, endorsed equivalent

Capture, manipulate and store 3D images of cultural and community assets
Prepare catalogues and inventories for digitised cultural and community assets
Create a virtual community or cultural exhibit (museum or gallery)
Curate an online community or cultural exhibit
Print digital assets in three dimensions
Develop an online sales and service strategy
Develop a multi-channel marketing and communications plan
Manage brands online
Engage, interact and transact with customers online
Develop a multi-channel marketing and communications plan
Develop an online sales and service strategy
Manage brands online
Lead a remote/virtual/telework team
Prepare job profiles for off-site/remote work
Complete work duties from a remote location using digital technology

Promote digital products, services and technologies
Assess and select an appropriate e-business model (NEW)
NOTE: Not strictly digital literacy or ICT related but considered important
TAEDEL301A Provide work skill instruction (Coach others)
TAEDEL402A Plan, organise and facilitate learning in the workplace
TAEDEL404A Mentor in the workplace
44
Strategic E-skills
(AQF 6+)
Extension E-skills
(AQF 4-5)
(AQF 3)
(AQF 2)
Unit of Competency
(AQF 1)

8. Further online feedback
This section lists the other findings from the online feedback
questionnaire; the complete responses are listed in Attachment 2.
It is important to note only 10 percent of the experts consulted
were connected to the NBN. This was considered important
to ensure responses spanned beyond an established NBN
commentary. Over one third of those surveyed were directly
involved in planning to seize opportunities the NBN may offer.
While this is higher than previous surveys it is not considered
highly indicative as the experts surveyed were selected for their

high-level educational, policy or community roles in addressing
digital literacy.
The following are the verbatim open text responses received.
These have been taken into consideration in the reports findings
and, more specifically, in framing skill sets or units of competency
recommended for updating or development.
E. What information technology skills are not listed that you need to better exploit the NBN or broadband?
10/14/2012
19400703
Digital marketing plan

Mobile business opportunity identification and exploitation
Using mobile applications for business
10/29/2012
19461658
knowledge and skills in the use of other devices that will be impacted on or enabled by NBN
11/04/2012
19492996
Purchase products and services on-line

Digital content development and collaboration should be at a higher AQF level as well
11/04/2012
19493180
Extension of #15. Not only managing, but establishing and reviewing. Need to understand what questions
to ask service providers in order to compare services and costs.
11/04/2012
19493336
Media access and convergence skills. Blue tooth as part of networking.
11/05/2012
19493906
Viral marketing
Ethics of online sales
11/05/2012
19493999
We need digital literacy to be about entry level. eSkills is too business oriented. We have young people
graduating from poor areas with no ICT skills. We do not want to drift away from the focus on the digital
divide and socio-economic disadvantage many communities suffer.
45

E. What information technology skills are not listed that you need to better exploit the NBN or broadband?
11/05/2012
19497512
Please note: As a small arts-industry business, I have answered the above questions in relation to the
needs of the business where I am working. It is clear that all the topics listed are valuable in varying
industries and situations but it was not clear from the question what the exact context was for answering
them.
IT skills not listed that would be valuable for my business include basic e-learning development
technologies for shared learning.
11/08/2012
19511004
A community/business based regional strategy
11/11/2012
19517100
The above list is fairly comprehensive but there could be something about databases - set up/
maintenance.
11/11/2012
19517886
Content management systems

mobile device usage
mobile web development
app development
11/12/2012
19525284
Managing social media effectively
11/14/2012
19535410
eLearning technologies
widespread knowledge and understanding of e-business models
mobile technologies
11/14/2012
19536054
All skills are essential but some can be outsourced not all communities and businesses need to own
everything.
F. Are there any other details on training or infrastructure needs we should draw to the attention of national decision makers
and funding bodies?
46
10/14/2012
19400703
More flexible delivery, online and supported by mentors who come from business and have done it
before
10/29/2012
19461658
Who will fund the training ?????
11/04/2012
19493020
Yes. Need for up-skilling of cablers and others that may be needed for home integration and business
integration once NBN is installed. Smart wiring of homes will be necessary to maximise the benefit of
the NBN once it is installed.
11/04/2012
19493180
Ensure language used is appropriate for all users, not just worded at the high level. Cyberbullying? Theres
a focus at school, but what about the workplace? OHS requirements of home office / workshifting etc.
Need clarity and flexibility so that employer is not liable for locations they have no control of! Roadmap?
How to do it.
11/05/2012
19493906
Wireless is very poor. Drops out continually. No technical support. Telstra rep never available.
11/05/2012
19493999
More digital literacy funding for schools. Tell the states to fund training below Certificate 3
11/05/2012
19497387
The speed of access, system infrastructure and future capacities
11/05/2012
19497512
The time required to develop e-strategies and to maintain an e-presence is particularly challenging for
small businesses
F. Are there any other details on training or infrastructure needs we should draw to the attention of national decision makers
and funding bodies?
11/05/2012
19498009
Benchmarking of current position (or improved after any peer coaching/training has occurred) of these
skills should not in my opinion be self-evaluated as opinion of oneself, it should be measured by having
scenario based assessment. Educational institutions (P/K-12) require a lot of support for current
teaching / support staff, although focussing on the staff coming through is also important for longevity of
increased capacities.
11/08/2012
19511030
Encourage local councils and school boards to lead the way! The case for connecting to the NBN at my
local council has not been made on a cost/benefit basis. In other words the perceived need is not there. A
strategy is not in place to assist local businesses to stay in the area.
11/11/2012
19517100
Perhaps business consultancy needs around particular opportunities - draw out links that NBN would
have with communities.
11/11/2012
19517310
The problem isnt the training needs, the problem is that Optus & Telstra representatives that I have dealt
with dont seem to understand the NBN. I have attempted to find out about plans, when it will be in my
area etc....
11/11/2012
19517886
variable needs of particular demographics need careful consideration - need to prioritise rural and
regional communities to ensure they are not left behind.
Also one of the sectors with the potential to gain the greatest benefits from the NBN are schools but not
many are not very well set up to make use of a network - they have closed networks and managed operating
environments that will throttle connections unless they are radically rethought - needs a good look
11/11/2012
19517970
Id guess that few people understand how to aggregate, store and distribute content on monetised
platforms
A lot of people understand (or can be trained) to manage assets and digital infrastructure for SMB and
home
Declining number of people have sufficient understanding of how to distribute baseband analogue and
digital signals (e.g.: component video, multichannel audio, HDMI). Deployment or uptake of solutions
will be gated by consumer reaction, which is in turn gated by ability to implement delivery to a display
or audio device.
11/14/2012
19536054
More focus on small business awareness. Most is aimed at households.
12/03/2012
19622162
NBN Co. needs to have Indigenous engagement specialists to assist indigenous organizations in remote
areas access and leverage the advantages that NBN will be able to bring to their communtiies and to
their organizations. My dealings with NBN CO. to date (as the representative of an ORIC registered
Indigenous Corporation) is that this very important sector of the community is not being supported
enough to understand and make use of what NBN can offer. Discussions with NBN Co. staff to date
has demonstrated pretty much a complete lack of understanding or even awareness of the needs
of indigenous people living in remote areas and the issues that they face. ALPA, as one of the most
successful indigenous corporations in Australia could assist in this process if the Government and NBN
Co in particular want to address these issues in a more proactive and overt manner.
47

9. References
Australian information Industry Association (November, 2012). ICT

Skills and Training Development: A State of Play, AIIA: Canberra;
Bill Shorten, Minister Employment and Workplace Relations,
Media Release 14 October 2012, http://ministers.deewr.gov.au/
shorten/centre-workplace-leadershiphttp://ministers.deewr.gov.
au/shorten/centre-workplace-leadership.
Bowles, M. (June 2009a). IBSA and the National Broadband
Network rollout and Digital Economy, IBSA: Melbourne. Available
at http://tiny.cc/p464nw.
Bowles, M. (16 Dec. 2009b). Review of the Digital Games
Development: Game Art, Animation and Programming. DEEWR &
IBSA: Melbourne, available at http://tiny.cc/vq9a4.
Bowles, M. (Jan. 2010). Applied Research project
Telecommunications Industry: Review of occupations, skills
demand and the impact of the National Broadband Network.
IBSA: Melbourne.
Bowles, M. (2012a). NBN in the Enterprise: An investigation into
the insurance broking and printing industries, IBSA: Melbourne.
Bowles, M. (2012b). Post-NBN Impact on Enterprises and E-skills,
IBSA: Melbourne
Bowles, M. & Wilson, P. (16 December 2009). Stage 1 Scoping
Report into the Review and Research into the ICA05 ICT Training
Package, IBSA: Melbourne, available at http://tiny.cc/9oye2.
Bowles, M. & Wilson, P. (September 2010). Impact of the Digital
Economy and the National Broadband Network on Skills, IBSA:
Melbourne, available at http://tiny.cc/em2vg.
48
Clark, M, Eaton, M, et al (2011). KEY STATISTICS: Australian

small business, Department of Innovation, Industry, Science and
Research: Canberra.
Commonwealth of Australia (2011). National Digital Economy
Strategy [NDS]: Leveraging the NBN to drive Australias
productivity, Department of Broadband, Communications and the
Digital Economy: Canberra, available at http://www.nbn.gov.au/
the-vision/digitaleconomystrategy.
Ewing, S. & Thomas, J. (October 2011). Online media use in
Australia 2007-2011, CCI & Swinburne University: Melbourne,
available at http://tiny.cc/igrcow
Industry Innovation Councils (2011). Its all about innovation,
DIISRTE: Canberra. Accessed October 2012 at http://www.
innovation.gov.au/Industry/IndustryInnovationCouncils/Pages/
ItsAllAboutInnovation.aspx
ITHACA Group (Draft, 4 May 2012). Core Skills for Employment
Framework, DIISRTE, DEEWR and IBSA: Melbourne.
Koppi, T, et.al. (2012). Addressing ICT curriculum
recommendations from surveys of academics, workplace
graduates and employers: Final Report, Australian Learning and
Teaching Council, accessed November 2012 at http://www.acdict.
edu.au/documents/ALTCReportEditedfinal3.pdf.
Prime Ministers Forum on the Digital Economy, (5 October 2012).
Draft Transcript, Captioning Studio.
Regional Telecommunications Independent Review Committee
[RTIRC] (March 2012). Regional Telecommunications Review,
Empowering digital communities, Department of Broadband,
Communications and the Digital Economy, accessed 11 October
2012 at http://www.rtirc.gov.au/2011-12_report.
Samaras, K. (2005), Indigenous Australians and the digital divide,

Libri, vol. 55, pp. 8495, accessed 25 November 2012 at
http://www.librijournal.org/pdf/2005-2-3pp84-95.pdf.
Schmitz, M. Creating a Virtual Museum of Antiquities: An
Interactive Teaching Tool, in Stefanie, S.J. and Gold, M.S., Eds.
(2012). A Handbook for Academic Museums: Beyond Exhibitions
and Education, Museums: Boston.
Smith J. and Anderson L. (April 2010). Scoping study identifying
digital literacy skills: Cybercitizen and e-employee in the 21st
century, IBSA: Melbourne, available at http://tiny.cc/0jwdi.
Strong, P. (29 November 2012). Small Business Perspective on the
Digital Economy and the NBN rollout, Presentation, The Digital
Technology Convention, Crown Casino, EPIC: Melbourne.
The Australian Institute for Social Research [AISR] (April 2006).
The Digital Divide and Barriers to E-Learning. Report presented
to the Digital Bridge Unit, Science, Technology and Innovation
Directorate, DFEEST, University of Adelaide, accessed 12 October
2012 at http://www.umic.pt/images/stories/publicacoes/
barriers_digitaldivide.pdf.
Williams, T. (February 2011). Connecting Communities, A White
Paper, Huawei, Sydney.
49

Attachments
50
Attachment 1: Feedback questionnaire

Welcome:
You are invited to participate in our study of competencies relevant to Post NBN Impact on ICT Skills ( e-skills) affecting the adoption
of information and communication technology. In this questionnaire, you will be asked to rank the e-skills research has shown form
the major competencies affecting the use and adoption of ICT, in particular activities enabled by high-speed broadband. It will take
approximately five [5] minutes to complete.
This is the second stage in a national project that seeks to refine our understanding of the national units of competency and skills sets
that can optimise individual and business adoption and use of information and communication technology (ICT). The aim is to ensure
workforce planning and investment in skills strategies assist with the development of national competency standards that positively
influence the adoption and use of ICT, in particular, high-speed broadband.
Your participation in this study is completely voluntary. There are no foreseeable risks associated with this project. However, if you feel
uncomfortable answering any questions, you can withdraw from the survey at any point. But please not it is very important for us to
learn your opinions.
Your response will be strictly confidential and data from this research will be reported only in the aggregate. Your information will be
coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact Dr Marcus
Bowles, Chair of the Institute for Working Futures and Deputy Director and lead researcher at the Digital Economy and Regional
Futures [ph: +61 3 63249561] or by email mbowles@workingfutures.com.au or marc.bowles@utas.edu.au.
Thank you very much for your time and support.
First Name :
Last Name :
Email:
Optional Address :
City :
State :
Zip :
51

Essential Digital Literacy and E-skills Affecting ICT Adoption

IT users digital literacy
Foundation E-skills 1 BSBOHS201A Participate in OHS processes
Essential Skills
(AQF 1)

Internet technology
Foundation E-skills 1 ICAICT104A Use digital devices
and social networking
(AQF 1)
Essential Skills

ICAS2243B Detect and protect from spam and destructive software
ICAWEB201A Use social media tools for collaboration and
engagement
Small office and home
Foundation E-skills 2 ICASAS202A Apply problem-solving techniques to routine IT
office equipment
(AQF 2)
and network set up

Essential skills
malfunctions
ICASAS206A Detect and protect from spam and destructive
software
52
5. Strongly Agree
Foundation E-skills 1 ICAICT101A Operate a personal computer
4. Somewhat Agree
eCitizen Essential skills
(AQF 1)
National competencies forming the skill set
3. Neutral
Level
E-skill Sets
Rating We need these skills
(AQF 3)
5. Strongly Agree
Foundation E-skills 3 ICAWEB201A Use social media tools for collaboration and
development and
4. Somewhat Agree
Digital content
collaboration Essential
3. Neutral
Level
E-skill Sets
engagement
Skills

Web Development
Foundation E-skills 3 ICAWEB302A Build simple websites using commercial programs
Essential Skills
(AQF 3)

ICAWEB403A Transfer content to a website using commercial
packages
Foundation E-skills 3 ICASAS303A Care for computer hardware
equipment and network
(AQF 3)
set up

ICASAS307A Install, configure and secure a small office home
office network
Extension E-skills
network equipment and
(AQF 4-5)
set up

ICANWK407A Install and configure client-server applications and
services
Establish business
Extension E-skills
communications
(AQF 4-5)
solutions and systems

security
53

Sell products and services Extension E-skills
online
(AQF 4-5)

Manage business
Extension E-skills
ICANWK501A Plan, implement and test enterprise communication
communications solutions (AQF 4-5)
solutions
and systems security
ICANWK510A Develop, implement and evaluate system and

application security
Develop an business case
Extension E-skills
and select appropriate IT
(AQF 4-5)
strategies and solutions
ICAICT511A Match IT needs with the strategic direction of the

enterprise
Managing business ICT
Strategic E-skills
change project
(AQF 6+)

Set up an e-business
Strategic E-skills
capability
(AQF 6+)

BSBMKG513A Promote products and services to international
markets
Manage virtual or out-
Strategic E-skills
ICAICT602A Develop contracts and manage contracted
sourced ICT services
(AQF 6+)
performance
54
5. Strongly Agree
4. Somewhat Agree
3. Neutral
Level
E-skill Sets
Strategic E-skills
and Green ICT business
(AQF 6+)
goals
5. Strongly Agree
Establishing sustainable
4. Somewhat Agree
3. Neutral
Level
E-skill Sets
ICASUS702A Conduct a business case study for integrating

sustainability in IT planning and design projects
OTHERS
Skills not listed that are required (NB: these can be new and not in any existing Training Package)
Questions:
A. Have you been connected to the NBN as yet?
Yes
No
Unsure
B. If you are connected to the NBN, what type of connection do
you have?
Fibre
Fixed Wireless
Satellite
Unsure
C. Are you undertaking specific planning to seize opportunities
the NBN may offer?
E. Are there any other details on training or infrastructure needs

we should draw to the attention of national decision makers
and funding bodies?
Open text
THANK YOU
Please save your completed questionnaire to your computer and
post or email a copy to marc.bowles@utas.edu.au.
If you have any questions regarding the project sponsor
Innovation and Business Skills Australia or national funding of
skill gaps please visit their web site www.ibsa.or.au or information
provide on the National Workforce Development Fund. For any
additional information please email wd@ibsa.org.au.
Yes
No
Unsure
D. What information technology skills are not listed that you
need to better exploit the NBN or broadband?
Open text
55

Attachment 2: Results from online feedback questionnaire

Survey Overview
On closing the online questionnaire had 102 Views, 35 commencements and 32 completions.
The full reporting of responses by question for the 31 completions received at the time of reporting has been depicted below.
56
A number of skill sets have been identified as critical for

communities and businesses seeking to engage in the Digital
Economy.
4. Basic computing hardware and internet connection set up

Essential skills (AQF 2)
1. eCitizen Essential skills (AQF 1)
5. Digital content development and collaboration Essential

Skills (AQF 3)
2. IT users digital literacy Essential Skills (AQF 1)
6. Web Development Essential Skills (AQF 3)

(AQF 1)
57

7. Small office/home computing and peripheral equipment set

up (AQF 3)
11. Manage business communications solutions and systems

security (AQF 4-5)
8. Small office/home network and equipment set up (AQF 4-5)
12. Develop an business case and select appropriate IT

strategies and solutions (AQF 4-5)
9. Establish business communications solutions and systems

security (AQF 4-5)
10. Sell products and services online (AQF 4-5)
58
13. Managing business ICT change project (AQF 6+)
14. Set up an e-business capability (AQF 6+)
A. Have you been connected to the NBN as yet?
15. Manage virtual or out-sourced ICT services (AQF 6+)
B. If you are connected to the NBN, what type of connection do

you have?

(AQF 6+)
D. Are you undertaking specific planning to seize opportunities

the NBN may offer?
59

Attachment 3: ForwardIT competency mapping

Competency
E-skill Level
ForwardIT
Coverage
ICASAS202A Apply problem-solving techniques to routine IT malfunctions
some
ICASAS206A Detect and protect from spam and destructive software
ICASAS307A Install, configure and secure a small office home office network
ICAWEB403A Transfer content to a website using commercial packages
4/5
4/5
4/5
ICA11 Information and Communications Technology Training Package
60
Competency
E-skill Level
ForwardIT
Coverage
4/5
ICANWK407A Install and configure client-server applications and services
4/5
4/5
4/5
ICANWK501A Plan, implement and test enterprise communication solutions
4/5
ICANWK510A Develop, implement and evaluate system and application security
4/5
4/5
4/5
4/5
4/5
ICAICT511A Match IT needs with the strategic direction of the enterprise
4/5
4/5
4/5
ICAICT602A Develop contracts and manage contracted performance
6+
6+
6+
ICASUS702A Conduct a business case study for integrating sustainability in IT planning and
design projects
6+
6+
4/5
6+
CUF07 Screen and Media Training Package Training Package
BSB07 Business Services Training Package*
61

Competency
E-skill Level
ForwardIT
Coverage
4/5
4/5
4/5
4/5
4/5
6+
6+
BSBMKG513A Promote products and services to international markets
6+
* ForwardIT coverage for all BSB07 competencies is only from a home business perspective.
62
Attachment 4: Community and learner access to cultural assets

The Museum of Antiquities at the University of New England was
established in 1959 as part of the then Department of Classics
at the University of New England. The Museum of Antiquities is
the only regional Ancient History and Archaeology museum in
Australia with a collection encompassing antiquities from the
ancient Mediterranean and the Near East, complemented by
objects and ethnographic material from Australia, South East
Asia, New Guinea, the Pacific region, Mesoamerica and Africa.
A core purpose of the Museum has always been to support the
teaching and research interests of students and staff; however
with a very large percentage of UNEs student cohort studying
off-campus, the ability of the Museum to meet this core purpose
has declined. External students rarely, if ever, have had the
opportunity to use the museum and study its holdings, which
in turn prevents academics within the school from using the
holdings of the museum in assessments or teaching as this would
be inherently unfair. This leaves distance students studying in
the School of Humanities disadvantaged since only the internal
students had access to the museums holdings this in turn leads
to a valuable cultural resource going largely unused.
Dr. Michael Maxx Schmitz

Ancient History (ANCH) Convenor
Lecturer Classics and Ancient History
Schoolof Humanities
Armidale NSW Australia 2351
Phone 61 02 6773 3533 Facsimile61 02 6773 3520
email:mschmit2@une.edu.au
www.une.edu.au
The virtualisation project at the Museum of Antiquities seeks

to redress this issue and was initiated specifically to increase
accessibility to the important collection held at UNE and to offer
students, the wider public and researchers the opportunity to
interact with three-dimensional virtual representations of objects
in the collection. The first phase of the project has started the
process of creating the three-dimensional virtual representations
by employing multi-nodal photography to create the
representations of artefacts held in the Museum of Antiquities
which are then made available electronically.47 The next phase of
the project would see the physical museum space converted into
an online teaching and research space that would allow staff and
local students to interact directly with the Museums holdings
whilst at the same time holding live video tutorials with distance
students who would be able to utilise the virtual representations
of the objects via the web.
47 M. Schmitz, Creating a Virtual Museum of Antiquities: An Interactive Teaching Tool, in A

Handbook for Academic Museums: Beyond Exhibitions and Education, Eds. Stefanie S Jandl and
Mark S Gold, Museums, Boston, 2012.
63
Innovation & Business Skills Australia Ltd

Level 11, 176 Wellington Parade
East Melbourne Victoria 3002
T +61 3 9815 7000
F +61 3 9815 7001
www.ibsa.org.au

Digital Literacy and E-Skills Participation in The Digital Economy by Innovation & Business Skills Australia IBSA February 2013

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Digital Literacy and E-Skills Participation in The Digital Economy by Innovation & Business Skills Australia IBSA February 2013

Uploaded by

Copyright:

Available Formats

Digital literacy

1.1 Summary of findings

1.2 Confirmation of digital literacy skills sets in demand

2.1 Overall project deliverables

2.2 IBSA broader ICT development model

2.3 National Broadband Network, digital literacy and e-skills

2.4 Digital literacy and the Foundation Skills Training Package

3. Digital literacy and e-skills consultations

4. Digital literacy and e-skill levels

4.1 Alignment of units of competency to digital literacy e-skill level

5. Feedback on digital literacy skill sets/competencies

5.2 Remote indigenous community digital literacy needs

5.3 Digital literacy needs of people with disabilities

5.4 Addressing digital literacy needs in rural and remote communities

5.5 Emerging digital literacy skill sets

6. Digital literacy education and training: A commentary

7. Digital literacy units of competency and skill sets

7.1 Validated skill sets

7.3 Potential new qualifications

7.4 Possible new units of competency required

8. Further online feedback