EPAN egovernment working group

Transcription

1 Page 1/10 EPAN egovernment working group 10 th of January 2005 PREPARATORY SURVEY Organisational Changes, Skills and the role of Leadership required by egovernment Country Ministry or agency Office Web site Czech Republic Ministry of Informatics Contact Person Name Mr. Ludek Hrajnoha and Ms. Renata Brozkova Address Havelkova 2, Praha 3 Telephone , Fa Ludek.hrajnoha@micr.cz, renata.brozkova@micr.cz Please fill out and send back before the 4 th of February 2005 to the European Institute of Public Administration (see address page 3)

2 egov_study_skills_response_ _czech-republic_en_v01.doc Page 2/10 Introduction to the questionnaire In its 2003 Communication the European Commission re-defined e-government as " the use of ICT combined with organisational change, new skills in order to improve public services and democratic processes and public policies" (The role of egovernment for Europe s Future, COM(2003) 567 final, adopted on 26 September 2003). However, egovernment is more than that: It implies major socio-economic innovations and politico-administrative institutional changes based on new IST applications and developments. Transforming culture is thus a key dimension of egovernment. It has been acknowledged that egovernment calls for strong leadership at different levels to provide a strategic vision for and operational implementation of innovation and change processes in public administration. The increasing importance of ICTs and the Internet for public administration calls for comple skills to drive change in government. In terms of e-government, ICTs and the Internet imply modernized service delivery processes regarding the sharing of data, business process redesign and human resources which in turn require organizational change, new top level leadership (eleaders), with mid-level leadership (echampions) supporting their work. Clerical staff as well as managers require a new and challenging set of skills. The Mid Term Programme for Cooperation in Public Administrations in the EU aims at identifying the acquisition of the different skills (not only technical skills) which are needed by managers (and clerical staff) to govern and manage change. By the end of 2005 the egovernment skills required will be appraised and recommendations will be agreed by the Member States (EPAN Mid Term Programme 2003). In response to these challenges, the Ministry for Public Service and Administrative Reform in Luembourg has requested the European Institute of Public Administration (EIPA) to draft a report on "Organisational Changes, Skills and the Role of Leadership required by egovernment" to provide a basis for discussion during the EU Presidency of Luembourg in the first half of It will also provide some input for the recommendations to be agreed by the end of The report will include a description of the contet in the EU Member States, as well as an analysis of some case studies of good practices with regard to organisational changes, skills and leadership requirements.

3 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 3/10 In case of any problem with this questionnaire, please feel free to contact European Institute of Public Administration Attn. Christine LEITNER O.L. Vrouweplein 22 P.O. Bo 1229 NL BE Maastricht Tel.: Fa : n.karssen@eipa-nl.com with copy to c.leitner@eipa-nl.com in order to avoid any misunderstandings or problems and to help in the delivering of a good and useful report.

4 egov_study_skills_response_ _czech-republic_en_v01.doc Page 4/10 QUESTIONNAIRE 1. Who is responsible at the central level for strategic aspects related to skills, organisational change and leadership development for egovernment, and how is the coordination between the different actors involved? a) Central position for e-government has the Ministry of Informatics, b) the Office of the Government (the Prime-minister s Office) is responsible for the training of the personnel (central level government officers), c) the Ministry of Education, Youth and Sport is responsible for school education. Historical Policy background the National Information and Communication Policy (e-czech from March 2004) - first Czech National Information Policy was adopted in 1999, the National Information Policy in Education, - the National Computer Literacy Program and - the eeurope+ 2003/eEurope 2005 Action Plans. Are there other entities at the regional and local level responsible for those aspects? A responsibility for the development at the regional level has the Regional governments/ Municipalities.

5 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 5/10 2. Do your action plans on egovernment include measures on : Skills Organisational changes Leadership Yes Planned No Yes No no If yes or planned, please specify what kind of measures : The government aims at etending elementary computer literacy in four years on at least a half of the population. Therefore the basic instrument for that is, apart from systemic support of information literacy at schools of all levels, also the National Programme for Computer Literacy (NPCL) enabling beginners to acquire basic computer skills (or at least to banish psychological barriers/fear of using computers). The programme is a public-private partnership. Other used measures are penetration of computers (households, companies, PAs, PIAPs, etc.), of internet access, growing statistics of labour force, number of graduates (of universities, of secondary schools, of National Computer Literacy Program courses etc.)

6 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 6/10 3. Are there specific instruments to identify skill gaps? Yes Planned No If yes or planned, please specify what kind of instruments are used and what actions have you taken or have been planned to meet the needs identified (for eample, coaching, training, recruitment, etc)? On top of eeurope benchmarking survey there is running a survey of computer and information literacy by the Ministry of Informatics + see add 2) above. The government regards schools as the basic element of the life long learning system and they must provide all their graduates witch information literacy basics. Apart from that, the Government would like to make use of the educational potential of school to etend information literacy to the adult part of the population (through courses for the public National Computer Literacy Program). Libraries should also provide equal access to traditional and electronic information resources for education, research, development, and business and at the same time all public libraries are obliged to provide public internet access points from 2006.

7 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 7/10 4. What programmes do eist? Type of training Yes Planned No Continuous training Short-term training Other (specify) There are running different ICT and managerial courses for PAs officers. For the public - Programme NPCL (National Program of Computer Literacy) realised by grant scheme in cooperation with the private sector. Private - ECDL, Cisco Networking Academy, Microsoft Training and Certification, etc. Target groups Yes Planned No Top-level managers Middle management Other (specify) Programme NPCL Handicap courses for people with special needs. Methodologies Yes Planned No Traditional training (*) elearning Coaching Other (specify) X (*) Traditional training : seminars, workshops, etc. Seminars organised by commercial domain for public administration or private administration, there is no national state standard/methodology

8 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 8/10 International Standard Classification of Occupations (ISCO-88) methodology is used for e-skills but as it is focused mainly on ICT skills and we understand by e-skills more information skills than only computer skills, we would like to prepare new methodology of Information literacy. ** Courses into-organisations If yes or planned, please, give details.

9 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 9/10 5. At the University level, are there : Post-graduate programmes Full-time / part-time (eecutive programmes) Other (specify) Yes / Number of Universities Planned No If yes or planned, please indicate which these programmes are, and if possible the number of universities that have them : The Czech Republic has long tradition in technical and engineering subjects therefore we do not wrestle with the lack of ICT skilled professionals (as also non IT-graduates are/were often able to requalify quickly) as other countries do. Nevertheless of course there is some short mismatch. In 2002 worked in Information and Communication Technologies (ICT) people, which represented 4 % of total labour force in the Czech Republic. The figures reported here are based on International Standard Classification of Occupations (ISCO-88) provided from the Czech Statistical Office ( This is an international classification and therefore should be available at the national statistical authorities of the other countries. Number of ICT workers Share of ICT workers within ITC Share of ICT workers in the Czech Republic In total % 4,0 % Highly skilled computing professionals % 2,1 % computer system designers and analysts, programmers, engineers 312 photographers, image and sound recording equipment operators, broadcasting and telecommunications equipment operators 313 computer assistants, computer equipment operators, Industrial robot controllers % 0,9 % ,9 % 0,4 % ,6 % 0,1 % Low skilled computing professionals % 1,9 % 724 electrical and electronic equipment mechanics and fitters Monthly Household Labour Force Survey % 1,9 % Students ICT could be studied at 8 faculties within universities to obtain Bse, MA or PhD in Total number of students Number of ICT students. Share of ICT students , , ,4

10 egov_study_skills_deliverable_ _questionnaire_en_v01 Page 10/ , , , , ,3 Source: Institute for Information on Education As those graduates (2,6%) will likely gain ground as highly skilled professionals (2,1% of labour force) we have/are going to have good supply of ICT staff. I know there occurs shortages in some specific fields but ICT is subject as the other are (medicine, etc.) and is influenced by development of the branch-research. What I see more serious is low e-skills though our society (among non-ict professionals). Non ICT professionals The other issue is that e-skills is needed throughout the big part of the labour force/ society. And this is the problem we struggle with. At first we need to answer the question: What does it mean eskills? In this contet we are preparing definition of the Information literacy which covers Computer literacy as a tool and then ability to search in databases, in internet, understanding of tet etc.; it means the skills to work with information. I see this as a challenge of the present and of the short future time. If we wish to increase the Information literacy of the population we must be sure the can use computers (as a tool). 6. What can be done in the framework of the European Public Administration Network in this field???? (end of the document)